You are here:

International Group for the Psychology of Mathematics Education

July 2005

Search this issue

Table of Contents

Number of papers: 10

  1. A Web-Based Survey to Assess Prospective Elementary School Teachers' Beliefs about Mathematics and Mathematics Learning: An Alternative to Likert Scales

    Rebecca Ambrose, Randolph Philipp, Jennifer Chauvot & Lisa Clement

    Because of the importance of beliefs, mathematics educators need to consider ways to assess beliefs and belief change. Beliefs, because they must be inferred, can be difficult to measure,... More

    pp. 33-40

    View Abstract
  2. An Examination of How People with Diverse Background Talk about Mathematics Teaching and Learning Both Face-To-Face and On-Line

    Catherine A. Brown & Yusuf Koc

    The purpose of this study is to examine how the diverse members of the mathematics education community (in-service secondary mathematics teachers, in-service secondary mathematics teachers,... More

    pp. 145-150

    View Abstract
  3. The Transformation of Mathematics in On-Line Courses

    Marcelo C. Borba

    This paper presents some research findings regarding the changes in the mathematics produced by mathematics teachers in on-line distance courses. Predicated on the belief that knowledge is... More

    pp. 169-176

    View Abstract
  4. Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE)

    Jill P. Brown

    This paper describes how a researcher developed task and four different data collection instruments provide evidence for the identification of various affordances of a technology-rich teaching and ... More

    pp. 185-192

    View Abstract
  5. Knowledge Sharing Systems: Advantages of Public Anonymity and Private Accountability

    Sarah Davis

    This paper explores the benefits of the design elements of public anonymity and private accountability in classroom Knowledge Sharing Systems (KSS). The major findings of this study indicate that... More

    pp. 285-292

    View Abstract
  6. Equity and Beliefs about the Efficacy of Computers for Mathematics Learning

    Helen J. Forgasz

    Members of society appear to have great faith in the educational value of computers. It is widely believed that computer use will promote learning. Unsupported by research evidence, many... More

    pp. 381-388

    View Abstract
  7. To Produce Conjectures and to Prove Them within a Dynamic Geometry Environment: A Case Study

    Fulvia Furinghetti & Domingo Paola

    This paper analyses a case study of a pair of students working together, who were asked to produce conjectures and to validate them within the dynamic geometry environment Cabri. Our aim is to... More

    pp. 397-404

    View Abstract
  8. On Line Professional Community Development and Collaborative Discourse in Geometry

    Marcelo Bairral & Joaquim Gimenez

    In professional development, attention to both collaboration and critical thinking in the various interactive socialization processes of teaching practices should be essential strategic elements in... More

    pp. 429-436

    View Abstract
  9. One Line Proof: What Can Go Wrong?

    Soheila Gholamazad, Peter Liljedahl & Rina Zazkis

    Having an ability to appreciate, understand, and generate proofs is crucial in being able to evaluate students' mathematical arguments and reasoning. As such, the development of this ability in... More

    pp. 437-444

    View Abstract
  10. Descriptions and Definitions in the Teaching of Elementary Calculus

    Victor Giraldo, Luiz Mariano Carvalho & David Tall

    In this paper, we discuss the (potentially positive) pedagogical role of intrinsic limitations of computational descriptions for mathematical concepts, with special focus on the concept of... More

    pp. 445-452

    View Abstract