Publications 2015

Weiss M., Herbst P. (2015) The role of theory building in the teaching of secondary geometry Educational Studies in Mathematics 89/2, 205-229.

Publications 2014

Ejersbo L-R, Leron U. and Arcavi A. (2014) Bridging intuitive and analytical thinking: four looks at the 2-glass puzzle For the learning of Mathematics, 34/3, 2-7.

Special Issue: Educational Studies in Mathematics, 88/3

Statistical reasoning: Learning to reason from samples

Editors: Dani Ben-Zvi, Arthur Bakker, Katie Makar
ISSN: 0013-1954 (Print) 1573-0816 (Online)

Ben-Zvi D., Bakker A., Makar K. (2015) Learning to reason from samples Educational Studies in Mathematics 88/3, 291-303.

Konold C., Higgins T., Russell S-J (2015) Data seen through different lenses Educational Studies in Mathematics 88/3, 305-325.

Garfield J., Le L., Zieffler A., Ben-Zvi D. (2015) Developing students’ reasoning about samples and sampling variability as a path to expert statistical thinking Educational Studies in Mathematics 88/3, 327-342.

Pfannkuch M., Arnold P., Wild C.-J. (2015) What I see is not quite the way it really is: students’ emergent reasoning about sampling variability Educational Studies in Mathematics 88/3, 343-360.

Noll J., Hancock S. (2015) Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling Educational Studies in Mathematics 88/3, 361-383.

Meletiou-Mavrotheris M., Paparistodemou E. (2015) Developing students’ reasoning about samples and sampling in the context of informal inferences Educational Studies in Mathematics 88/3, 385-404.

Janet Ainley J., Gould R., Pratt D. (2015) Learning to reason from samples: commentary from the perspectives of task design and the emergence of “big data” Educational Studies in Mathematics 88/3, 405-412.

Special Issue: ZDM-The International Journal on Mathematics Education, 46/6

Editors: Candia Morgan, Tracy Craig, Marcus Schuette, David Wagner
ISSN: 1863-9690 (Print) 1863-9704 (Online)

Morgan C., Craig T., Schuette M, Wagner D. (2014) Language and communication in mathematics education: an overview of research in the field. ZDM-The International Journal on Mathematics Education 46/6, 843-853.

Gellert A. (2014) Students discussing mathematics in small-group interactions: opportunities for discursive negotiation processes focused on contentious mathematical issues. ZDM-The International Journal on Mathematics Education 46/6, 855-869.

Wagner D., Herbel-Eisenmann B. (2014) Identifying authority structures in mathematics classroom discourse: a case of a teacher’s early experience in a new context. ZDM-The International Journal on Mathematics Education 46/6, 871-882.

Planas N., Setati-Phakeng M. (2014) On the process of gaining language as a resource in mathematics education. ZDM-The International Journal on Mathematics Education 46/6, 883-893.

Johansson M., Lange T., Meaney T., Riesbeck E., Wernberg A. (2014) Young children’s multimodal mathematical explanations. ZDM-The International Journal on Mathematics Education 46/6, 895-909.

Barwell R. (2014) Centripetal and centrifugal language forces in one elementary school second language mathematics classroom. ZDM-The International Journal on Mathematics Education 46/6, 911-922.

Schütte M. (2014) Language-related learning of mathematics: a comparison of kindergarten and primary school as places of learning. ZDM-The International Journal on Mathematics Education 46/6, 923-938.

Yeong I J., Chang H. (2014) Teaching mathematics for Korean language learners based on ELL education models. ZDM-The International Journal on Mathematics Education 46/6, 939-951.

Trinick T., Meaney T., Fairhall U. (2014) Teachers learning the registers of mathematics and mathematics education in another language: an exploratory study. ZDM-The International Journal on Mathematics Education 46/6, 953-965.

Pimm D. (2014) Authority, explanation, contention and register: language data and the surface search for essence. ZDM-The International Journal on Mathematics Education 46/6, 967-976.

Call for Special Issue about proof in Educational Studies in Mathematics

There is an open call for paper proposals for an ESM Special Issue.

The topic is “Research-based interventions in mathematics classrooms: Enhancing students' learning of proving.”

The deadline for paper proposals (1,000 words plus references) is August 1st, 2015. The call can be found in the latest issue of ESM or directly through this link.

CERME 9, WG 1: Argumentation and proof

Prague, Czech Republic, February 4-8, 2015

The 9th Conference of the European Society for Research in Mathematics Education (CERME 9) took place in Prague, Czech Republic on February, 4-8. The Working Group 1 was devoted to Argumentation and Proof.

Here, you can download the text of all accepted papers:

Papers

Gonzalez Astudillo M. T., Alvarado Monroy A. Proof by reductio ad absurdum: an experience with university students

Azrou N. Proof writing at undergraduate level

Bergwall A. On a generality framework for proving-tasks

Boero P. Analyzing the transition to epsilon-delta proving in calculus: a case study

Buchbinder O., Cook A. Pre-service teachers' construction of algebraic proof through exploration of math – trick

Conejo L., Arce M., Ortega T. A Case study: how textbooks of a Spanish publisher justify results related to limits from the 70's until today

Cramer J-C. Argumentation below expectation: a double-threefold Habermas explanation

Erkek Ö., Isiksal-Bostan M. Does the use of Geogebra advantageous in the process of argumentation?

Goizueta M., Mariotti M. A. Constructing validity in classroom conversations

Gutiérrez A. Moya J. A., Jaime A. Discriminating proof abilities of secondary school students with different mathematical talent

Kempen L., Biehler R. Pre-service teachers' perceptions of generic proofs in elementary number theory

Knipping C., Rott D., Reid D. A. Disparate arguments in mathematics classrooms

Luz Y., Yerushalmy M. E-assessment of geometrical proofs using interactive diagrams

Moulin M., Deloustal-Jorrand V. Building stories in order to reason and prove in mathematics class in primary school

Pfeiffer K., Quinlan R. Proof evaluation tasks as tools for teaching?

Raman-Sundström M., Öhman L.-D. Mathematical fit: a first approximation

Sears R., Chávez Ó. Students of two-curriculum types performance on a proof for congruent triangles

Selden A., Selden J. A theoretical perspective for proof construction

Silverman B., Even R. Textbook explanations: modes of reasoning in 7th grade Israeli mathematics textbooks

Spyrou P., Moutsios-Renzos A. The genesis of proof in ancient Greece: the pedagogical implications of a Husserlian reading

Stylianides A. J. The role of mode of representation in students' argument constructions

Posters

Pericleous M. How is proving constituted in a Cypriot classroom?

Stepancik E., Götz S. Four steps on the way to create argumentation competence supported by using technology

Tsutomu I. Consideration on the teaching methods deepen the argument in problem solving

Vallejo Vargas E., Ordóñez Montañez C. An example of proof-based teaching: 3rd graders constructing knowledge by proving

Modeste S., Rojas F. Unpack and repack mathematical activity with pre-service teachers: a research project

Logique et raisonnement : quels enjeux d’apprentissage ?

Thème au 22ème colloque CORFEM
11 et 12 juin, Faculté d'éducation, Nîmes

Ce thème se situe en continuité du thème spécifique envisagé dans le colloque de l’an dernier.

En quoi et comment l’enseignement et l’apprentissage de savoirs spécifiques de la logique et du raisonnement participent-ils aux apprentissages des élèves en mathématiques ? Sous quelles conditions ? Par exemple, quel(s) lien(s) peut-on faire entre l’enseignement et l’apprentissage du raisonnement et celui de la démonstration? En quoi et comment la logique peut-elle être considérée comme un langage mathématique ?

Pour en savoir plus…