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Editorial and discussion paper /
Editorial et discussion du théme
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6
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Plenaries
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Mathematicians, Mathematics
Educators and the state of the
world (Ubiratan D’Ambrosio)
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25
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Learning Mathematics In and Out
of School: A workplace education
perspective (Gail E. FitzSimons)
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37
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Mathematics for social inclusion
(Ramon Flecha)
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51
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On Social Class in Place – and
Community- Based Mathematics
Instruction: a Cross-Case
Comparison from Rural America
(Robert Klein)
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56
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Re-interpreting Students’
Interest in Mathematics: Youth
Culture Resisting Modern
Subjectification (Paola Valero)
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72
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Oral presentations
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Usages des Technologies Dans et
Hors la Classe (Gilles Aldon)
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85
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Playing with Numbers in
Cultures: Beginning to Trouble
Essentialist Views of
Mathematical Knowledge re -
production (Ana Chronaki,
Georgia Mountzouri)
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90
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Mathematical Games Played by
Elementary School Students (Dores
Ferreira, Pedro Palhares and
Jorge Nuno Silva)
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95
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Intercultural Debates and
Citizenship. Some Teacher.
Research Consequences (Joaquim
Giménez, Yuli Vanegas, and
Xavier Vilella)
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99
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Mathematical Modelling and Bank
Loan Systems: An Experience with
a Group of Youngs and Adults
(Vera Helena Giusti de Souza,
Rosana Nogueira de Lima, Tânia
Maria Mendonça Campos and
Leonardo Gerardini)
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104
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Un sens des mathématiques dans
l’enseignement (Eric Laguerre)
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108
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Numeramentality: A research
program in Mathematics Education
(Samuel Edmundo Lopez Bello)
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114
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Le développement du raisonnement
proportionnel à travers des
problèmes statistiques chez des
élèves du 3è sycle du primaire (Khoi
Mai Huy, and Laurent Theis)
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118
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Mathematics and solar roaster in
high school (Alejandro Rosas
Mendoza, Leticia del Rocío Pardo
and José Luis Gómez)
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122
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Everyday life models generated
by social sciences students
(Alejandro Rosas, and Leticia
del Rocío Pardo)
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126
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Playing board games inside and
outside the classroom (Chrysanthi
Skoumpourdi)
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130
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Recognizing modeling routes for
empowering 12-16-year-old pupils
(Manel Sol, Joaquim Giménez, and
Nuria Rosich)
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135
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Trying to be democratic in
mathematics class (David Wagner,
and Beth Herbel-Eisenmann)
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139
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Service learning as teacher
education (Peter Appelbaum)
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143
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Soutenir les élèves à risque en
apprentissage des mathématiques.
Étude de cas d’un élève classé
“déficient intellectuel léger”
(Normand Caron, and Corneille
Kazadi)
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148
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Schools and families as partners
in the mathematics learning
process: Portuguese data from
the FAMA project (Margarida
César)
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152
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Women in relation to school
techonology and mathematics:
reading hegemonic discourses via
“cyborgs” and “subalterns” (Ana
Chronaki)
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156
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Family Math involvement in
Spain: the families’ voices
(Javier Díez-Palomar, Sandra
Torras, and Silvia Molina)
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161
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Assessing Evaluation: The
problem of discriminatory
students evaluation (Liora Hoch,
and Miriam Amit)
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166
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I’m going to tell you to save
you wondering: How enabling
becomes disabling in a Canadian
mathematics classroom (Christine
Knipping, Hauke Straehler-Pohl,
and David A. Reid)
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171
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Analyse d’un problème sous
l’angle des décalages entre ce
qui est attendu par l’enseignant
et ce que permet le problème
(Claudine Mary and Laurent Theis)
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176
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Cabinetmarkers’ everyday use of
mathematics (Laia Saló)
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181
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Parent-trainer training course
for success in mathematics and
science (Ana Serradó, and Maria
Meletiou-Mavrotheris)
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185
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Analysing the discourse of low
expectations (Hauke Straehler-Pohl,
Sainza Fernández, Uwe Gellert,
and Lourdes Figueiras)
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190
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Learning Mathematics as a
“practically able” learner: An
instance of institutional denial
of access (Hauke Straehler-Pohl,
and Uwe Gellert)
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195
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Mathematical literacy from the
point of view of teachers and
students in technical-industrial
education in Brazil (Elisabete
Zardo Búrigo)
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200
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Getting “real” with “rational
numbers” to facilitate access
and participation (Zuly L.
Alfonzo, and Vena M. Long)
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204
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A case study on
access and participation:
Teaching mathematics based on
computerised didactic units (Joaquim
Barbé, Lorena Espinoza, and Uwe
Gellert)
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209 |
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Reinforcing Arithmetic Problem
Solving through the Use of a
Properly Created Software
(Luciana Bazzini, and Pietro
Madaro)
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214
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Interdisciplinarity projects
with social relevance from
mathematical education (Rosa
Becerra Hernández)
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217
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The way we work: Contributions
of collaborative work to
mathematics learning (Ines
Borges, and Margarida César)
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221
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Educational laptop computers
integrated into mathematics
classrooms: is it a possible
dream?
(Maria Elisabette Brisola Brito
Prado, and Nielce Meneguelo Lobo
da Costa)
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225
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Towards reflexive discussions in
mathematical modelling (Jonei
Cerqueira Barbosa)
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229
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A socio-political analysis of
mathematics teaching in the
classroom (Petros Chaviaris,
Charoula Stathopoulou, and Eleni
Gana)
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233
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Les TIC sous forme de capsules
virtuelles comme support à
l’appropriation des
connaissances en mathématiques
auprès des élèves ordinaires et
EHDAA de niveau secondaire
(Diane Gauthier, Sandra
Larouche, Marc-Pascal Harvey,
Carl Bilodeau, Stéphanie B.
Bilodeau, Nadia Fortin,
Marie-Josée Lépine, Steeve
Ouellet, and Pascal Tremblay)
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238
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Digital mathematical
performances: creating a liminal
space for participation (Susan
Gerofsky)
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242
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Les interventions didactiques de
l’enseignement dans
l’enseignement des probabilités
à des élèves en difficulté
intégrée en classe ordinaire au
primaire (Vincent Martin,
Laurent Theis, and Claudine
Mary)
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248
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Curriculum, textbooks,
mathematics teaching: what
really happens in the classroom?
(Charoula Stathopoulou, Eleni
Gana, and Petros Chaviaris)
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252
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Blind students’ participation in
mainstream mathematics classes
(Claudia Ventura, N. Santos and
Margarida César)
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257
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Using e-Portfolios as a strategy to improve learning through participation
and collective reflection
(Marcelo Bairral, and Rafael dos
Santos)
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261
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Challenges of teacher education in geometry (Lina Fonseca and Elisaete
Cunha)
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266
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Formation des enseignants et utilisation de la technologie liée aux
processus visuels en
mathématiques (Fernando Hitt)
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270
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Secondary mathematics teachers incorporating digital technologies into
their classroom practice (Verónica
Hoyos)
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274
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Middle school mathematics teachers' initial perception about WebQuests (Aytaç
Kurtulus, H. Bahadir Yanik, and
Tuba Ada)
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280
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Teaching practices research as a source to develop training programs for
mathematics teachers (Victor
Larios Osorio, Vicenç Font Moll,
Joaquím Giménez, Alejandro Díaz,
and Barriga Casales)
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284
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Mathematics teacher education as
a freedom practice: An approach
of practical reflection (Nielce
Meneguelo Lobo da Costa, Maria
Elisabette Brisola Brito Prado,
Ruy César Pietropaolo, and Tânia
Maria Menconça Campos)
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288
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The interrelationships of mathematics and the school unit as viewed by
prospective and in-service
school principals: A systems
theory approach (Andreas
Moutsios-Rentzos, and François
Kalavasis)
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293
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Mathematics assessment: A critical and participative experience (Andrés
Moya Romero)
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298
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The mathematics teacher learning through his practice: The influence of
his didactic and mathematical
knowledge (David Páez and José
Guzmán)
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306
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Mathematical knowledge for teaching: Exploring different meanings of
education (Alessandro Jacques
Ribeiro)
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306
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As time goes by: What remains from teachers' professional development?
(Stefan Zehetmeier)
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313
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Systematic formation and discovery in the path toward the concept.
Activities in a first grade of
the primary school (Nilla
Bonissoni, Paolo Longoni,
Gianstefano Riva and Ernesto
Rottoli)
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317
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Démarche d'observation en tant qu’outil de structuration de la pensée
(Helena Boublil-Ekimova)
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321
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How do fair sharing tasks facilitate young children's access to fractional
concepts?
(Julie Cwikla, and Jeniffer Vonk)
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326
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Problem stories: Methodology for integration in elementary school (Maria
de Fátima Sardinha, Pedro
Palhares, and Fernando Azevedo)
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331
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L'utilisation des représentations par deux enseignantes du collégial pour
l'introduction de la dérivée
(Sarah Dufour, and Fernando Hitt)
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335
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The creative potential of mathematical model eliciting activities (Talya
Gilat, and Miriam Amit)
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339
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La structure de la démonstration avec d'activités de géométrie (Lourdes
Guerrero)
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343
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The influence of Dynamic Geometry Software on the development of geometric
justifications (Víctor Larios
and Noraísa González)
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348
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A modelling case study to investigate students' functional thinking:
Galilei's sacks (Maria Lo
Cicero)
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352
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Promoting the power of Mathematics- Children learning fractions with
understanding (Emma Mamede and
Manuela Oliveira)
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356
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Metacognitive functions during problem solving in pairs: A case study (Evangelos
Mokos, and Sonia Kafoussi)
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361
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Je me demande si je suis sur le bon chemin...: Analyse d'une pratique
enseignante portant sur la
compréhension des relations de
comparaison au primaire (Izabella
Oliveira, and Stéphanie Rhéaume)
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366
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La planification des enseignants sur la résolution de problèmes: À quoi
pensent-ils?
(Carmen Paz Oval-Soto, and Izabella Oliveira)
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372
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Problem texts and epistemological issues (Luigi Menna)
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378
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Discovering the
power of agent-based modelling
to deal with complex systems in
diverse contexts (Marta Ginovart,
Xavier Portell, and Monica
Blanco)
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383 |
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Special sessions
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Talented students' use of representations in solving a 3- dimentional
non-routine task (Miriam Amit,
and Dorit Neria)
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388
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Un étude comparative: Matrices et systèmes lineaires dans l'enseignement
secondaire français et brésilien
(Tania Campos, Michèle Artigue
and Marlene Alves)
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393
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Une analyse de l'approche du concept de fraction proposé par le curriculum
de l'Etat de Sao Paulo (Tania
Campos, Angélica Silva, Raquel
Canova, and Marlene Alves)
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398
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Mathematical practices inside the classroom: An episode of cooperative
interaction in pair work (Judith
Chico, Nuria Planas, Laura
Morera, and Josep Maria Fortuny)
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403
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Epistemic and didactic values of the demonstrative process in different
cultures: A case study in
geometry with Chinese and
Italian students (Benedetto Di
Paola, and Filippo Spagnolo)
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408
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Facilitating college access for capable students struggling with
mathematics (Serge Hazanov)
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413
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Gifted students' achievement of high levels of probabilistic reasoning:
The case of "Kidumatica" (Irma
Jan, and Miriam Amit)
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417
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Mathematical challenges in a primary school: Learning experiences based on
collaborative work (Medeiro, and
Margarida César)
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422
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The concept of series in textbooks and in teaching practices (Rachid
Seffrah, and Alejandro González-Martin)
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425
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Mathematical difficulties of students with Asperger syndrome in
multiplication: A pilot research
(Ionanis Noulis, and Sonia
Kafoussi)
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429
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Apports et potentiels d'une situation physique
comme support d'apprentissage de
la fonction quadratique et de sa
caractéristique de variation
(Mireille Saboya, Bernadette
Janvier, and François Lagacé)
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434
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Stratégies d'enseignement mises en place par une enseignante pour
developer une activité de
contrôle chez les élèves du
secondaire (M. Saboya)
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435
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Forum of ideas
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Quelques particularités de l'enseignement des mathématiques dans les
classes bilingues aux lycées
franco-slovaques (Viera
Cernanova)
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441
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Why, how and where the absolute value is used in basic level? An analysis
through textbooks (María
Patricia Colin Uribe, and
Gustavo Martínez-Sierra)
|
442
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A tool for teachers within critical mathematics education (Fernando
Dominguez)
|
444
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GéogébraTUTOR: Un système tutoriel pour soutenir l'apprentissage de la
géométrie (Nicolas Leduc,
Philippe Richard, and Michèle
Tessier-Baillargeon)
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445
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La Fontaine and Mathematics: Contributions for learning functions in the
8th grade (Ricardo Machado, and
Margarida César)
|
446
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Mathematical origami contest "The Crane" (Malgorzata Mikolajczyk)
|
451
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A didactic online activity for trigonometry in high school (Gabriel
Molina, Alejandro Rosas, and
Apolo Castañeda)
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452
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Mathematics education and ethnomathematics. A connection in need of
reinforcement (Pedro Palhares)
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453
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Pupil's conceptions of mathematical problems: Are we assuring equal
opportunities?
(Ana Remesal)
|
454
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Good practice in the everyday use of netbooks in mathematics lessons
(Nadia Stehlikova, and David
Stein)
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457
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Gender and grade differences when reading mathematical texts (Ana Serradó)
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458
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Family math for adult learners: An European Network (Sandra Torras, and
Javier Díez-Palomar)
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465
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Algebraic Thinking in Primary School (Leonel Vieira, Pedro Palhares, and
Joaquim Giménez)
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467
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