6-10 February 2013     Manavgat-Side, Antalya - Turkey

WG 17 Papers


Chair: Despina Potari (Greece)


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. Güneş Ertaş
Practices to enhance preservice secondary teachers’ specialized content knowledge

Rukiye Ayan, Didem Akyüz, Mine Işıksal, & Erdinç Çakıroğlu
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 Baş, M. Gözde Didiş, A. Kürşat Erbaş, Bülent Çetinkaya, Erdinç Çakıroğlu, & Cengiz Alacacı
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 Işık, Tuğba Öcal, & Tuğrul 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 Tataroğlu Taşdan, Ayten Erduran, & Adem Çelik
Examination of pre-service mathematics teachers’ instructions in terms of developing students’ mathematical thinking

Reyhan Tekin-Sitrava & Mine Işıksal-Bostan
In-service mathematics teacher’s mathematical knowledge for teaching: A case of volume of prism

Behiye Ubuz, Utkun Özdil, & Ayşegül Eryılmaz 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


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