WG 17 Papers
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Chair: Despina Potari (Greece)
dpotari@math.uoa.gr
Papers
WG17 Report: Download
Einav Aizikovitsh-Udi, David Clarke, & Jon Star
Good questions or good questioning: An essential issue for effective teaching
Fatma Aslan-Tutak & F. Güneþ Ertaþ
Practices to enhance preservice secondary teachers’ specialized content knowledge
Rukiye Ayan, Didem Akyüz, Mine Iþýksal,
& Erdinç Çakýroðlu
Preservice teacher’s reflective practice: Guide for learning about teaching
E. Badillo, Lourdes Figueiras, V. Font, & M. Martinez
Didactical analysis and comparison of teachers’ practices
Sinem Baþ, M. Gözde Didiþ, A. Kürþat Erbaþ, Bülent Çetinkaya, Erdinç Çakýroðlu,
& Cengiz Alacacý
Teachers as investigators of students’ written work: Does this approach provide an opportunity for professional development?
Claire Vaugelade Berg
Enhancing mathematics student teachers’ content knowledge: Conversion between semiotic representations
Pavneet Braich & Joyce Mgombelo
Exploring teacher perceptions of the development of resilience in a problem-solving mathematics classroom
Jose Carrillo, Nuria Climent, L.C. Contreras
& M.C. Munoz-Catalan
Determining specialized knowledge for mathematics teaching
Stephane Clivaz
Teaching multidigit multiplication: Combining multiple frameworks to analyze a class episode.
Jason Cooper & Israel Touitou
Teachers’ beliefs about knowledge for teaching- an indirect approach
Annalisa Cusi & Nicolina A. Malara
A theoretical construct to analyze the teacher’s role during introducing activities to algebraic modelling
Ove Gunnar Drageset
Using redirecting, progressing and focusing actions to characterize teachers’ practice
Anika Dreher & Sebastian Kuntze
Pre-service and in-service teachers’ views on the learning potential of tasks-does specific content knowledge matter?
Andreas Ebbelind
Disentangling prospect teacher’s participation during teacher education
Eric Flores, Dinazar I. Escudero & Jose Carrillo
A theoretical review of specialized content knowledge
Rosa A. Tomás Ferreira, Maria Helena Martinho,
& Luis Menezes
The role of didactical knowledge in seizing teachable moments
António Guerreiro, João Pedro da Ponte & Lurdes Serrazina
Mathematical Communication: Teachers’ recognition of the singularity of students’ knowledge
Guðný Helga Gunnarsdóttir & Guðbjörg Pálsdóttir
New teachers´ ideas on professional development
Markus A. Helmerich
Competence in reflecting- An answer to uncertainty in areas of tension in teaching and learning processes and teachers profession
Alena Hošpesová & Marie Tichastrong
One possible way of training teachers for inquiry based education
Arne Jakobsen, Mark Hoover Thames, & C. Miguel Ribeiro
Delineating issues related to horizon content knowledge for mathematics teaching
Anna Klothou & H. Sakonidis
Primary teachers’ assessment in mathematics: Resources exploited in the pedagogical discourse
Stefanie Kuhlemann
Heuristic strategies prospective teacher students use in analyzing students’ work
Caroline Lajoie & Jean-François Maheux
Richness and complexity of teaching division: Prospective elementary teachers’ roleplaying on a division with remainder
Dorte Moeskær Larsen, Camilla Hellsten Ostergaard,
& Jeppe Skott
Patterns of Participation – A framework for understanding the role of the teacher for classroom practice
Angeliki Mali, Irene Biza, Michalis Kaskadamis, Despina Potari
& Charalambos Sakonidis
Integrating technology into teaching: New challenges for the classroom mathematical meaning construction
M. A. Montes, A. Aguilar, J. Carrillo & M.C. Munoz-Catalan
MTSK: From common and horizon knowledge to knowledge of topics and structures
Cemalettin Iþýk, Tuðba Öcal, & Tuðrul Kar
Analysis of pre-service elementary teachers’ pedagogical content knowledge in the context of problem posing
Luis R. Pino-Fan, Juan D. Godino, Vicenç Font,
& Walter F. Castro
Prospective teachers’ specialized content knowledge on derivative
Klaus Rasmussen & Carl Winslow
Didactic codetermination in the creation of an integrated math and science teacher education: The case of mathematics and geography
Emma Carreno, C. Miguel Ribeiro & Nuria Climent
Specialized and Horizon Content Knowledge- Discussing prospective teachers knowledge on polygons
Ira Raveh & Boris Koichu
A reference framework for teaching the standard algorithms of the four basic arithmetic operations: From Theoretical analysis to task design
Emma Carreno, Nielka Rojas, Miguel Angel Montes,
& Pablo Flores
Mathematics teachers’ specialized knowledge. Reflections based on specific descriptors of knowledge
Tim Rowland, Fay Turner, & Anne Thwaites
Developing mathematics teacher education practice as a consequence of research
Fernando Luís Santos & Antonio Domingos
Mathematics in pre-service teacher education and the quality of learning: The proceptual divide.
Judy Sayers
The influence of early childhood mathematical experiences on teachers’ beliefs and practice
Sílvia Semana & Leonor Santos
Teaching practices to enhance students’ self- assessment in mathematics: Planning a focused intervention
Ravi B. Somayajulu
Capturing pre-service teachers’ mathematical knowledge for teaching of geometry
Berna Tataroðlu Taþdan, Ayten Erduran, & Adem Çelik
Examination of pre-service mathematics teachers’ instructions in terms of developing students’ mathematical thinking
Reyhan Tekin-Sitrava & Mine Iþýksal-Bostan
In-service mathematics teacher’s mathematical knowledge for teaching: A case of volume of prism
Behiye Ubuz, Utkun Özdil, & Ayþegül Eryýlmaz Çevirgen
Preservice Teachers’ Knowledge and Beliefs: Their association to Practice in the Context of Teaching Function with Analogies
Steven Watson
Understanding Mathematics Teachers’ professional development from the perspective of social learning theory
Stefan Zehetmeier
What can we learn from other disciplines about the sustainable impact of professional development programmes?
Ismail O. Zembat
Specialized content knowledge of mathematics teachers in UAE context
Posters
Catarina Andersson & LottaVingsle
Professional development program in formative assessment
Ana Caseiro, João Pedro da Ponte & Cecília Monteiro
Statistical knowledge and teaching practices of elementary school teachers in the context of collaborative work
Aleksandra Čižmešija & ŽeljkaMilinŠipuš
The trigonometric functions-concept images of pre-service mathematics teachers
Malin Lindwall Ehrnlund
Mathematics teachers’ understanding and interpretation of their own learning and classroom practice
Yvonne Liljekvist & Jorryt van Bommel
Mathematical knowledge for teaching as a measure of coherence in instruction materials produced by teachers on the internet
Jeffrey A. McLean
Pre-service elementary teachers’ procedural knowledge of the greatest common factor and least common multiple
Juan D. Godino & Luis R. Pino-Fan
The mathematical knowledge for teaching: A view from the Onto-Semiotic Approach to Mathematical Knowledge and Instruction
Alesja Sapkova
The relationships between the traditional beliefs and practice of mathematics teachers and their students’ achievements
Daan van Smaalen
Teacher learning within the context of Lesson Study
Ján Šunderlík &
Soňa Čeretková
Usage of tasks during professional development of in-service mathematics teachers
Erica Garcia Torres &
Ricardo Cantoral Uriza
Professional mathematics teacher identity: An example with telesecundaria system teachers in Mexico
Yuly
Marsela
Vanegas, Joaquin Giménez
& Vicenç Font
Interaction suitability analysis with prospective mathematics teachers
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