### 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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