PME-NA Schedule and Program
October 21 - 24, 2004
Thursday,
October 21, 2004
4:00 – 7:00 p.m.
Registration Churchill Court
7:00 - 8:45 p.m.
Conference Opening Churchill Ballroom
Plenary Session:
Mathematics: The Noetic and the Aesthetic
Nathalie Sinclair, Michigan State
University,
David Pimm, University of
Alberta,
William Higginson, Queen’s University
8:45 - 9:30 p.m.
Reception Churchill Ballroom
9:30 – 10:30 p.m.
Graduate Students “Gathering”
Friday,
October 22, 2004
7:30 – 8:45 am
Breakfast Churchill Ballroom
9:00 - 11:00 a.m.
Working/Discussion Groups
Working Groups
Complexity of Learning to Reason
Probabilistically Windsor
James
Tarr, Hollylynne Stohl
Gender and Mathematics: Moving Toward New
Spaces Stevenson
Diana Erchick, Peter Applebaum, Joanne Rossi Becker, Suzanne
Damarin
Geometry and Technology Scott A
Keith
Leatham, Jean McGehee
Knowledge of Algebra for Teaching Rossetti B
Gail Burrill,
Joan Ferrini Mundy, Sharon Senk, Dan Chazan
Learning and Teaching with Proof Carlyle A
Despina
Stylianou, Maria Blanton
Mathematics Teaching Assistant Preparation and
Development Research Scott B
Natasha
Speer, Timothy Gutmann, Teri Murphy
Models & Modeling Baker
Richard
Lesh, Guadalupe Carmona, Thomas Post
Procedural and Conceptual Knowledge in
Mathematics Rossetti A
William James Baker, Bronislaw Czarnocha, Vrunda Prabhu
Discussion Group
Exploring the Use of Clinical Interviews in Teacher
Development Rossetti C
Rebecca
Ambrose, Cynthia Nicol, Sandra Crespo, Vicki Jacobs, Patricia Moyer, Hanna
Haydar
11:00 - 11:20 a.m.
Break
11:20 a.m.-12:00 p.m.
Research Reports- Session 1
________________________________________________________________________________________
Page Room
Approximation
as a Foundation for Understanding Limit Concepts 1-95 Scott A
Michael Oehrtman
Disparities
in Numeracy Learning for Five-to Eleven-Year-Olds in New Zealand 2-705 Wren C
Jennifer Young-Loveridge
One
Teacher, Two Curricula: How and Why Does Her Pedagogy Vary?
Beth Herbel-Eisenmann, Sarah Theule
Lubienski, Lateefah Id-Deen 2-901 Rossetti
B
Developing
Mathematical Justification: The Case of
Prospective Elementary School Teachers
3-1159 Whistler
Jane-Jane Lo, Terry Grant, Judith
Flowers
Examining
the Teacher's Modes of Participation Within a Community of Inquiry 3-1307 Rossetti A
Azita Manouchehri
Guiding
the Mathematics of Mathematical Discussions 3-1311 James
Megan Staples
Using
Design Research to Support the Learning of a Professional Teaching Community
of 3-969 Scott
B
Middle-School
Mathematics Teachers
Qing Zhao, Jana Visnovska, Kay
McClain
Building
a Mathematics Education Community that Facilitates Teacher Sharing in an
Urban 3-977 Stevenson
Elementary School
Dorothy Y. White, Paola Sztajn, Amy
Hackenberg, Martha Allexsaht-Snider
Teacher
Learning in Lesson Study: Developing Professional Capacity and Resources 3-985 Rossetti
C
Aki Murata, Catherine Lewis, Rebecca
Perry
From
Primitive Knowing to Formalising: The Role of Student-to-Student Questioning in
the 2-429 Baker
Development of Mathematical
Understanding
Lisa Warner, Roberta Schorr
On
the Limit Concept in a Cooperative Learning Environment: A Case Study 1-103 Carlyle A
Rosa Paez, Fernando Hitt
Strategies
Used by First Grade of Secondary School Students When Solving Word Problems
of 1-209
Carlyle B
Unequal
Sharing
Julio Arteaga, José Guzman Hernandez
Improving
Problem-Solving Journals: The Mathematician, the Narrator, and the
Participant 2-439
Duchesse
Peter Liljedahl
Page
Room
Promoting
Students' Comprehension of Definite Integral and Area Concepts Through 2-447 Windsor
the
Use of Derive Software
Matias Camacho, Ramón Depool, Manuel
Santos-Trigo
A
Taxonomy of Generative Activity Design Supported by Next-Generation Classroom
Networks 3-1401 Wren B
Walter Stroup, Nancy Ares, Andrew
Hurford
"A
Fourth is a Half of a Half": Children's Use of Relationships to Compare
Fractions 2-529 Wren
A
Melanie Wenrick
Reasoning
Strategies in the Solution of Geometric Problems Through Cabri Géomètre
2-555 Turner
Ivonne Sandoval
Patterns
of Motivation and Beliefs Among Before-Precalculus College Mathematics Learners 2-713 Austin
Pete Johnson
Plenary Follow-up
Session
Mathematics: The Noetic and the Aesthetic Churchill Court
Nathalie Sinclair, Michigan State
University,
David Pimm, University of
Alberta,
William Higginson, Queen’s University
12:00 - 12:45
p.m.
Lunch Churchill Ballroom
Graduate
Lunch
a Mathematics Education Position in Higher Education:
Considerations and Recommendations Windsor
James Tarr
1:00 - 2:30 p.m.
Plenary Session: Churchill Ballroom
Experimental teaching as a way of building bridges
Robert Speiser, Brigham Young
University
2:30 - 3:10 p.m.
Research Reports - Session 2
________________________________________________________________________________________
Student
Understanding of Generality
2-561 Baker
Eric Knuth, Jamie Sutherland
Conceptions of
Proof Among Preservice High School Mathematics Teachers 2-569 Windsor
Stéphane Cyr
Pre-service
Teachers Experiencing Mathematics Through Moon Projects and Spinning Tops 3-116
Scott A
Jennifer Wilhelm, Sandi Cooper,
Sally McMillan
A Work in
Progress: The Challenges of Change in Secondary Mathematics Teaching 3-1319 Wren
C
Helen Doerr, Karen King
Comparative
Analysis of Conceptual Understanding of Calculus Ideas Among Teachers with 3-1329 Rossetti
A
Different
Calculus Experience
Mourat Tchoshanov, Sally Blake,
Karla Huereca, Antonio Borunda
Schisms, Breaks,
and Islands - Seeking Bridges Over Troubled Waters: A Subjective View 3-993 Austin
From Germany
Guenter Toerner, Klaus Hoechsmann
Page
Room
Strengthening
Inservice Secondary Mathematics Teachers' Understanding and Strategies in 3-1003 Carlyle
A
Mathematical
Problem Solving
James Epperson
Teaching Efficacy
and Attributions for Student Failure
2-909 Carlyle
B
Mary Pat Sjostrom
Learning to Teach
Preservice Mathematics Teachers: The
Role of a Doctoral Course
3-1011 Duchesse
Sandra Crespo, Natasha Speer
Helping
Preservice Elementary Teachers Develop Flexibility in Using Word Problems in
Their Teaching 3-1175 Rossetti
C
Olive Chapman
Individual Gain
and Engagement with Teaching Goals
1-333 Rossetti B
Gary Davis, Mercedes McGowen
A First-Order
Differential Equations Schema 1-111 Turner
John Donovan
Introduction of
‘Flexibility’ of Mathematical Conceptions as a Learning Goal
1-119 Wren B
Mette Andresen
Related Rates
Problems: Identifying Conceptual Barriers
2-455 Wren A
Nicole Engelke
Motivating
Statistical Reasoning: Comparing Equal and Unequal-Size Groups 1-397 Stevenson
Kay McClain, Susan Friel
Dynamic Visual
and Situated Computer Activities Design for Learning Linear Function 3-1411 James
Chen-Jen Hsieh, Shou-Hua Lin
Extending and
Refining Models for Thinking About Division of Fractions 2-537 Scott B
Sylvia Bulgar, Roberta Schorr, Lisa
Warner
Prospective
Secondary Mathematics Teachers' Conceptions of Proof and its Logical
Underpinnings 2-729
Whistler
Kate Riley
3:10 - 3:30 p.m.
Break
3:30 - 4:10 p.m.
Short Oral Reports-
Session 1
________________________________________________________________________________________
Research and
Practice at University Level: The Improper Integral 1-186 Rossetti
B
Alejandro Gonzalez-Martin, Matias
Camacho
Solving and
Solution: The Interplay of Multiple Discourses of Mathematics
Jered Wasburn-Moses
Is There “Continuity”
Between the Mathematical Activities Practiced by Mathematicians and the Ones 2-855
Performed in
Informal Contexts?
Mirela Rigo, Olimpia Figueras
Preservice
Elementary Teachers' Conceptions of Multidigit Whole Numbers: Why Is
Understanding 3-1265 Windsor
Regrouping So
Difficult?
Eva Thanheiser
Page
Room
The Burden of
Mathematics 2-879 Windsor
Timothy Gutmann
The Spirit of
Four: A Case Study of Metaphors and Models of Number Construction 3-1521
Maria Droujkova
The Importance of
Beliefs in Driving Teacher Practice 2-948 Carlyle A
Louis Lim
Mathematics
Teachers' Perceptions of Their Change: An Inquiry Through Psychological Type 3-1125
Preference Lenses
Bulent Cetinkaya, Joanna Masingila
The Other Side of
“Teaching As One Was Taught:” A Case of a Student From Reform-Oriented 3-1127
Schooling
Implementing Traditional Instructional Practices
Natasha Speer
Using
Standards-Based Mathematics Curricula to Better Prepare Elementary School
Mathematics 3-1269 Scott
B
Teachers
Andrea Lachance
Elementary Teachers’ Professional Development as the Basis
for Building Connections 3-1139
Between Communities
Amy
Wright, Janet Walter
Interns' and
Novice Teachers' Stresses While Attempting NCTM Standards-Based Teaching
[SBT] 3-1274 Stevenson
Gary Lewis
Reconceptualizing
the Mathematical Knowledge and Understandings of Elementary-School Teachers 3-1385
David Feikes, Keith Schwingendorf
Life Stories and
Concept Maps: A Means for Understanding Mathematics Beliefs and Practices 2-699
Ann LeSage
Preservice Teacher Beliefs
Examining the
Perceptions and Quality of Alternatively Prepared Teachers 3-1267
Baker
Nikita Patterson, Christine Thomas,
Clara Okoka
Math and
Education Faculty Working to Improve Content Knowledge for Pre-Service 3-1271
Elementary
Teachers
Janice Richardson, Lisa Beuerle
Preservice
Teachers' Beliefs and Conceptions About Mathematics Teaching and Learning 2-950
Misfer AlSalouli
Algebra
Different Forms
of Mathematical Thinking in High School Activities 1-292
Scott A
Maria de Lourdes Guerrero, Antonio
Rivera
Understanding
Early Algebra Students' Notions of Formal Representations Using Think-Aloud
Protocol 1-295
Analyses
Joyce Meredith, Mitchell Nathan
The Cognitive Development
of Students From 9th Grade to College in the Learning of Linear and 1-198
Quadratic Functions
Ernesto Colunga, Enrique Galindo
Students'
Strategies for Measuring the Length of Diagonal Line Segments on a Grid 1-384 Wren C
Douglas Corey
Interdisciplinary
Research on Spatial Sense Learning With Three Communities of Secondary Students 1-386
Patricia Marchand
Technology
Mathematics
Virtual Learning Village: Occassioning Student Teachers Learning to Teach
Mathematics 3-1276 Rossetti
A
Joyce Mgombelo
Connecting
Through e-Journals: Bridges Between Discourse Communities 3-1506
Phyllis Bolin, M. Jayne Fleener
Learning to Use
Fractions: Examining Middle School Students' Emerging Fraction Practices 2-546 Turner
Debra Johanning
A Study of
Fourth-Grade Students' Explorations into Comparing Fractions 2-548
Suzanne Reynolds
Making Meaning of
Proportion: A Study of Girls
2-550
Olof Steinthorsdottir
Assessment
Understanding
Mathematical Creativity: A Framework for Assessment in the High School
Classroom 1-350 Rossetti
C
Bharath Sriraman
Developing
Mathematics Teaching Assistants' Conceptions of Assessment 3-1130
Joan Kwako
Levels of a
Teacher's Listening When Teaching Open Problems in Mathematics 2-871
Carlyle B
Erkki Pehkonen, Lisser Rye Ejersbo
Moving Beyond
Serial Presentations: Conditions for Involving Students in Reflective Discourse 2-882
Jeffrey Choppin
Other Communities
Quantities
Structured in Tens, Fives and Ones: A Case of Japanese Grade 1 Students 3-1524 Whistler
Aki Murata
Teaching
Mathematics to Inuit Children in Nunavik: Taking into Account the Environment
and 2-878
the Culture
Louise Poirier
Secondary Mathematics
The Role of
Reverse Thinking in the Contexts of Limit
1-191 Duchesse
Kyeong
Hah Roh
Teaching an
Application-Oriented High School Mathematics Curriculum: 3-1380
The Teacher's
Perspective
Debbie Ziegler, Olive Chapman
Developing
Conceptually Transparent Language for Teaching Through Collegial Conversations 2-860
Ilana Horn
Page Room
Discourse
An Examination of
Textbook “Voice”: How Might Discursive Choice Undermine Some Goals 2-862 Wren A
of the Reform?
Beth Herbel-Eisenmann
Motivational
Beliefs and Goals of Middle School Students in Discussion-Oriented
Mathematics 2-672
Classrooms
Amanda Hoffmann
Evaluating the
Incorporation of Computational Programming Activities for Mathematical 3-1504
Wren B
Learning in
Mexican Schools
Ana Isabel Sacristan, Elizabeth
Esparza, Juan Carlos Xique
Interdisciplinary
Uses of Graphing Calculators in Mathematics and Social Studies 3-1509
Clara Okoka, John Lee
4:20 - 5:00 p.m.
Research Reports -
Session 3
________________________________________________________________________________________
Page Room
Understanding the
Meaning and Representation of Straight Line Solutions of Systems of 1-127
Scott B
Differential Equations
Maria Trigueros
Lortie’s
Apprenticeship of Observation Revisited 3-1183 Rossetti B
Denise Mewborn, Andrew Tyminski
Thinking,
Feeling, Acting Like a Mathematician: Women and People of Color in Doctoral
Mathematics 2-721 Wren
A
Abbe Herzig
Hidden
Mathematics Curriculum and Technology in K-12 Teacher Education 3-1191 Scott A
Sergei Abramovich, Peter Brouwer
Graph Theory: A
Topic for Helping Secondary Teachers Develop Innovative Teaching
Strategies 3-1337
Carlyle A
Skip Wilson, Olgamary Rivera-Marrero
The Beliefs and
Conceptions of Elementary Preservice Teachers 2-917 Rossetti
A
Kelly McCormick, Ayfer Kapusuz,
Misfer AlSalouli
Sixth Grade
Mathematics Teachers in Transition: A Case Study 3-1021 Wren C
Cheryl Roddick, Trisha Bergthold
Examining
Asynchronous and Synchronous Communication in an Online Mathematics
Teacher 3-1029
Windsor
Education Course
Maria Fernandez, Sraboni Ghosh
Students'
Processes of Reconstructing Mathematical Relationships Through the Use of
Dynamic 2-475 Baker
Software
Manuel Santos-Trigo
Design of
Activities to Observe the Cognitive Structure of Students Exposed to Tasks
Which Involve 1-217 Rossetti C
Co-variation of
Quantities
Juan Estrada – Medina
A Series Problem
in Geometria and Arithmetica: The Representation Schemes of Preservice 2-463 Austin
Secondary
Mathematics Teachers
Leslie Aspinwall, Kenneth Shaw,
Hasan Unal
Page Room
A Study of
Students' Understanding of Problems Involving Conditional Probabilities Through
a Semiotic 1-405 Whistler
Analysis of Their
Representation of the Problems
Ana Lucia Dias
Talking About
Proportions Conceptually: Orchestrating Bottom-Up Whole-Class
Conversations 3-1423
Stevenson
Jose Luis Cortina, Qing Zhao, Paul
Cobb, Kay McClain
From Concrete
Representations to Abstract Symbols 2-577 Turner
Elizabeth Uptegrove, Carolyn Maher
Ideas Sense
Making and the Early Development of Reasoning in an Informal Mathematics
Setting 2-585 Carlyle
B
Arthur Powell, Carolyn Maher, Alice Alston
“Just go”:
Mathematics Students' Critical Awareness of the De-Emphasis of Routine
Procedures 2-737 James
David Wagner
Voice
and Success in Non-Academic Mathematics Courses 2-745 Duchesse
Ralph Mason, Janelle McFeetors
Course-Taking and
Equity: The Efforts of One High School Mathematics Department 2-815 Wren
B
Lecretia
Buckley
Plenary Follow-up Session Churchill
Court
Experimental
Teaching as a Way of Building Bridges
Robert Speiser, Brigham Young
University
5:00 - 6:00 p.m.
Graduate meetings TBA
7:00 p.m. - . . .
Dinner Churchill Ballroom
Saturday,
October 23, 2004
7:30 - 8:45 a.m.
Breakfast Buffet Churchill Ballroom
9:00 – 10:20 a.m.
Working/Discussion Groups
Working Groups
Complexity of Learning to Reason
Probabilistically Windsor
James
Tarr, Hollylynne Stohl
Gender and Mathematics: Moving Toward New
Spaces Stevenson
Diana Erchick, Peter Applebaum, Joanne Rossi Becker, Suzanne
Damarin
Geometry and Technology Scott A
Keith
Leatham, Jean McGehee
Knowledge of Algebra for Teaching Rossetti
B
Gail
Burrill, Joan Ferrini Mundy, Sharon Senk, Dan Chazan
Learning and Teaching with Proof Carlyle
A A
Despina
Stylianou, Maria Blanton
Mathematics Teaching Assistant Preparation and
Development Research Scott B
Natasha
Speer, Timothy Gutmann, Teri Murphy
Models & Modeling Baker
Richard
Lesh, Guadalupe Carmona, Thomas Post
Procedural and Conceptual Knowledge in Mathematics Rossetti
A
William James Baker, Bronislaw Czarnocha, Vrunda Prabhu
Discussion Group
Exploring the Use of Clinical Interviews in Teacher
Development Rossetti
C
Rebecca Ambrose, Cynthia Nicol, Sandra Crespo, Vicki
Jacobs, Patricia Moyer, Hanna Haydar
10:20 - 10:40 a.m.
Break
10:40 a.m. – 11:20
a.m.
Short Oral Reports-
Session 2
________________________________________________________________________________________
Learners' Conceptions of the Limit in Calculus
1-193 Rossetti B
Allan
Brown
Conceptions of Continuity: One Advanced Placement Calculus
Student's Thinking 1-197
Leah
Bridgers, Helen Doerr
Reforming
Calculus Teaching: Oral Assessment Beofre Tests 1-353
Mary Nelson
Project MENTOR: Assessing the Growth of Mathematical
Content Knowledge 3-1132 Baker
Sandy
Dawson, Kyaw Soe, Joseph Zilliox, Alicia Aguon
The Characteristics of Two Key Teachers in a K-3 Teacher
Professional Development Context
3-1134
Ok-Kyeong
Kim
Change in Prospective Teachers' Perspectives About
Effective Teaching of Mathematics: Structural 2-956 Scott A
Patterns and Qualitative Categories
Hea-Jin
Lee, Sherri Burnett, Christopher Fay
Teachers' Beliefs Influencing the Implementation of a
Project-based High School Mathematics 2-954
Curriculum
Elizabeth
Wood, Olive Chapman
Teacher Efficacy in Preservice Mathematics: Changing
Perception Through Experiences 3-1279 Rossetti A
Cathy
Bruce
The Talk of Scaffolding: Communication That Brings Adult
Learners to Deeper Levels of 3-1137
Mathematical Understanding
Lillie
Albert, Gail Mayotte, Cynthia Phelan
Page Room
The Beliefs and Effective Practices of Community College
Mathematics Faculty Regarding Students
2-952 Rossetti A
With Learning Disabilities
Donna
Massey
Student Attitudes and Perspectives Involving Mathematics Education
in Elementary and Middle 3-1144 Rossetti
C
School Settings
Regina
Mistretta
Exploring Middle School Teachers Pedagogical Content
Knowledge of Fractions and Decimals 3-1142
Sonia
Hristovitch, Melissa Mitcheltree
Using Scenarios to Enhance the Mathematical Understanding
of Pre-Service Secondary Teachers
3-1281 Carlyle A
Beverly
Hartter
Exploring the Challenges of Learning to Teach
Reform-Oriented Mathematics Lessons
3-1283
Amy Parks
Standards-Based Curriculum Materials and Teachers 3-1285
Gwendolyn
Lloyd, Beth Herbel-Eisenmann
A Framework for Understanding the Relationship Between
Students' Conceptualizations of 3-1290 Carlyle B
Mathematics and Their Developing Pedagogy
Jason
Silverman
An Approach to Incorporating Lesson Study in Elementary
Preservice Courses 3-1287
Margaret
Sinclair
Lyn's Representation of Slope as an Iterative Process 3-1389
Janet
Walter, Hope Gerson
Investigating Teaching and Learning Subtraction that
Involves Renaming Using Base 3-1393 Duchesse
Complement Additions
Peter
McCarthy
Elementary and Secondary School Students' Misconceptions of
Mathematical Set Concept 1-195
Ibrahim
Budak, Ayfer Kapusuz
Overcoming Difficulties with Proof as a Group
2-677 Scott B
LeeAnna
Rettke, Michelle Zandieh, Jessica Knapp
Examples as Tools for Understanding Proof in Geometry 2-674
Jessica
Knapp, Michelle Zandieh
Mathematizing Intuitive Notions of Symmetry and
Transformations for Use in More Formal Reasoning 1-199
Michelle
Zandieh, Sean Larsen, Denise Nunley
Using the SOLO Taxonomy to Evaluate Student Learning of
Function Concepts in Developmental Algebra 1-199
Wren B
Robin
Rider
Quantitative Operations as a Basis for Algebraic Reasoning
and Teaching Practices 1-302
Amy
Hackenberg, Erik Tillema
Page Room
Resolution
of Arithmetic-Algebraic Word Problems With the Use of the CAS 3-1512 Wren B
(Computer
Algebra System) as Symbolic Manipulator
Miguel Benito Huesca Esparza
Dynamic Area Concepts Instruction Design Based on
Representation Perspectives
1-389 Wren C
Chien Chun
Investigating the Development of a Computational Science
Education Community 2-894
Mary
Searcy, Jill Richie
Confronting Teachers' Beliefs About Students' Algebra
Development: An Approach for Professional 1-312 Stevenson
Development
Mitchell
Nathan
Large Numbers and Generalization in the Absence of
Algebraic Notation 1-308
Rahul
Malhotra, Lara Alcock
An Undergraduate Student's Understanding of Algebra: A
Numerical Approach
1-300
Erhan
Haciomeroglu, Elizabeth Jakubowski, Leslie Aspinwall
High School Students' Levels of Thinking in Regard to
Analyzing Univariate Data Sets
1-414 Windsor
Randall
Groth
Emptying the Bowl: An Investigation of Probability and
Mathematics That Preservice Elementary 3-1295
School Teachers Need to Know
Michael
Edwards
Undergraduate Students' Meanings About Effect of Sample
Size in the Shape and Variability of Sampling 1-416
Distributions
Santiago
Inzunza, Ernesto Sanchez
Mathematics Learning in a Culture of Secrecy and Possession
2-889 Wren A
Lynn
Gordon, Gladys Sterenberg
Simple Rate Verbal Problems in Mathematics Textbooks for
Primary Education in Mexico: 2-517
A Theoretical and Empirical Study
Verónica
Vargas-Alejo, José Guzmán Hernandez
Domain-Specific Mathematics Achievement and Socio-Economic
Gradients: A Comparison of 1-355
Canadian and United States Education Systems
George
Frempong
Understanding-in-Discourse as a Tool for Coordinating the
Individual and Social Aspects of Learning 2-892 Whistler
Daniel
Siebert, Steven Williams
Ways of Seeing: Unexpected Student Solutions and Subsequent
Teacher Responses 3-1391
Ann
Kajander
A Microanalysis of Planning and Implementing an
Introductory Lesson on Linear Functions
1-310 Turner
Amy Roth
McDuffie
Page Room
Division with Fractions: A Study of Pre-Service Teachers’
Mathematical Subject Matter Knowledge 3-1292 Turner
Sherri
Cianca
The Development of a Knowledge Base for Teaching Among
Undergraduate Mathematics Faculty 3-1387
Teaching Calculus
Kimberly
Santucci, Thomas DeFranco
11:30 a.m. – 12:10 p.m.
Research Reports - Session 4
________________________________________________________________________________________
Exploring an
Elusive Link Between Knowledge and Practice: Students’ Disciplinary
Orientations 2-757 Stevenson
Melissa Gresalfi, Jo Boaler, Paul
Cobb
Enculturation:
The Neglected Learning Metaphor in Mathematics Education 2-765 Rossetti B
David Kirshner
Variation,
Variables and Semiotic Mediation in a Dynamical Environment
1-223 Scott B
Luis Moreno-Armella, Marco Santillan
Evidence and
Justification: Prospective PREK-8 Teachers' Proof-Making and
Proof-Evaluating 3-1201 Scott A
LouAnn Lovin, Laurie Cavey, Joy
Whitenack
Prospective
Teacher Educators' Developing Perspectives on Teacher Education Through the
Creation 3-1343 Rossetti A
of Multimedia
Case Studies
Joanna Masingila
Increasing the
Leadership Capacity of Elementary School Teachers in Mathematics 3-1037 Rossetti
C
Jo Olson
Preservice
Teachers' Beliefs About Mathematical Understanding 2-925 Wren C
Cigdem Haser, Jon Star
Improving
Students' Mathematical Understandings: An Exploration into Teacher Learning in 3-1043
Whistler
an Urban Professional
Development Setting
Babette Benken, Nancy Brown
Positioning
Teachers to Enact Standards-Based Instruction
3-1049 Carlyle B
Dovie Kimmins, Michaele Chappell
The Impact of
Teacher Actions on Student Proof Schemes in Geometry 2-593 Baker
Sharon McCrone, Tami Martin
Teachers'
Conceptions Related to Differential Calculus' Concepts
1-143 Carlyle
A
Fernando Hitt, Alexander Borbon
From Arithmetic
to Algebra: A Study of the Special Case of Geometric Formulas 1-229 James
Simon Mochon, M. Carmen Landeros
A Teacher's Model
of His Students' Algebraic Thinking: “Ways of Thinking” Sheets 1-237 Austin
Jean Hallagan
An Investigation
of Teachers' Personal and Pedagogical Understanding of Probability
Sampling 1-407 Windsor
and Statistical
Inference
Yan Liu, Patrick Thompson
The Evolution of
Formal Mathematical Reasoning: A Case Study of the Uniqueness Theorem in 2-603 Wren B
Differential
Equations
Chris Rasmussen
Page Room
On the
Instrumentation Process of a Computational Tool 3-1433
Wren A
Martha Garcia Rodriguez, Manuel
Santos Trigo
Reasoning and
Proving in School Mathematics Curricula: An Analytical Framework for 2-611 Duchesse
Investigating the
Opportunities Offered to Students
Gabriel Stylianides, Edward Silver
Lesson Study in Preservice Education
Joseph Zilliox, Maria Fernandez 3-1237 Turner
12:15 - 1:45 p.m.
Lunch and Business Meeting Churchill Ballroom
PME-NA Chair: Doug McDougall
1:45 - 3:00 p.m.
Poster Sessions and Exhibits Mountbatten Ballroom and Hall _______________________________________________________________________________
Page
Students’
Colloquial Discourse on Infinity and Limit and Mathematical Discourse: 1-201
The
Case of American and Korean Students
Dong-Joong Kim
Process or
Object? – Students’ Thinking About Functions and Graphs 1-202
Garrett Kenehan
The Relationships
Between the Informal Strategies Students Use in Solving Problems in 1-203
Proportional
Situations
Gulseren Karagoz Akar, Tad Watanabe
Student Use (and
Misuse) of Graphs and Rates of Change in Economics 1-205
Eric Hsu, Victor Contini
Fifteen Years
Later: Multiple Representations in Upper Level High School Mathematics 1-315
Charity Cayton
Learning
Disability Children Make Sense of the Equal Sign: Moving From Concrete to
Abstractions 1-316
and
Generalizations
Ruth Beatty
Children's
Emerging Informal Understanding of Multiplication in the Context of Geometric
Patterns 1-318
and Function
Machines
Christine Mann, Julie McDonnell
Reversability of
Children's Thinking About the Relationship Between Numeric and Geometric 1-319
Patterns
Kerry Scrimger
Mathematical
Knowledge Building: Students Collaborate to Improve Ideas of Growing
Patterns 1-321
Patricia MacDonald, Zoe Donoahue,
Arana Shapiro
Making Sense (or
Not) Out of Linear Equation Solving
1-323
Marcy Wood, Jon Star
Mathematical
Modelling Through Knowledge Building: Explorations of Algebra, Numeric
Functions 1-324
and Geometric
Patterns in Grade 2 Classrooms
Susan J. London McNab
Page
A Collaborative
Teaching Approach to Algebraic Reasoning With Grade Four Students:
Understanding 1-326
Functions Through
Mathematical Discourse
Samantha
Barkin, Gina Shillolo
Three Grade 2
Classrooms Participate in a Knowledge Building Approach to Pattern
Exploration 1-329
Joan Moss, Zoe Donoahue, Patricia
MacDonald, Arana Shapiro, Janet Eisenband
Oral Exams as a
Tool for Teaching and Assessment
1-358
Margo Kondratieva
Deconstructing
‘Alternative’ Assessment: Moving Beyond/Within a Discursive ‘Other’ to
Link 1-359
Curriculum Instruction
and Assessment in Mathematics
Kathleen Nolan
The Role of
Peirce's “Interpretant” in Communities of Geometric Inquiry - Past, Present,
and Future 1-392
Norma Presmeg
The Role of
Intuition in Pre-Service Teachers' Probabilistic Problem-Solving 1-418
Avikam Gazit
The Meaning of
‘Mean’: Teacher Perception of Student Understanding Within a College
Statistics 1-419
Course
Steven Tuckey
Problem Posing as
a Pedagogical Tool: A Teacher's Perspective 2-519
Heidi Staebler
Interacting
Levels of Design: Students and Teachers
Reflecting About Mathematical Modeling 2-523
Angela Hodge, Caroline Yoon
Designing
Mathematical Modeling Activities for First-Year Engineering 2-524
Margret Hjalmarson, Tamara Moore,
Travis Miller
The Instructor's
Role in the Development of a Classroom Community in an Undergraduate
Number 2-679
Theory Course: A
Preliminary Report
Stephanie Nichols, Jennifer Smith
Linking Geometric
Algebraic and Combinatorial Thinking 2-681
Geoffrey Roulet, Kate Mackrell,
Krista Taylor, Beverly Farahani
A Design Study:
The Development Diffusion and Appropriation of Mathematical Ideas in
Middle 2-896
School Students
Sandra Richardson
Problem Centered
Learning at the College Level:
Students' Perspectives 2-898
Sandra Trowell
The Teaching
Beliefs and Views About Mathematics of Early Recruitment Mathematics Teachers 2-959
Kurt Oehler, R. Jason LaTurner,
Jennifer Smith
'How Do I Know if
They 're Learning?': An Investigation of a Mathematician's Struggle to
Change 2-960
Her Teaching
Sera Yoo, Jennifer Smith
Principled Use of
Classroom Artifacts in Professional Development 3-1146
Lynn Goldsmith
Evolving
Practices of Sixth Grade Mathematics Teachers 3-1148
Trisha Bergthold, Cheryl Roddick
A Prototypic
Advanced Mathematics Education Program That Connects Communities of 3-1149
Practitioners and
Researchers
Karen Schultz, Mickey Washburn Jr.
Page
Beyond
Implementation: Improving Teachers’ Use
of an Innovative Middle School 3-1150
Mathematics
Curriculum
Melissa Gilbert, Alison Castro, Dana
Gosen, Edward Silver
Curriculum
Negotiation and Professional Development in Ontario Mathematics Education 3-1152
Daniel Jarvis
Supporting the
Development of Middle School Mathematics Teachers' Evolving Models for 3-1154
the Teaching of
Algebra
Sandra Berry
Lesson Study as a
Vehicle for Teacher Change
3-1155
Lynn Hart, Jane Carriere
Reflection and
Collaboration Through Lesson Study: The Affects on Student Achievement 3-1156
in Mathematics
Laurie Riggs, Diane Barrett
Listening to
Student Understanding: Pre-Service Teachers' Difficulties 3-1298
Sharon Strickland
Curriculum
Negotiation and the Implementation of Conceptually Different Materials:
Preservice 3-1300
Elementary
Student Teachers' Place-Based Experiences
Stephanie Behm, Gwendolyn Lloyd,
Laura Spielman
Building Communal
Understanding of Proportional Reasoning Using Instructional Representations 3-1303
Kelli Slaten, Sarah Berenson
A Conceptual
Orientation to Teaching Linear Functions 3-1396
Lisa Jilk
High School
Teachers' Use of Multiple Representations When Teaching Functions in
Graphing 3-1514
Calculator
Environments
Levi Molenje
Anchoring
Problems in Technology-Rich Environments to Enhance Math Skills of Adolescents 3-1515
Brian Bottge, Jungmin Kwon
Mathematics
Learning Objects for At-risk Secondary Student Results of an Online Survey 3-1516
Margaret Sinclair, Jijun Deng
Access to
Computer Technologies and Mathematics Outcomes: Findings from Canadian Grade
8 3-1517
Mathematics
Classrooms
George Frempong, Jijun Deng, Shenyu
Huang
Teaching Long
Division to Learning Disabled Students: A Psychological Analysis of Two
Algorithms 3-1526
Ljiljana Vuletic, Shannon Scullion,
Joan Moss
Designing
Educational Software for Teachers: Animations in Mathematics 3-1518
Caroline Yoon, Kristof Robinson,
Travis Miller, Jennifer Fonseca
Understanding
Division by Fractions: An Exploratory Study of 7 Mathematics Education 3-1398
Graduate Students
Andreas Kyriakides
How Mathematical
Problems are Solved
Rita Mbabazi Ntege
3:00 - 3:40 p.m.
Research Reports - Session 5
Page Room
The Importance,
Nature and Impact of Teacher Questions 2-773 Stevenson
Jo Boaler, Karin Brodie
Language &
Belief Factors in Learning & Teaching of Mathematics & Physics: 2-783 Scott A
A Study of Three
Teachers
Michelle L. W.
Bower, Nerida Ellerton
Impact of
Research on Student Teachers' Conceptions About Improving Mathematics Written
Tests 3-1209 Baker
Rosa Ferreira
Preservice
Teachers' Use and Understanding of Place Value 3-1217 Rossetti A
Signe Kastberg
Mathematics for
Teaching: Facilitating Knowledge Construction in Prospective High School 3-1349 Rossetti C
Mathematics
Teachers
Irene Bloom
Students'
Development of Meaningful Mathematical Proofs for Their Ideas 2-647 Wren A
Lynn
Tarlow
Using Student
Voice to Deconstruct Traditional Structures of Cooperative Mathematical 2-685 Rossetti B
Problem Solving
Lisa Sheehy
Investigating the
Development of a Professional Mathematics Teaching Community 3-1057 Carlyle
B
Chrystal Dean
An Exploration of
“Fairness”: Grade 5/6 Students' Theorizing About Representations of 2-471
Austin
Central Tendency
in Student-Generated Numeric Data Sets
Susan J. London McNab
Using Spatial
Tasks to Assess Numeracy
3-1065 Carlyle A
Heather Kelleher, Cynthia Nicol,
Carole Saundry
Decoding
Collaborative Learning in a Wireless Handheld Computing Environment 3-1441 Duchesse
Tobin White
The Aesthetic
Development of Mathematicians 1-151 Wren B
Nathalie Sinclair
Tracking Primary
Students' Understanding of Patterns
1-245 Scott B
Lesley Lee, Viktor Freiman
Quantitative
Literacy: The Creation of a Framework to Analyze Instructional Materials for
the 1-343 Wren
C
Promotion of a
Literate Society
Stephanie Behm, Jesse Wilkins
Embodied Spatial
Articulation: A Gesture Perspective on Student Negotiation Between
Kinesthetic 2-791 Whistler
Schemas and Epistemic Forms in
Learning Mathematics
Dor Abrahamson
How do
Mathematicians Validate Proofs?
2-621 Turner
Keith Weber, Lara Alcock
Implementing the NCTM's Reasoning and Proof Standard with
Undergraduates:
2-629 James
Why Might This Be Difficult?
Stacy
Brown
3:50 - 4:30 p.m.
Research Reports- Session 6
________________________________________________________________________________________
Page Room
The Transition
From Secondary to Post-Secondary
Mathematics: Changing Features of
Students’ 1-155 Windsor
of
Students' Mathematical Knowledge and Skills and Their Influence on Students’
Success
Ann Kajander, Miroslav Lovric
Meaningful
Mathematical Activity: Opportunities for Linking in Diverse Mathematics
Classrooms 2-799 Turner
Victoria Hand
A Model for Examining
the Nature and Role of Discourse in Middle Grades Mathematics Classes 2-805 Rossetti A
Mary Truxaw, Thomas DeFranco
"All
Triangles are Similar": Tracing Rose's Understanding of Similarity Using
Lesson Plan Study 3-1223 Austin
Clarence Davis
A
Framework for Characterizing the Transition to Advanced Mathematical
Thinking 1-163 Rossetti C
Jennifer Smith
How Effective
Online Course Activities Changed a Teacher's Practice 3-1073 Scott B
Elizabeth Jakubowski, Darryl Corey,
Hasan Unal
Affects of
Engagement in Reform-Based Practice on a College Instructor's Conceptions of
Mathematics 2-933 Wren C
Riaz Saloojee
Understanding and
Development of Basic Geometric
Properties: Innovation in a Low-Level 3-1449 Wren A
Mathematics
Classroom
Veronica Hoyos
Math-Anxious
Elementary Teachers' Change Process in a Graduate Course Aimed at Building Math 3-1079
Scott A
Confidence and
Reducing Anxiety
Rina Cohen, Peyton Leung
Which Way is the
"Best"? Students' Conceptions of Optimal Strategies for Solving
Equations 2-483 Carlyle
B
Jon Star, Jagdish Madnani
Cognitive
Abilities and Errors of Students in Secondary School in Algebraic Language Processes 1-253 Baker
Raquel Ruano, Martin Socas Robayna, Mercedes Palarea Medina
Spatial Ability
Achievement and Use of Multiple Representations in Mathematics 1-263 Carlyle A
Evrim Erbilgin, Maria Fernandez
What Discussions
Teach Us About Mathematical Understanding:
Exploring and Assessing Students'
2-491 Rossetti B
Mathematical Work
in Classrooms
Nick Fiori, Jo Boaler, Nikki Cleare,
Jennifer DiBrienza, Tesha Sengupta
The
Difficulty of Understanding ‘Length x Width’: Does it Help to Give Squares 1-363 Stevenson
to Make it
Understandable?
Constance Kamii
Learning in a
Computer Algebra System (CAS) Environment 3-1457 Whistler
Michael Meagher
Communicating
Mathematics Online - Comparison of Expert and Peer Tutoring 3-1465 Duchesse
Dragana Martinovic
Key Ideas: The
Link Between Private and Public Aspects of Proof 2-635 Wren
B
Manya Raman
What Counts as
Proof? Investigation of Pre-service Elementary Teachers' Evaluation of 2-639 James
Presented
'Proofs'
Soheila Gholamazad, Peter
Liljedahl, Rina Zazkis
4:30 – 6:00 p.m.
Plenary Session: Churchill Ballroom
Local Theoretical Models in Algebra Learning: A Meeting Point
in Mathematics Education
Teresa Rojano, Centro
de Investigacion y de Estudios Avanzados
6:30 p.m. - . . .
This evening is open
for delegates. There is no dinner
arranged by the conference and so you are able to take advantage of all the
restaurants and entertainment in Toronto.
We will posts suggestions for dining and entertainment on the website
and we will also have organized sign-up sheets for those wishing to create their
own groups upon arrival.
Sunday, October
24, 2004
7:15 - 8:15 a.m.
Breakfast Buffet Churchill Ballroom
8:30 - 10:00 a.m.
Working Groups
Complexity of Learning to Reason
Probabilistically Windsor
James
Tarr, Hollylynne Stohl
Gender and Mathematics: Moving Toward New
Spaces Stevenson
Diana Erchick, Peter Applebaum, Joanne Rossi Becker, Suzanne
Damarin
Geometry and Technology Scott A
Keith
Leatham, Jean McGehee
Knowledge of Algebra for Teaching Rossetti
B
Gail
Burrill, Joan Ferrini Mundy, Sharon Senk, Dan Chazan
Learning and Teaching with Proof: A “Proof”
Story Across the Grades: Beginning a Conversation Seymour
on the Learning of Proof in Grades k-16
Despina Stylianou, Maria Blanton
Mathematics Teaching Assistant Preparation and
Development Research Scott
B
Natasha
Speer, Timothy Gutmann, Teri Murphy
Models & Modeling Baker
Richard
Lesh, Guadalupe Carmona, Thomas Post
Procedural and Conceptual Knowledge in
Mathematics Rossetti
A
William James Baker, Bronislaw Czarnocha, Vrunda Prabhu
10:00 -10:15 a.m.
Break
10:20 - 11:00 a.m.
Research Reports - Session 7
_______________________________________________________________________________________
Page Room
Irrational
Numbers: Dimensions of Knowledge
1-171 Seymour
Natasa
Sirotic, Rina Zazkis
Calculus
Textbooks in the American Continent: A Guarantee For Not Understanding
Physics 2-823 Scott A
Ricardo
Pulido
Aristotle as
Secondary Mathematics Teacher Educator: Metaphors Strengths and 3-1230
Wren C
Epistemological
Understanding
Whitney
Johnson, Bill Rosenthal
Assessing Teacher
Knowledge (in Action)
3-1357 Stevenson
Elaine Simmt, Brent Davis
Students'
Perspective on Argumentation in a Mathematics Classroom 3-1363 Whistler
Darlinda
Cassel, Anne Reynolds
Impact of
Alternatively Prepared Teachers in Urban Mathematics Classrooms 3-1087 Rossetti
A
Pier
Angeli Junor, Christine Thomas
Teachers Guiding
Inquiry/Argument Cultures: Two Contrasting Orientations 3-1095 James
Susan
Nickerson
A
Multi-Dimensional Approach to Mathematics In-Service
3-1101 Scott B
John
Ross, Douglas McDougall, Cathy Bruce, Sonia Ben Jaafar, Jane Lee
Voicing Success
in Mathematics Class: Andrea's Story of Success 2-827 Rossetti
C
Janelle
McFeetors
Middle-School
Students' Experience with the Equal Sign: Saxon Math Does Not Equal
Connected 1-271 Rossetti
B
Mathematics
Nicole M.
McNeil, Laura Grandau, Ana C. Stephens, Daniel E. Krill,
Martha W.
Alibali, Eric J. Knuth
Building Up the
Notion of Dependence Relationship Between Variables: A Case Study with 1-277 James
10 to 12-Year Old
Students Working with SimCalc
Elvia
Perrusquia, Teresa Rojano
Children's
Evolving Understanding of Polyhedra in the Classroom 1-369 Baker
Rebecca
Ambrose, Garrett Kenehan
Developing
Understanding in Mathematical Problem-Solving: A Study With High School
Students 2-499 Duchesse
Armando
Sepùlveda, Manuel Santos-Trigo
Tools for Thought
and Communication
3-1473 Turner
Kathryn
Chval
The Interplay
Between Technology Design and Students' Control of Problem Solving 3-1481 Wren B
Karen
Hollebrands, Hollylynne Stohl
Making Sense of
Learning Mathematics 3-1371 Windsor
John H.
Mason
Plenary Follow-up Session
Local Theoretical Models in Algebra Learning: A Meeting
Point in Mathematics Education James
Teresa
Rojano, Centro de Investigacion y
de Estudios Avanzados
11:10 a.m. – 11:50 a.m.
Research Reports – Session 8
Page Room
The Effect of
Learning Objects on Middle School Students' Mathematical Thinking 3-1489 Scott
A
George Gadanidis, Karen Schindler
Working with
Learner Contributions: Coding Teacher Responses 2-689 Rossetti
A
Karin Brodie
Drawing on
Diverse Social, Cultural, and Academic Resources in Technology-Mediated
Classrooms 2-837 Austin
Nancy Ares, Walter Stroup
Mathematical
Authority in Preservice Elementary Teachers' Experiences with
Standards-Based 3-1245 Wren C
Curriculum
Materials
Gwendolyn Lloyd
Longitudinal
Study of Professional Development to Build Primary Teacher Expertise in 3-1111
Baker
Teaching
Mathematics
Chris Suurtamm, Barbara Graves, Nancy
Vezina
The Process and
Influences of District Leaders Becoming Members of a Professional Teaching
3-1119
Seymour
Community
Teruni Lamberg
Viewing Teachers'
Beliefs as Sensible Systems
2-941 Windsor
Keith Leatham
Case Studies of
Future Secondary Level Mathematics Teachers'
Mode of Explaining
3-1253 Rossetti B
Jérôme Proulx, Carolyn Kieran,
Nadine Bednarz
How Are Students'
Understandings of Function Affected by Engaging in a Curriculum Module in 1-179 Rossetti C
Knot Theory?
Neil Portnoy, Thomas Mattman
A Semiotic
Framework For Variables
1-285 James
Aaron Weinberg
Learning to
Remember: Mathematics Teaching Practice and Students' Memory 1-377 Duchesse
Catherine Kulp-Brach
The Variation in
the Understanding of the Literal as a Variable 3-1497 Wren B
Valois Najera, Luis Moreno-Armella,
Marco Santillan
Improving the
Formulation Component of Proofs Using a Network Chat Environment Within Dynamic
2-655 Wren
A
Geometry
Activities
Ernesto Sanchez, Ana Isabel
Sacristan, Miguel Mercado
Mathematical Images
for Workplace Training: The Case of John, A Plumbing Apprentice 2-663 Scott B
Lyndon Martin, Lionel LaCroix, Sue
Grecki
Comparing
Solutions Across The Divide 2-845 Stevenson
Roberta Schorr, Sylvia Bulgar