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

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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

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Problem Solving

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

Elementary Pre-service

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

Teacher Beliefs

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

Elementary Mathematics

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

Teacher Beliefs

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 9^th Grade to College in the Learning of Linear and 1-198

Quadratic Functions

Ernesto Colunga, Enrique Galindo

Page Room

Geometry

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

Fractions

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

Discussion in Mathematics

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

Technology

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

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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