ERIC Number: ED383538
Record Type: Non-Journal
Publication Date: 1992-Aug
Pages: 954
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (16th, Durham, NH, August 6-11, 1992). Volumes I-III.
Geeslin, William, Ed.; Graham, Karen, Ed.
The Proceedings of PME-XVI has been published in three volumes because of the large number of papers presented at the conference. Volume 1 contains: (1) brief reports from each of the 11 standing Working Groups on their respective roles in organizing PME-XVI; (2) brief reports from 6 Discussion Groups; and (3) 35 research reports covering authors with last names beginning A-K. Volume II contains 42 research reports covering authors with last names beginning K-S. Volume III contains (1) 15 research reports (authors S-W); (2) 31 short oral presentations; (3) 40 poster presentations; (4) 9 Featured Discussion Groups reports; (5) 1 brief Plenary Panel report and 4 Plenary Address reports. In summary, the three volumes contain 95 full-scale research reports, 4 full-scale plenary reports, and 96 briefer reports. Conference subject content can be conveyed through a listing of Work Group topics, Discussion Group topics, and Plenary Panels/Addresses, as follows. Working Groups: Advanced Mathematical Thinking; Algebraic Processes and Structure; Classroom Research; Cultural Aspects in Mathematics Learning; Geometry; Psychology of Inservice Education of Mathematics Teachers; Ratio and Proportion; Representations; Research on the Psychology of Mathematics Teacher Development; Social Psychology of Mathematics Education; Teachers as Researchers in Mathematics Education. Discussion Groups: Dilemmas of Constructivist Mathematics Teaching; Meaningful Contexts for School Mathematics; Paradigms Lost - What Can Mathematics Education Learn From Research in Other Disciplines?; Philosophy of Mathematics Education; Research in the Teaching and Learning of Undergraduate Mathematics; Visualization in Problem Solving and Learning. Plenary Panels/Addresses: Visualization and Imagistic Thinking; "The Importance and Limits of Epistemological Work in Didactics" (M. Artigue); "Mathematics as a Foreign Language" (G. Ervynck); "On Developing a Unified Model for the Psychology of Mathematical Learning and Problem Solving" (G. Goldin); "Illuminations and Reflections--Teachers, Methodologies, and Mathematics" (C. Hoyles). (MKR)
Descriptors: Action Research, Affective Behavior, Algebra, Arithmetic, Cognitive Development, College Mathematics, Constructivism (Learning), Content Area Writing, Context Effect, Cooperative Learning, Cultural Influences, Discussion (Teaching Technique), Elementary Secondary Education, Equations (Mathematics), Geometry, Imagery, Language, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Metacognition, Misconceptions, Number Systems, Problem Solving, Proof (Mathematics), Ratios (Mathematics), Sex Differences, Social Psychology, Spatial Ability, Student Attitudes, Teacher Education, Teacher Researchers, Thinking Skills, Visualization, Writing Across the Curriculum
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Group for the Psychology of Mathematics Education.
Grant or Contract Numbers: N/A