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Plenaries
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Performing Alterglobalization in Mathematics Education: Plenary in the form of a jazz standard (Peter Appelbaum, Susan Gerofsky)
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23
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Globalization in mathematics education: integrating indigenous and academic knowledge (Franco Favilli)
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49
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Mathematics in and for work in a globalised environment (Gail E. Fitzsimons)
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68
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Mathematics teacher’s role as a social resource in a globalized world (Núria Gorgorió)
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78
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Compétence, activité et conceptualisation (Gérard Vergnaud)
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81
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Fundamental Ideas of Mathematics as the Natural Source of Teaching and Learning (Erich Ch. Wittmann)
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98
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Working groups – Oral presentation
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Investigating the young mind and fractions (Julie Cwikla, Jennifer Vonk)
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112
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Les
besoins de changements des propositions pour l’enseignement
de la notion de fonction au bresil (Marlene Alves Dias, Tânia Maria
Mendonça Campos, Sirlene Neves de Andrade)
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119
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Ambiguous environmental situations invoke students’ diversity and creativity (Talya Gilat, Miriam Amit)
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126
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Structure
cognitive de contrôle et compétences mathématiques de l’arithmetique
a l’algebre au secondaire: les nombres polygonaux (Fernando
Hitt, Mireille Saboya, Carlos Cortés)
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134
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Reasoning in Geometry: The role of the tasks (Teresa Pimentel, Isabel Vale)
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147
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Towards a characterization of explanations in mathematics textbooks (Roberta Pompili)
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157
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Math proficiency test: Analysis of Italian scores in the OCSE-PISA 2003 survey (Stefania Pozio)
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166
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Compétence
exercée dans la comparaison de fractions : quelle mobilisation les
élèves font de leurs savoirs? (Mireille Saboya, Stéphanie Rhéaume)
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174
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L’enseignement des mathématiques a l’ère de la mondialisation (Jorge Soto-Andrade, Pamela Reyes-Santander)
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184
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From problem solving to creativity in mathematics (Isabel Vale, Teresa Pimentel)
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193
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Teaching fractions - primary school teachers ́ difficulties on the quotient interpretation of fractions (Paula Cardoso, Ema Mamede)
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203
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Relationships
between mathematics anxiety, confidence to teach mathematics, and
attitudes towards mathematics in pre-service teachers. (Audrey Cooke and Chris Hurst)
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213
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Primary teachers’ beliefs and emotional disposition towards mathematics and its teaching (Cristina Coppola, Pietro Di Martino, Tiziana Pacelli, Cristina Sabena)
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217
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Be
a Teacher in a Global Society: Challenges and Opportunities Drawing on
a Sociological Approach to Mathematics Teacher Training (Javier Díez-Palomar)
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227
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Mathematics teachers continuing education and technology: a necessary practice in a globalized context (Nielce Meneguelo Lobo da Costa, Maria Elisabette Brisola Brito, Ruy César Pietropaolo)
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240
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The professional content knowledge for the division of fractions introduction (Aparecida Rodrigues Silva Duarte, Angélica da Fontoura Garcia Silva, Tânia Maria Mendonça Campos )
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251
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Quelles
connaissances et compétences pour la formation des professeurs de
mathématiques dans le traitement de situations de modélisation de
phénomènes fonctionnels? (Bernadette Dufour-Janvier, Mireille Saboya)
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258
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Teacher training in geometry: creativity and entrepreneurship (Lina Fonseca, Elisabete Cunha)
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266
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An investigation about teaching professional knowledge of teachers who teach Mathematics (Angélica da Fontoura Garcia Silva, Tania Maria Mendonça Campos, uy Cesar Pietropaolo)
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274
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Early Years’ Trainee Teachers’ Geometric Knowledge: the case of defining a rectangle (Alexandra Gomes, C. Miguel Ribeiro, Hélia Pinto, Fernando Martins)
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282
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Mathematical resources used by the teacher as a source of reflection (David A. Páez, José Guzmán)
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292
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Généralité et spécificité dans la formation des enseignants de mathématiques. Le cas de la formation continue (Maria Polo)
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302
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Problem posing as a motivational tool in improving primary school teacher knowledge (Marie Tichá, Alena Hošpesová)
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307
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Introducing classroom modeling practice to promote creativity and multiculturalism (Miriam Amit, Talya Gilat)
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317
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A lens to look behind teacher’s activities in the class (Marian Ascari)
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327
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A dialogue about classroom tasks (Simone Banchelli, Francesca Martignone)
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334
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Mathematical reasoning: the impact of visual patterns (Ana Barbosa)
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343
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Common sense and teaching-learning processes in two generations of students (Maria Carmela De Mitri, Adalberto Codetta Raiteri)
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352
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Roots of algebraic thinking in young students: an exploratory study (Marina De Simone, Francesca Ferrara)
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362
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Metacognitive functions of a student with asperger syndrome: a case study (Mokos Evagelos, Ioannis Noulis, Sonia Kafoussi)
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371
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Mathematics as a way of being familiar with the territory (Antonella Montone, Eleonora Faggiano, Annamaria Troccoli)
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376
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L’accompagnement
d'enseignants du primaire pour favoriser l'interrelation entre les
mathématiques, les sciences et les technologies (MST) (Marie-Pier Morin, Abdelkrim Hasni, Laurent Theis, Lisane Boisclair)
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382
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Teachers’
practices with the derivative concept: a
problematic meeting of Algebra and Calculus in secondary school (Monica Panero)
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389
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Guess which: Shapes’ descriptions by toddlers (Chrysanthi Skoumpourdi)
|
400
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Reflecting on a (trans-national) peer observation teaching experience in higher education: questions and perspectives (Charoula Stathopoulou, Peter Appelbaum)
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410
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Using geogebra environment in supporting prospective teachers on developing algebraic problem posing skills (Reda Abu-Elwan)
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419
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A tetrahedron to model e-learning Mathematics (Giovannina Albano, Eleonora Faggiano, Flavia Mammana)
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429
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Developing geometrical thinking using a touchscreen dynamic software (Ferdinando Arzarello, Marcelo Bairral, Cristiano Danè, Iijima Yasuyuki)
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437
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EarlyStatistics:
A case study on in-service
teachers’ technological pedagogical
content knowledge of statistics (Ana Serradó Bayés, Maria Meletiou-Mavrotheris, Efi Paparistodemou)
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444
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Nuages didactiques. Cieaem et groupes de travail globaux et permanentes (Petronilla Bonissoni, Paolo Longoni, Gianstefano Riva, Ernesto Rottoli)
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451
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Technology applied to the teaching of mathematics: lesson analysis (Maria Celia Pimentel de Carvalho, Nielce Meneguelo Lobo da Costa, Tania Maria Mendonça Campos)
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457
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Teaching by doing (Daniela Ferrarello, Maria Flavia Mammana, Mario Pennisi)
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466
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GeoGebra in teaching mathematics to upper primary pupils (Veronika Havelková)
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476
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Teacher development for the integrated use of technologies in mathematics teaching (Maria Elisabette Brisola Brito Prado, ielce Meneguelo Lobo da Costa, Maria Elisa Esteves Lopes Galvão)
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482
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The mathematics classroom in the expanded open system of a globalised virtual social network (Andreas Moutsios-Rentzos, François Kalavasis, Emmanouil Sofos)
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492
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Ethnomathematics of the southwestern Angola Nyaneka-nkhumbi ethnic group and its application to mathematics education (Domingos Dias, Cecília Costa, Pedro Palhares)
|
498
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Language and mathematics teaching/ learning in multicultural classrooms in Europe: Exploring problems and difficulties (Franco Favilli, Charoula Stathopoulou, Eleni Gana)
|
508
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Fostering the importance of language awareness through CLIL-mathematics teaching/learning (Laura Maffei, Franco Favilli)
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514
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The chinese perspective of variation to rethink the italian approach to word-problems from a pre-algebraic point of view (Alessandro Ramploud, Benedetto Di Paola)
|
525
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Teaching abstract algebra in native language in Tatarstan (Ildar Safuanov)
|
534
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Le développement des compétences mathématiques des futurs enseignants par les stages à l’étranger (Elena Scalenghe)
|
539
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Proportionality from Fishermen and Caulkers practices transposed into school activity (Filipe Sousa, Pedro Palhares, Maria Luísa Oliveras)
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551
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Special session
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Aspetti rivoluzionari e attulità nell’insegnamento di Emma Castelnuovo; “traduzione digitale” del suo materiale didattico e possibili sviluppi per le scuole superiori e per l’univeristà (Mario Barra)
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561
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Mathematics and art in the city of Turin (M. Cantoni, E. Gallo, A Sargenti, C. Testa)
|
565
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|
The
metaphor of the House. On the purpose of The Teachers’
House to the room of mathematics. The training and action
research on software GeoGebra (A Sargenti, C. Testa)
|
567
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Emma Castelnuovo et son engagement pour une école sans frontières (Nicoletta Lanciano)
|
569
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Emma
Castelnuovo: l’espace et le temps
d’une vie dévouée à l’enseignement des
mathématiques (Erika Luciano)
|
570
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