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Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: „A Comparison of Children’s Learning in Two Interactive Computer Environments“ (Edwards); „On Building a Self-Confidence in Mathematics“ (Eisenberg); „Classroom Discourse and Mathematics Learning“ (Ellerton); „Constructivism, the Psychology of Learning, and the Nature of Mathematics“ (Ernest); „Cognition, Affect, Context in Numerical Activity among Adults“ (Evans); „Teachers‘ Pedagogical Knowledge: The Case of Functions“ (Even; Markovits); „Cognitive Tendencies and Abstraction Processes in Algebra Learning“ (Filloy-Yague); „On Some Obstacles in Understanding Mathematical Texts“ (Furinghetti; Paola); „Toward a Conceptual-Representational Analysis of the Exponential Function“ (Goldin; Herscovics); „Duality, Ambiguity and Flexibility in Successful Mathematical Thinking“ (Gray; Tall); „Children’s Word Problems Matching Multiplication and Division Calculations“ (Greer; Mc Cann); „Children’s Verbal Communication in Problem Solving Activities“ (Grevsmuhl); „The ‚Power‘ of Additive Structure and Difficulties in Ratio Concept“ (Grugnetti; Mureddu Torres); „Why Modeling? Pupils Interpretation of the Activity of Modeling in Mathematical Education“ (Gortner; Vitale); „A Comparative Analysis of Two Ways of Assessing the van Hiele Levels of Thinking“ (Gutierrez; Jaime; Shaughnessy; Burger); „A Procedural Analogy Theory: The Role of Concrete Embodiments in Teaching Mathematics“ (Hell); „Variables Affecting Proportionality: Understanding of Physical Principles, Formation of Quantitative Relations, and Multiplicative Invariance“ (Harel; Behr; Post; Hesh); „The Development of the Concept of Function by Preservice Secondary Teachers“ (Harel; Dubinsky); „Monitoring Change in Metacognition“ (Hartl); „The Use of Concept Maps to Explore Pupils‘ Learning Processes in Primary School Mathematics“ (Hasemann); „Adjusting Computer-Presented Problem-Solving Tasks in Arithmetic to Students‘ Aptitudes“ (Hativa; Pomeranz; Hershkovitz; Mechmandarov); „Computer-Based Groups as Vehicles for Learning Mathematics“ (Heal; Pozzia; Hoyles); „Pre-algebraic Thinking: Range of Equations & Informal Solution Processes Used by Seventh Graders Prior to Any Instruction“ (Herscovics; Linchevski); „LOCI and Visual Thinking“ (Hershkowitz; Friedlander; Dreyfus);“Two-step Problems“ (Hershkowitz; Nesher); „Evaluating Computer-Based Microworld: What Do Pupils Learn and Why?“ (Hoyles; Sutherland; Noss); „Inner Form in the Expansion of Mathematical Knowledge of Multiplication“ (Ito); „Some Implications of a Constructivist Philosophy for the Teacher of Mathematics“ (Jaworski); „Teachers‘ Conceptions of Math Education and the Foundations of Mathematics“ (Jurdak); „Games and Language-Games: Towards a Socially Interactive Model for Learning Mathematics“ (Kanes); „Translating Cognitively well-organized Information into a Formal Data Structure“ (Kaput; Hancock); „A Procedural-Structural Perspective on Algebra Research“ (Kieran); „Consequences of a Low Level of Acting and Reflecting in Geometry Learning–Findings of Interviews on the Concept of Angle“ (Krainer); „The Analysis of Social Interaction in an ‚Interactive‘ Computer Environment“ (Krummheuer); „Can Children Use the Turtle Metaphor to Extend Their Learning to Include Non-intrinsic Geometry“ (Kynigos); „Pre-schoolers, Problem Solving, and Mathematics“ (Leder); „La fusee fraction. Une exploration inusitee des notions d’equivalence et d’ordre? (Lemerise; Cote); „Critical Incidents‘ in Classroom Learning–Their Role in Developing Reflective Practice“ (Lerman; Scott-Hodgetts); „Human Simulation of Computer Tutors: Lessons Learned in a Ten-Week Study of 20 Human Mathematics Teachers“ (Lesh; Kelly); „Advanced Proportional Reasoning“ (Lin); „Rules without Reasons as Processes without Objects–the Case of Equations and Inequalities“ (Linchevski; Sfard); „Everyday Knowledge in Studies of Teaching and Learning Mathematics in School“ (Lindenskov); „The Knowledge about Unity in Fractions Tasks of Prospective Elementary Teachers“ (Llinares; Sanchez); „Describing Geometric Diagrams as a Stimulus for Group Discussions“ (Lopez-Real); „Pupils‘ Perceptions of Assessment Criteria in an Innovative Mathematics Project“ (Love; Shiu); „Developing a Map of Children’s Conceptions of Angle“ (Magina; Hoyles); „The Construction of Mathematical Knowledge by Individual Children Working in Groups“ (Maher; Martino); „The Table as a Working Tool for Pupils and as a Means for Monitoring Their Thought Processes in Problems Involving the Transfer of Algorithms to the Computer“ (Malara; Garuti); „Interrelations Between Different Levels of Didactic Analysis about Elementary Algebra“ (Margolinas); and“Age Variant and Invariant Elements in the Solution of Unfolding Problems“ (Mariotti). (MKR)