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This collection, the last of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere, analyzes statistics, methodology, reforms, and new tendencies. Twelve of the document's 18 articles are written in English, 3 are written in French and 3 are in Italian. Summaries accompany most articles; three of the foreign language articles have English summaries. Bibliographies are included with many selections. Titles and authors are as follows: "From the Methodology of Pedagogical Study of Obligatory Education" (Wlodzimierz Goriszowski); "Les Peres de l'Ecole Obligatoire Pris au Piege de la Statistique Scolaire (1876-1906)" (Jean-Noel Luc); "Primary Compulsory School at Viareggio (1860-1900)" (Luciana Bettalla and Fanny Coli); "School Attendance in The Netherlands" (Th. F. M. Boekholt); "L'Offre d'Ecole Avant l'Obligation Scolaire: L'Enseignement des Premieres Enquetes Bataves (1799-1811)" (Willem Frijhoff); "A Danish Reform Concerning the First Years of School" (Hans Vejleskov); "The Vanloese Experiment: New Education in Compulsory Education in Denmark in the Twenties" (Ellen Norgaard); "Historical Development of Compulsory Education in Socialist Countries (1917-present time)" (Gottfried Uhlig); "Parents and Compulsory Education Laws in England & Wales (1880-1980)" (Geoffrey Stevenson); "Prospettive dell'Istruzione Obbligatoria in Italia" (Luigi Ambrosoli); "La Continuite Scolaire et 'l'Ecole de Base' en Italie: Aspects Historiques et Perspectives" (Giovanni Genovesi); "Formazione Generale, Orientamento per gli Studi e/o per la Professione nell'Elevazione dell'Obbligo Scholastico al 16 Anni: La Questione Italiana, Oggi" (Vittorio Telmon); "From Optional to Compulsory: The Introduction, Development and Extension of 'English' in Norwegian Compulsory Education" (B. Brandtzaeg Gundem); "Reforms and New Tendencies: Norwegian Compulsory Education (Olav Sunnana); "Compulsory Education in the Canary Islands" (Pedro Sosa Also); "Compulsory Education in the United States: Its development and Some Recent Considerations" (Erwin v. Johanningmeier); "La 'Compulsory Education' nel Contesto Sovietico" (Giorgio Vuoso); and "A New Look at the Act of Teaching FL Reading" (Yvonne Poser and Gunter G. Pfister). (CJH)

Socioeconomic life is the theme of this third of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere. Of the document's 18 articles, 15 are written in English and 3 are written in French. Most selections offer summaries; one of the three articles written in French provides a resume in English. Bibliographies accompany many articles. Titles and authors are as follows: "Mentalites et Experiences Sociales: Les Conditions Socio-Historiques de la Scolarisation Obligatoire en Europe" (Wolfgang Schmale); "Compulsory Schooling and Ethnic Acculturation in Alberta: A Case Study--1890s-1920s" (Nick Kach and Kasper Mazurek); "Attitudes to the Elementary Schools System among Copenhagen Working-Class Parents (1870-c.1900). Description of a Research Project" (Ning de Coninck-Smith); "The Introducation and Enforcement of Compulsory School Attendance in 19th Century Prussia" (Hans-Jurgen Apel); "Compulsory Education for German Immigrant Children in the United States of America during the Second Half of the Nineteenth Century: The Case of Rural Wisconsin" (Juliane Jacobi-Dittrich); "Le Recensement des Conscrits, le Reglement du Travail dans l'Industrie du Tabac et la Scolarite Obligatoire dans la Ville Hanseatique de Breme de 1841 a 1844" (Wiltrud Ulrich Drechsel and Franck Neumann); "A Social-Historical Approach Toward Mass Education in the Early 19th Century" (Klaus Wiese); "The Diminished Role of Formal Education in National Socialist Germany" (Geoffrey J. Giles); "Policy in Practice: Families and the Introduction of Compulsory Schooling in Essex Textile Districts" (Grace Belfiore); "Notes for a Pattern of Analysis of Compulsory Education in Latin America during the Nineteenth Century" (Gabriela Ossenbach-Sauter); "The Compulsory Education and the Mexican Revolution (1910-1924)" (Renate Marsiske); "Historical Context of Compulsory Education in Poland" (Jan Hellwig); "Social and Economic Aspects of Introducing Compulsory Education in the Czech Lands" (Dagmar Capkova); "The Political, Social and Economic Situation of Poland and Compulsory Education (to 1918)" (Lech Mokrzecki); "L'Obligation Scolaire au Portugal pendant la Premiere Moitie du XXe Siecle" (Aurea Adao); "Compulsory Schooling and Social Revolution in Spain 1936-1937: Considerations Concerning the Libertarian Position" (Pere Sola);"Compulsory Education and Child Labor in Spain in the Early 20th Century (Madrid, 1900-1920)" (Alejandro Tiana Ferrer); and "The Compulsory Curriculum in Industrial America: Connections Between Past and Present" (Thomas A. Mulkeen). (CJH)

This first of four volumes on the history of compulsory education among the nations of Europe and the Western hemisphere deals with historical antecedents and early development. Of the 29 total articles, 18 are in English and 2 have English summaries. Many selections include bibliographies. Titles and authors are as follows: "The Political Institutionalization of Compulsory Education" (Francisco O. Ramirez and John Boli); "L'Obbligo Scolastico e la Scuola di Base Nello Scritto d'un Pedagogista Cileno" (Alessandro Leonarduzzi); "Beginnings of Compulsory Education in the Republic of Columbia" (O. Negrin Fajardo and D. Soto Arango); "L'Obligation Educative en France des Origines a Nos Jours" (Paul Gerbod); "L'Introduction de l'Obligation Scolaire dans l'Allemagne Protestante du XVIe au XVIIIe Siecle" (Jean-Luc Le Cam); "Karl August Zeller (1774-1846). Aide-Camps pour la Prusse, Pays en Voie de Developpement en Matiere d'Education Nationale, dans le Contexte du Decalage Sud-Nord des Pays Germanophones" (Rudolf Koschnitzke); "The Historical Development of Compulsory Schooling in Germany" (Gabriele Weigand); "The History of Compulsory Education in Germany" (Karl-Heinz Guenther and Gert Geissler); "The Advent of Universal Compulsory Elementary Education in England and Wales" (D. K. Jones); "Gradual Regulation of Schooling Age and School Attendance in Hungary since 1777 up to Now" (Otto Vag); "The Debate about the Introduction of Compulsory Elementary Education of 1848 in Hungary" (Sandor Komlosi); "Compulsory Education in the Twenty Years after Italian Unification (1860-1880)" (Enzo Catarsi); "Chiesa e Obbligo Scolastico Nell'Italia Post-Unitaria (1860-1900)" (Carmela Covato); "Compulsory Education in The Netherlands" (J. F. A. Braster and N. L. Dodde); "School and Literacy. Introduction of the Elementary School in Norway in the 1730's and 1740's" (Knut Tveit); "The Idea of Unbroken Primary School in Norway" (Knut Jordheim); "L'Introduction de l'Obligation Scolaire dans la Pologne, la Prusse et l'Autriche" (Marianna Krupa); "Legal Foundation and Accomplishment of Compulsory Education in Poland in 1918-1939" (Jozef Zerko and Romuald Grzybowski); "L'Introduction et la Prolongation de la Scolarite Obligatoire au Portugal" (Joaquim Ferreira Gomes); "L'Enseignement Obligatoire dans les Constitutions Espagnoles due XIXe Siecle" (Federico Gomez Rodriguez de Castro); "Le Chemin Vers l'Enseignement Obligatoire en Espagne Avant 1857" (Anastasio Martinez Navarro); "Apport des Municipalites Constitutionnelles a l'Introduction de l'Enseignement Obligatoire en Espagne" (Julio Ruiz Berrio); "Compulsory Education in the Swiss Canton of Zurich from 1798 to 1859" (Fritz-Peter Hager); "La Reproclamation de l'Instruction Obligatoire, a Geneve, au XIXe Siecle: Du Refus de 1842 a l'Acceptation de 1872" (Charles Magnin); "Towards Compulsory Education: The School Revival Movement in the United States" (Jurgen Herbst); "The Roots of Compulsory Education in America" (L. Glenn Smith); "Compulsory Education in Utopia: Owen and Neef" (Dieter Jedan); "Compulsory Education in the Waldorf Schools in America" (Joseph A. Baust); and "Compulsory Education in Chicago" (Joan K. Smith). (CJH)

Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano); "Geography in the Global Issues Classroom" (Kawata); "Gender Issues in Language Education" (Thomas Hardy, Amy Yamashiro, Cheiron McMahill). Individual papers contain references. (MSE)

This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized schools can make a difference in the life of EBD students); (2) "the place of every student is in the regular classroom" (rather, the regular classroom is an objective, but not an end in itself); (3) "more money will do the job" (rather, money generated by special education must go to special education and related professional services); (4) "when your only tool is a hammer, all problems must resemble nails" (rather, interventions must be highly individualized); (5) "experience is everything, the teacher will learn how to deal with these students" (rather, teachers must be in contact with the best knowledge base and practices available); (6) "research? what for? all you need is love" (rather, there is a need for field research done in collaboration with teachers that is focused on the evaluation of educational interventions); and (7) "this is family, not school business" (rather, home-school partnership is necessary to influence the development of EBD students). (Contains 14 references.) (DB)

The proceedings of a Swiss conference on languages in education include: a brief preface about the conference topic; summaries in French, Albanian, German, English, Spanish, Italian, and Portuguese; background information on the conference; statistics on the home and community languages of Swiss elementary and secondary school students; the conference introduction, "Pour une education bilingue" (Toward Bilingual Education) presented by Anna Lietti; notes on parent language use in Albanian and Italian communities; teachers' perceptions of language use in Spanish, Portuguese, Bosnian, and Albanian communities; six research papers; text of a roundtable discussion concerning the challenge of opening schools to diverse languages; a conference summary; and a list of relevant journals. The papers include: "Une experience interculturelle a l'ecole primaire de la Chaud-de-Fonds" (a primary school experiment at Chaud-de-Fonds) (Philippe Moser); "Une experience d'eveil aux langues" (a language awareness experiment) (Christiane Perregaux); "Un projet interculturelle a l'ecole du Mail a Geneve" (an intercultural project at a Geneva school) (Sylviane Magnin Hottelier); "Une ecole privee bilingue allemand-francais" (a private German-French bilingual school) (Henri Moser); "Une experience anglais" (an English experiment) (Daniele Moore); and "Les bibliotheques interculturelles dans les ecoles" (intercultural libraries within schools). Contains 44 references. (MSE)

Fifteen papers from the Division of Libraries Serving the General Public are included in this collection: "When the Children's Library Meets the Museum" (French and English versions; Annie Pissard); "Value of Library Service for Children Literature in France" (Aline Eisenegger); "The Latin American Literature in France" (Aline Eisenegger); "The Latin America Network of Documentation Centres for Children's Literature as an Information Tool" (Clara Budnik); "On Some Theoretical Foundations of the School Library/Media Center and Their Implications for Education" (French and English versions; Paulette Bernhard); "Pedagogy of Reading in a Rural Area" (French and English versions; A. Valin); "Academic Achievement and the School Library: An International Study" (Setsuko Koga, et al.);"Library and School for Young Children and Handicapped Children: An Original Cooperation" (French and English versions; Myriam Lott Deschamps); "Television and Visiophonie: Therapy and Mass Media" (French and English versions; Jean-Pierre Seguin); "Inmates-Adopt-a-Scholar: A Case Study in New York State Prison Library Programming to Develop Critical Thinking Skills" (Myra Albert); "IFLA's Section for Libraries Serving Disadvantaged Persons: A Presentation" (Gunilla Malgren-Neale); "Access to Information for Visually Impaired Students in the University Environment: The Situation in Germany" (Rainer F. V. Witte); "How Blind People Access Data Stored on CD-ROM in University Libraries" (Anita Richaume); "Tobia Center: Braille Research and Printing Center: A Summary of 12 Years' Experiment" (Monique Truquet); and "Public Libraries Against Illiteracy" (Ernest A. DiMattia, Jr.). (SD)

Three methodological "hypotheses" elaborated by the "Centre interuniversitaire de recherche pour le recyclage des maitres d'italien" are presented here. These hypotheses came from three teams of teachers working from different perspectives on sets of lessons for beginners of all ages. Each team's operative assumptions, type of text, guiding principles, presentation and use of the texts and activities are discussed and illustrated with examples in Italian. The objective of the first team was to train beginning students to understand elementary Italian and to answer short questions in the language about simple situations suggested by a prepared text. The second team's desire to motivate students led to their choice of an animated cartoon as the basic text. Each lesson comprised six points: the presentation, descriptive text, grammar, structure exercises, vocabulary and conversation. The third group chose a film because this medium seems to allow for more active communication. An evaluation, including specific positive and negative criticisms of each approach and an indication of future perspectives, concludes the paper. (AMH)

This selection of the papers presented at a conference includes 6 introductory papers, 32 papers dealing with innovations and experiences in the authors' own countries, and reports from 6 working groups. These working groups addressed the six key topic areas of the conference: (1) relationships between new technologies and labor relations and their impact on the labor market, education, and schooling; (2) new technologies in the learning process; (3) technology's impact on relationships between general education and education for careers; (4) technological demands upon recurrent education, adult education, and non-formal education; (5) technological developments and their impact on education in the Third World; and (6) the impact of technological developments on both initial and inservice teacher education and training. The majority of the papers are in English, although six are in French and one is in German. (RP)

This document contains the proceedings of the annual meeting of the Canadian Mathematics Education Study Group (CMESG) held at the University of Quebec in Montreal, Canada, May 26-30, 2000. The proceedings consist of two plenary lectures, five working groups, four topic sessions, new Ph.D. reports, and panel discussions. Papers include: (1) "Manipulating Combinatorial Structures" (Gilbert Labelle); (2) "The Theoretical Dimension of Mathematics: A Challenge for Didacticians" (Maria Bartolini Bussi); (3) "Mathematics Courses for Prospect Elementary Teachers" (Caroline La Joie and Ed Barbeau); (5) "Crafting an Algebraic Mind: Intersections from History and the Contemporary Mathematics Classroom" (Louis Charbonneau and Luis Radford); (6) "Mathematics Education et Didactique des Mathematiques: Is There a Reason for Living Separate Lives?" (Tom Kieren and Anna Sierpinska); (8) "Teachers, Technologies, and Productive Pedagogy" (David A. Reid and Rosamund Sutherland); (9) "Calculus Reform: A Critical Assessment" (Sylvie Desjardins and Harald Proppe); (10) "A Proof Ought to Explain: A Classroom Teacher-Researcher, a Mathematics Educator, and Three Cohorts of Fifth Graders Seek to Make Meaning of a Non-Obvious Algebraic Equation" (Vicki Zack and David A. Reid); (11) "Assessment for All" (Leigh N. Wood and Geoffrey H. Smith); (12) "Mathematics--By Invitation" (Ralph T. Mason); (13) "Math Central: An Internet Service for Teachers and Students" (Mhairi (Vi) Maeers and Harley Weston); (14) "Mathematical Conversations within the Practice of Mathematics" (Lynn Gordon Calvert); (15) "The Word Problem as Genre in Mathematics Education" (Susan Gerofsky); (16) "How Visual Perception Justifies Mathematical Thought" (Dennis Lomas); (17) "Folding Back and Growing Mathematical Understanding" (Lyndon Martin); (18) "La Place et les Fonctions de la Validation Chez les Futures Enseignants des Mathematiques au Secondaires" (Claudine Mary); (19) "Mathematics Knowing in Action: A Fully Embodied Interpretation" (Elaine Simmt); (20) "Pourquoi Enseigner les Mathematiques a Tous?" (Bernard R. Hodgson); (21) "Why Teach Mathematics to Everyone?" (Bernard R. Hodgson); (22) "Why Teach Mathematics to All Students?" (Sandy Dawson); (23) "Why Teach Mathematics to All Students?" (Brent Davis); and (24) "Why Teach Mathematics to Everyone?" (Nadine Bednarz). (KHR)

These articles on scaffolding in language and speech pathology/therapy are included in this issue: "Strategies d'etayage avec des enfants disphasiques: sont-elles specifiques?" ("Scaffolding Strategies for Dysphasic Children: Are They Specific?") (Genevieve de Weck); "Comparaison des strategies discursives d'etayage dans un conte et un recit d'experiences oraux" ("Comparison of Scaffolding Discourse Strategies in an Oral Story and Personal Narrative") (Marie-Claude Rosat); "Questions ouvertes/questions fermees: une dichotomie qui appelle une analyse critique" ("Open Questions/Closed Questions: A Dichotomy that Calls for Critical Analysis") (Shirley Vinter, Charles Bried); "Interactions avec des enfants migrants en contexte logopedique: quels etayages?" ("Interactions with Migrant Children in the Speech Therapy Context: What Kinds of Scaffolding?") (Sandra Galli Cornali); "Contributions maternelles et paternelles au developpement des representations symboliques et categorielles des objets par les jeunes enfants" ("Maternal and Paternal Contributions to the Development of Symbolic and Categoric Representation of Objects by Young Children") (Florence Labrell); "De la variation de l'etayage logopedique comme outil therapeutique" ("Variation of Speech Therapy Scaffolding as a Therapeutic Tool") (Douchka Gaillard); "L'adaptation langagiere de differents intervenants en interaction avec un aphasique" ("Linguistic Adaptation of Different Therapists in Interaction with an Aphasic") (Helene Perren); "L'evaluation formative a l'ecole: quelle place pour la regulation interactive?" (Formative Evaluation in School: What Place for Interactive Regulation") (Yviane Rouiller); "Quelques considerations sur l'etayage dans une situation d'evaluation particuliere: le jeu symbolique" ("Some Considerations Concerning Scaffolding in a Special Evaluation Situation: Symbolic Play") (Mireille Rodi, Cecile Moser); "'Suivez le guide'...L'acquisition de routines de lecture en langue 1 et langue 2" ("'Follow the Guide'...Acquisition of Reading Routines in First and Second Languages") (Matthias Marschall); and "Apprendre a raconter? Comment lisons-nous les textes des auteurs eleves?" ("Learn to Tell Stories? How Do We Read the Texts of Student Authors?") (Frederic Francois). All papers are in French, with English abstracts. (MSE)

These proceedings contain papers from the 1994 annual meeting of the Canadian Mathematics Education Study Group. Papers are divided into the following sections: (1) invited lectures; (2) working groups; (3) topic groups; (4) ad hoc groups; and (5) reports on ICMI (International Committee on Mathematical Instruction) studies. Papers include: (1) "Understanding = Doing + Seeing" (Anna Sfard); (2) "A Collegiate Mathematical Experience for Non-Science Majors" (Keith Devlin); (3) "Theories and Theorizing in Mathematics Education" (Thomas Kieren and Olive Chapman); (4) "Popularizing Mathematics" (Bernard Hodgson and Eric Muller); (5) "Preservice Teachers as Purposeful Learners: Issues of Enculturation" (George Gadanidis and Anita Losasso); (6) "Les didacticiens et les didacticiennes des mathematiques au Canada: Un portrait de famille" (Roberta Mura); (7) "A Look at Current Software Designed To Provide Different Representations of Functions" (Pat Lytle); (8) "Math in the Mall, the SFU (Simon Fraser University) Experience" (Malgorzata Dubiel); (9)"'Booking,' a Non-Traditional Approach to the Teaching of Mathematics in the Transition Years" (Gary Flewelling); (10) "Student-Teachers' Conceptions of Mathematics: What They Are and How They Are Formed" (R. Geoffrey Roulet); (11) "'Can We Follow What We Preach?' Teaching According to Constructivist Principles" (Uri Leron); (12) "Enacting a Chaos Theory Curriculum" (Judy Barnes); (13) "Mathematical Modelling" (Don Kapoor); (14) "Asian, American, and Albertan Mathematics Comparisons" (Sol Sigurdson); (15) "Conference on Gender and Mathematics Education" (Gila Hanna); and (16) "What Is Research in Mathematics Education and What Are Its Results?" (Anna Sierpinska). Appendices contain lists of participants and previous proceedings. (JRH)

These proceedings contain papers presented at the 1993 annual meeting of the Canadian Mathematics Education Study Group. Papers are presented in four sections: (1) invited lectures; (2) working groups; (3) topic groups; and (4) ad hoc groups. Papers include: (1) "What is a Square Root? A Study of Geometrical Representation in Different Mathematical Traditions" (George Gheverghese Joseph); (2) "Forging a Revised Theory of Intellectual Development: Piaget, Vygotsky and Beyond" (Jere Confrey); (3) "Research in Undergraduate Teaching and Learning in Mathematics" (Joel Hillel & Anna Sierpinska); (4) "New Ideas in Assessment" (David Robitaille, Cynthia Nicol, and Heather Kelleher); (5) "Computers in the Classroom: Mathematical and Social Implications" (Geoffrey Roulet and Lars Jansson); (6) "Gender and Mathematics" (Lesley Lee); (7) "Training Pre-Service Teachers for Creating Mathematical Communities in the Classroom" (LaDonna MacRae and Thomas Schroeder); (8) "Connected Knowledge in Prospective Secondary Mathematics Teachers" (Eric Wood); (9) "Narrative Inquiry in Mathematics Teacher Development" (Olive Chapman); (10) "Competences Spatiales Geometriques chez de Jeunes Quebecois du Nord (Inuit) et du Sud" (Richard Pallascio and Richard Allaire); (11) "Projet d'Auto-apprentissage Informatise" (Bernard Vanbrugghe); (12) "Teaching and Learning University Level Mathematics: Perspectives of a Mathematics Educator" (Mary L. Crowley); (13) "Windows and Mirrors: Metaphors for Computer Screens" (David Pimm); and (14) "Pre-Formal, Formal, and Formulaic Proving" (David Reid). Appendices contain lists of participants and previous proceedings. (JRH)

This two-volume set of papers was produced for the seventh International Gender and Science and Technology (GASTA) Conference. Abstracts of all papers and other presentations have been translated and are published in both English and French. Papers are published in the language in which they were submitted (English or French). GASAT provides a forum for individuals and organizations concerned about the inclusion of girls and women in the world of science and technology, from early childhood to work environments. Volume 1 includes the contributions which are concerned with schooling, including early childhood and those related to the workplace. It contains 53 papers, 6 symposia, 16 roundtables, and 14 workshops representing innovating intervention projects, research findings, evaluative syntheses of interventions, and critical research reviews. Volume 2 contains 60 papers, 5 symposia, 3 roundtables, and 4 workshops representing innovating intervention projects, research findings, evaluative synthesis of interventions, and critical reviews for post-secondary education and living in a world community. (MKR)

The purpose of this conference sponsored by the French Commission of the Methods of Teaching was to give deep reflection as to the place of algorithms in the teaching curriculum and learning of mathematics. Devoted to the concept of new teaching methods at levels 1-4 of compulsory school education, the debates of this seminar were an occasion for many exchanges among researchers, teachers, authors, and other people involved in the development of mathematics teaching methods. The participants' papers focus on how to use algorithms of calculation for the teaching methods of French-speaking Switzerland. A list of participants is appended. (NB)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) contains the following research papers: "The Construct Theory of Rational Numbers: Toward a Semantic Analysis" (M. Behr & G. Harel); "Reflections on Dealing: An Analysis of One Child's Interpretations" (G. Davis); "About Intuitional Knowledge of Density in Elementary School" (J. Gimenez); "Understanding the Multiplicative Structure: Concepts at the Undergraduate Level" (G. Harel & M. Behr); "A Contextual Approach to the Teaching and Learning of Mathematics: Outlining a Teaching Strategy that Makes Use of Pupil's Real World Experiences and Strategies, and the Results of the First Teaching Experiment of Project" (T.O. Keranto); "On Children's Mathematics Informal Method" (F.L. Lin & L.R. Booth); "A Case Study of the Role of Unitizing Operations with Natural Numbers in the Conceptualization of Fractions" (A. Ludlow); "Constructing Fractions in Computer Microworlds" (J. Olive & L.P. Steffe); "Proportional Reasoning: From Shopping to Kitchens, Laboratories, and Hopefully, Schools" (A.D. Schliemann & V.P. Magalhaes); "The Fraction Concept in Comprehensive School at Grade Levels 3-6 in Finland" (T. Strang); "Critical Decisions in the Generalization Process: A Methodology for Researching Pupil Collaboration in Computer and Non Computer Environments" (L. Healy, C. Hoyles, & R.J. Sutherland); "'Scaffolding' a Crutch or a Support for Pupils' Sense-Making in Learning Mathematics" (B. Jaworski); "The Role of Mathematical Knowledge in Children's Understanding of Geographical Concepts" (R.G. Kaplan); "Speaking Mathematically in Bilingual Classrooms: An Exploratory Study of Teacher Discourse" (L.L. Khisty, D.B. McLeod, & K. Bertilson); "The Emergence of Mathematical Argumentation in the Small Group Interaction of Second Graders" (G. Krummheuer & E. Yackel); "Potential Mathematics Learning Opportunities in Grade Three Class Discussions" (J.J. Lo, G.H. Wheatley, & A.C. Smith); "Certain Metonymic Aspects of Mathematical Discourse" (D.J. Pimm); "Inverse Relations: The Case of the Quantity of Matter" (R. Stavv & T. Rager); "The Development of Mathematical Discussion" (T. Wood); "Estrategias y Argumentos en el Estudio Descriptivo de la Asociacion Usando Microordenadores" (J.D. Godino, C. Batanero, & A.E. Castro); "Computerized Tools and the Process of Modeling" (C. Hancock & J. Kaput); "Examples of Incorrect Use of Analogy in Word Problems" (L. Bazzini); "Children's Pre-concept of Multiplication: Procedural Understanding" (C. Beattys, N. Herscovics, & N. Nantais); "The Kindergartners' Knowledge of Numerals" (J.C. Bergeron); "An Analysis of the Value and Limitations of Mathematical Representations Used by Teachers and Young Children" (G.M. Bouton-Lewis & G.S. Halford); "A Study on the Development of Second-Graders' Ability in Solving Two-Step Problems" (F. Cao); "Understanding the Division Algorithm from New Perspectives" (D.W. Carraher); "Negative Numbers Without the Minus Sign" (T.N. Carraher); "Learning Difficulties Behind the Notion of Absolute Value" (I. Chiarugi, G. Fracassina, & F. Furinghetti); "Le Role de la Representation dans la Resolution des Problemes Additifs" (R.F. Damm); "Using a Computerized Tool to Promote Students''Number Sense' and Problem Solving Strategies" (N. Hativa, V. Bill, S. Hershkovitz, & I. Machmandrow); "Children's Understanding of Compensation, Addition and Subtraction in Part/Whole Relationships" (K.C. Irwin); "Factors Affecting Children's Strategies and Success in Estimation" (C. Morgan); "Assessment in Primary Mathematics: The Effects of Item Readability" (J.A. Mousley); "Social Sense-Making in Mathematics: Children's Ideas of Negative Numbers" (S. Mukhopadhyay, L. B. Resnick, & L. Schauble); "Children's Pre-Concept of Multiplication: Logico Physical Abstraction" (N. Nantais & N. Herscovics); "Building on Young Children's Informal Arithmetical Knowledge" (A.I. Oliver, A. Murray, & P. Human); "From Protoquantities to Number Sense" (L.B. Resnick, S. Lesgold, & V. Bill); "Prospective Elementary Teachers' Knowledge of Division" (M.A. Simon); "Relative and Absolute Error in Computational Estimation" (J. Sowder, L. Sowder, & Z. Markovits); "A Child Generated Multiplying Scheme" (L. Steffe); and "Salient Aspects of Experience with Concrete Manipulatives" (P. Thompson & A.G. Thompson). Includes a listing of author addresses. (MKR)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "Children's Connections among Representations of Mathematical Ideas" (A. Alston & C.A. Maher); "Algebraic Syntax Errors: A Study with Secondary School Children" (A. Avila, F. Garcia, & T. Rojano); "The Development of Conceptual Structure as a Problem Solving Activity" (V. Cifarelli); "From Arithmetic to Algebra: Negotiating a Jump in the Learning Process" (A. Cortes, N. Kavafian, & G. Vergnaud); "Continuous Analysis of One Year of Science Students' Work in Linear Algebra, in First Year French University" (J.L. Dorier); "Avoidance and Acknowledgement of Negative Numbers in the Context of Linear Equations" (A. Gallardo);"Introducing Algebra: A Functional Approach in a Computer Environment" (M. Garancon, C. Kieran, & A. Boileau); "LOGO, to Teach the Concept of Function" (D. Guin & I.G. Retamal); "The Concept of Function: Continuity Image versus Discontinuity Image: Computer Experience" (F. Hitt); "Acquisition of Algebraic Grammar" (D. Kirshner); "Embedded Figures and Structures of Algebraic Expressions" (L. Linchevski & S. Vinner); "A Framework for Understanding What Algebraic Thinking Is" (R.L. Lins); "Developing Knowledge of Functions through Manipulation of a Physical Device" (L. de Lemos Meira); "Students' Interpretations of Linear Equations and Their Graphs" (J. Moschkovich); "An Experience to Improve Pupil's Performance in Inverse Problems" (A. Pesci); "Algebra Word Problems: A Numerical Approach for Its Resolution: A Teaching Experiment in the Classroom" (G. Rubio); "Children's Writing about the Idea of Variable in the Context of a Formula" (H. Sakonidis & J. Bliss); "Observations on the 'Reversal Error' in Algebra Tasks" (F. Seeger); "Generalization Process in Elementary Algebra: Interpretation and Symbolization" (S.U. Legovich); "Effects of Teaching Methods on Mathematical Abilities of Students in Secondary Education Compared by Means of a Transfer Test" (J. Meijer); "On Long Term Development of Some General Skills in Problem Solving: A Longitudinal Comparative Study" (P. Boero); "Cognitive Dissonance versus Success as the Basis for Meaningful Mathematical Learning" (N.F. Ellerton & M.A. Clements); "Time and Hypothetical Reasoning in Problem Solving" (P.L. Ferrari); "The Interplay between Student Behaviors and the Mathematical Structure of Problem Situations: Issues and Examples" (R. Herschkowitz & A. Arcavi); "Paradigm of Open-Approach Method in the Mathematics Classroom Activities: Focus on Mathematical Problem Solving" (N. Nohda); "Reflexions sur le Role du Maitre dans les Situations Didactiques a Partir du Cas de l'Enseignement a des Eleves en Difficulte" (M.J.P. Glorian); "Diagnosis and Response in Teaching Transformation Geometry" (A. Bell & D. Birks); "Children's Recognition of Right Angled Triangles in Unlearned Positions" (M. Cooper & K. Krainer); "The Role of Microworlds in the Construction of Conceptual Entities" (L.D. Edwards); "The Cognitive Challenge Involved in Escher's Potato Stamps Microworld" (R. Hadass); "Study of the Degree of Acquisition of the Van Hiele Levels by Secondary School Students" (A. Jaime & A. Gutierez); "Spatial Concepts in the Kalahari" (H. Lea); "Integrating LOGO in the Regular Maths Curriculum: A Developmental Risk or Opportunity?" (T. Lemerise); "Young Children Solving Spatial Problems" (H. Mansfield & J. Scott); "The Role of Format in Students' Achievement of Proof" (W.G. Martin); "L'influence des Aspects Figuratifs dans le Raisonnment des Eleves en Geometrie" (A. Mesquita); "Children's Understanding of Congruence According to the Van Hiele Model of Thinking" (L. Nasser); "Prospective Primary Teachers' Conceptions of Area" (C. Tierney, C. Boyd, & G. Davis); "Probability Concepts and Generative Learning Theory" (O. Bjorkqvist); "Some Considerations on the Learning of Probability" (A.M.O. Salazar); "Gambling and Ethnomathematics in Australia" (R. Peard); "Mathematization Project in Class as a Collective Higher Order Learning Process" (H.G. Steiner). Also includes a listing of author addresses. (MKR)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following papers: "The Knowledge of Cats: Epistemological Foundations of Mathematics Education" (R.B. Davis) and "PME Algebra Research: A Working Perspective" (E. Filloy); "Some Misconceptions in Calculus: Anecdotes or the Tip of an Iceberg?" (M. Amit & S. Vinner); "Difficultes Cognitives et Didactiques dans la Construction de Relations entre Cadre Algebrique et Cadre Graphique" (M. Artigue); "Unbalance and Recovery: Categories Related to the Appropriation of a Basis of Meaning Pertaining to the Domain of Physical Thinking" (R. Cantoral); "On Difficulties with Diagrams: Theoretical Issues" (T. Dreyfus & T. Eisenberg); "The Two Faces of the Inverse Function: Prospective Teachers' Use of 'Undoing'" (R. Even); "Intuitive Processes, Mental Image, and Analytical and Graphic Representations of the Stationary State: A Case Study" (R.M. Farfan & F. Hitt); "The Role of Conceptual Entities in Learning Mathematical Concepts at the Undergraduate Level" (G. Harel & J. Kaput); "Mathematical Concept of Formation in the Individual" (L. Lindenskov); "Pupils' Interpretations of the Limit Concept: A Comparison Study between Greeks and English" (J. Mamona-Downs); "Infinity in Mathematics as a Scientific Subject for Cognitive Psychology" (R.N. Errazuriz); "Organizations Deductives et Demonstration" (L. Radford); "The Teaching Experiment 'Heuristic Mathematics Education'" (A. Van Streun); "The Understanding of Limit: Three Perspectives" (S.R. Williams);"Self Control in Analyzing Problem Solving Strategies" (G. Becker); "Influences of Teacher Cognitive/Conceptual Levels on Problem-Solving Instruction" (B.J. Dougherty); "Can Teachers Evaluate Problem Solving Ability?" (F.O. Flener & J. Reedy); "Teacher Conceptions about Problem Solving and Problem Solving Instruction" (D.A. Grouws, T.A. Good, & B.J. Dougherty); "Math Teachers and Gender Differences in Math Achievement, Math Participation and Attitudes Towards Math" (H. Kuyper & M.P.C. van der Werf); "Teaching Students to be Reflective: A Study of Two Grade Seven Classes" (F.F. Lester & D.L. Kroll); "Students' Affective Responses to Non-Routine Mathematical Problems: An Empirical Study" (D.B. McLeod, C. Craviotto, & M. Ortega); "Accommodating Curriculum Change in Mathematics: Teachers' Dilemmas" (R. Nolder); "Teachers' Characteristics and Attitudes as Mediating Variables in Computer-Based Mathematics Learning" (R. Noss, C. Hoyles, & R. Sutherland); "Teachers' Perceived Roles of the Computer in Mathematics Education" (J. Ponte); "Mathematics Process as Mathematics Content: A Course for Teachers" (D. Schifter); "Psychological/Philosophical Aspects of Mathematical Activity: Does Theory Influence Practice?" (R. Scott-Hodgetts & S. Lerman); "A Web of Beliefs: Learning to Teach in an Environment with Conflicting Messages" (R.G. Underhill). Includes 27 poster presentation abstracts and a listing of author addresses. (MKR)

This special issue concerns the content, function, and form of instructional materials dealing with second language instruction. The following articles appear: (1) "Deliberate Semantics--an 'Interventionist' Approach to Second Language Teaching Methodology," by A.P.R. Howatt; (2) "Sprechakte und Sprachunterricht (Speech Acts and Language Research)," by T. Ebneter; (3) "Materiels pedagogiques et/ou materiels heuristiques (Pedagogical Materials and/or Heuristic Materials)," by R. Richterich; (4) "Texte linguistique et representation iconographique (The Linguistic Text and Pictorial Representation)," by E. Arcaini; (5) "A propos de la conception d'une unite didactique dans le cadre du francais, language etrangere (On the Idea of Didactic Unity in the Framework of French, Foreign Language)," by A. Barrera-Vidal; (6) "Accuracy and Fluency as Polarities in Foreign Language Teaching Materials and Methodology," by C. Brumfit; (7) "La linguistique et le reste dans la conception des materiaux pedagogiques pour l'enseignement scolaire des langues secondes (Linguistics, etc. in the Concept of Pedagogical Materials for the Teaching of Second Languages)," by D. Coste; (8) "Lehrwerkanalyse und Lehwerkkritik aus der Sicht der linguistischen Pragmatik (Analysis and Criticism of Instruction from the Point of View of Linguistic Pragmatics)," by M. Pelz; and (9) Reve et Realite (Dream and Reality)," by G. Capelle. A synthesis article concludes the volume. (AMH)

This document contains working papers prepared for a seminar on Adaptation and Integration of Permanent Immigrants, along with general and specific recommendations formulated by seminar participants. Conclusions and recommendations from each paper are presented in English, French, and Spanish; the conference papers themselves are presented only in English and are as follows: "The Situation of Children of Migrants and their Adaptation and Integration in the Host Country, and their Situation in the Country of Origin" (W.A. Dumon); "Education of Migrant Children, Including Guidance and Language Training" (G. Falcki); "Sociopsychological Problems of Migrants' Children and Cultural Conflicts" (A. Eppink); "Problems Concerning Clandestine Migrant Children" (G. Rochcau); The Situation of Migrant and Refugee Children in Relation to the United Nations Declaration of the Rights of the Child" (E. Underhill); "Resettlement in the United States of Unattached and Unaccompanied Indochinese Refugee Minors (1975-78) by Lutheran Immigration and Refugee Service" (I. Walther); "Consultative Participation and the Role of Immigrants' Associations in Relation to the Country of Origin and the Host Country" (M.C. Castro Almeida); "The Migrant's Participation in the Political Life of his Country of Origin in the Context of his Integration" (J. Cases Mendez); "Participation of Migrants in the Political Life of their Country of Origin in the Context of their Adaptation (with Special Consideration of the Situation in Turkey)" (H. Pekin); "The Preservation of Immigrant Cultures" (D. Storer); and "Preservation of the Immigrants' Culture and Sharing of Cultural Values" (I.K. Lindenmayer). The document ends with a list of all information documents submitted by governments and international organizations, and a list of participants. (RDN)

The theme of the meeting reported in this document was "Research in Mathematics Education from an Epistemological Perspective." In addition to the plenary session and reaction papers the conference proceedings contain papers grouped under the headings: (1) algebra; (2) computers and mathematics education; (3) early arithmetic (K-3); (4) geometry and spatial representation; (5) mathematical abilities; (6) pedagogical problems in the teaching of mathematics at the university level; (7) philosophy and perception of mathematics; (8) problem solving; (9) teacher training; (10) understanding, construction of meaning, cognitive levels, diagnosis; and (11) upper elementary and junior high school. The texts of the two plenary sessions and the two reaction papers appear in both English and French. In addition all English presentations offer a French abstract and vice versa. (PK)

A miniconference (consisting of four 60-minute sessions) was organized to contribute to the exploration of frames, forms, and contents of systematic cooperation and interaction between the researcher and teacher in the classroom. These proceedings of the conference include descriptions of the organization, purpose, and background of the conference, abstracts of presentations of six case studies, and a statement of some major questions which were presented for discussion at the concluding panel debate. The document contains five invited papers: (1) "Clinical Interviews Emmbedded in the 'Philosophy of Teaching Units'-A Means of Developing Teachers' Attitudes and Skills" (Erich C. Wittmann); (2) "Developmental Research on Paper and in Action" (Piet Verstappen); (3) "Working with Teachers to Implement a Problem Solving Approach with Pupils Aged 9-13 Years" (Leone Burton); (4) "Research and Teacher Training: Co-operative Development of Teaching Materials for Stochastics in Grades 5/6" (Gerd von Harten); and (5) "L'Enseignement de l'Enumeration: Etude de deux problemes pratiques et fondamentaux dans le cadre de la theorie des situations et du contrat didactique" (Guy Brousseau). The final part of the report contains the concluding plenary debate on the systematic cooperation between theory and practice in mathematics education. (JN)

The text presents proceedings from an international conference on music education for handicapped persons. Eighteen papers are presented, along with summaries of clinics on such topics as music with autistic and emotionally disturbed children, music and learning disabled children, musical potential of the hearing impaired, and a multimedia strategy for developing rhythm and tonal competence. Papers address such topics as the arts in special education, current research on musical rhythm, music education and language arts, music as a tool for social acceptance, mainstreaming in music, responsive listening, transfer effects of music, development of linguistic auditory memory patterns, and music education and therapy with mentally handicapped adults. Papers are given in both English and French. (CL)

These proceedings are the result of a recommendation of the Royal Commission on bilingualism and biculturalism in Canada that in second language education in Canada the emphasis should be on the Canadian milieu, not on the foreign language aspect of French and English. The following papers are presented here: (1) "Realite culturelle au Canada (Cultural Context in Canada)," by N. Kattan; (2) "Should Beginning Second Language Courses be Taught at University?" by G. Mills; (3) "La realite canadienne et le materiel didactique (The Canadian Context and Teaching Materials)," by C. Germain; (4) "L'enseignement des caracteristiques canadiennes de la langue francaise (Teaching Canadian Characteristics of the French Language)," by P. Calve; (5) "Adaptation du materiel didactique concu pour l'enseignement en langue maternelle a un enseignement en langue seconde (The Adaptation for Second Language Instruction of Instructional Materials Intended for Native Language Instruction)," by L. Van Toch; (6) "La realite canadienne et le professeur de langue seconde (The Canadian Context and the Second Language Teacher)," by G. Bibeau; (7) "English as a Second Language: Canadian, British and American Models of Teacher Preparation," by P. Acheson; (8) "Les echanges et les stages d'etude en milieu unilingue (Exchanges and Study Sessions in a Monolingual Setting)," by A. Dagenais; and (9) La realite canadienne et perspectives d'avenir dans l'enseignement des langues secondes (The Canadian Context and Perspectives for the Future in the Teaching of Second Languages)," by J. Brazeau. (AMH)

These papers, given at five general sessions and fifteen workshops, discuss the relationship between cultural identity and the French language in the Americas, and deal with the following topics: (1) French speech in Canada; (2) anthropology and cultural identity; (3) translation; (4) French in Ontario and New England; (5) sociology; (6) communities in Ontario and Louisiana; (7) the French to be taught in schools; (8) Creole and French in the Antilles; (9) history and nationalism; (10) sociolinguistic questions; (11) the minority writer; (12) popular traditions; (13) theater, the conscience of the people; (14) religion; (15) cinema; (16) the local press; (17) the publishing industry; (18) songs; (19) radio and television; and (20) political power and the survival of French. (AMH)

Papers on language difficulties encountered by migrant workers' children include: "Anomie in Bicultural Education" (Hugo Baetens Beardsmore); "An Investigation into Bilingual Education for Children from Favoured Socio-Economic Backgrounds" (Hugo Baetens Beardsmore); "Orientations of Foreign Children Relating to Placement in Special Classes" (in French) (Jean Clevy); "Contribution to Reflection on the 'Training' of Teachers with Foreign Children" (in French) (Jean Clevy); "Bilingual Education for the Children of Migrant Workers: The Adaptation of General Models to a New Specific Challenge" (Joshua A. Fishman); "Prospects for Family Training" (in French) (Jean-Pierre Lagarde); "Contribution to the Understanding of Scholastic Problems of Migrant Workers' Children" (in French) (Xavier Piolle); "An Experiment in Multicultural Education in a Portuguese Migrant Situation" (in French) (Iraci Poleti); "Critical Description of an Experiment on the Teaching of the Native Language to Migrant Children" (in French) (Bernard Py); "Placement of Migrant Children in the Genevan Community and Schools" (in French) (Micheline Rey-Von Allmen); "Migrant Languages: Linguistic Change in Progress" (Mario Saltarelli, Susan Gonzo); "Implications of Recent Sociolinguistic Research for the Problems of Migrant Worker Children" (Roger W. Shuy); "Helping Migrant Children to Communicate: Some Implications of the Council of Europe Work in Language Systems Construction" (J. L. M. Trim); and "Linguistic Problems of Immigration and Proposal for Language Instruction Appropriate to the Level of Children" (in Italian) (Teresa Di Fonzo, Patrick Van Molle). (MSE)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "Logo et Symetrie Centrale" (E. Gallou-Dumiel); "About Continuous Operator Subconstruct in Rational Numbers" (J. Gimenez); "Constructivist Epistemology and Discovery Learning in Mathematics" (G.A. Goldin); "Comparative Analysis of Two Arithmetic Situations" (M.G. Grossi); "Understanding and Discussing Linear Functions in Situations: A Developmental Study" (J.L. Gurtner); "Low Mathematics Achievers' Test Anxiety" (R. Hadass); "Proofs That Prove and Proofs That Explain" (G. Hanna); "Fishbein's Theory: A Further Consideration" (G. Harel, M. Behr, T. Post, & R. Lesh); "They're Useful: Children's View of Concrete Materials" (K. Hart & A. Sinkinson); "Children's Individuality in Solving Fraction Problems" (K. Hasemann); "Aspects of Declarative Knowledge on Control Structures" (K. Haussmann & M. Reiss); "A Conceptual Analysis of the Notion of Length and Its Measure" (B. Heraud); "The Kindergartners' Understanding of Cardinal Number: An International Study" (N. Herscovics & J.C. Bergeron); "Learning about Isosceles Triangles" (J. Hillel); "Construction of Functions, Contradiction and Proof" (F. Hitt); "A Logo-Based Microworld for Ratio and Proportion" (C. Hoyles, R. Noss, & R. Sutherland); "The Facilitating Role of Table Forms in Solving Algebra Speed Problems: Real or Imaginary?" (R. Hoz & G. Harel); "The Learning of Plane Isometries from the Viewpoint of the Van Hiele Model" (A. Jaime & A. Gutierrez);"Representation and Contextualization" (C. Janvier); "To Inculcate versus to Elicit Knowledge" (B. Jaworski); "Van Hiele Levels and the Solo Taxonomy" (M. Jurdak); "A Perspective on Algebraic Thinking" (C. Kieran); "A Structural Conceptual Model for Investigating Some Cognitive Aspects of Problem-Solving" (N. Krumholtz); "The Effect of Setting and Numerical Content on the Difficulty of Ratio Tasks" (D. Kuchemann); "Satisfaction and Regret about the Choice of Math" (H. Kuyper & W. Otten); "Intrinsic versus Euclidean Geometry: Is the Distinction Important to Children Learning with the Turtle?" (C. Kynigos); "Mathophobia: A Classroom Intervention at the College Level" (R. Lacasse & L. Gattuso); "Le Micro-Ordinateur, outil de Revelation et d'Analyse de Procedures dans de Courtes Demonstrations de Geometrie" (A. Larher & R. Gras); "Gender Differences in Mathematics Learning Revisited" (G.C. Leder); "La Resolution de Problemes dans l'Enseignement des Mathematiques: Compte Rendu d'une Experience aupres d'Enseignants du Primaire" (G. Lemoyne & F. Conne); "Strategies Used by 'Adders' in Proportional Reasoning" (F.L. Lin); "Canonical Representations of Fractions as Cognitive Obstacles in Elementary Teachers" (L. Linchevsky & S. Vinner); "Using Concept Maps to Explore Students' Understanding in Geometry" (H. Mansfield & J. Happs); "Mental Images: Some Problems Related to the Development of Solids" (M.A. Mariotti); "The Role of the Figure in Students' Concepts of Geometric Proof" (W.G. Martin & G. Harel); "The Inner Teacher, The Didactic Tension, and Shifts of Attention" (J.H. Mason & P.J. Davis); "Lecture et Construction de Diagrammes en Batons dans le Premier Cycle de l'Enseignement Secondaire Francais" (S. Maury, M. Janvier, & J. Baille); "Cooperative Group Learning of Geometric Proof Construction: A Classroom Assessment" (L. MacRae & B. Harrison); "Comparing Experts' and Novices' Affective Reactions to Mathematical Problem Solving: An Exploratory Study" (D. McLeod, W. Metzger, & C. Craviotto); and "The Development of Children's Concepts of Angle" (M.C. Mitchelmore). (MKR)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following research papers: "A Model of Understanding Two-Digit Numeration and Computation" (H. Murray & A. Olivier); "The Computer Produces a Special Graphic Situation of Learning the Change of Coordinate System" (S. Nadot); "Epistemological Analysis of Early Multiplication" (N. Nantais & N. Herscovics); "Are the Van Hiele Levels Applicable to Transformation Geometry?" (L. Nasser); "Intuitive and Formal Learning of Ratio Concepts" (P. Nesher & M. Sukenik); "Early Conceptions of Subtraction" (D. Neuman); "Computational, Estimation Performance and Strategies Used by Select Fifth and Eighth Grade Japanese Students" (N. Nohda, J. Ishida, K. Shimizu, S. Yoshikawa, R.E. Reys, & B.J. Reys); "Associations Among High School Students' Interactions with Logo and Mathematical Thinking" (J. Olive); "Graphic Constructions with Computer to Learn 3D Reference Systems" (I. Osta); "Applied Problem Solving in Intuitive Geometry" (J.P. Pace); "L'incidence de l'Environment sur la Perception et la Representation d'Objets Geometriques" (R. Pallascio, L. Talbot, R. Allaire, & P. Mongeau); "Angles et Pixels - Quelle Synergie a 9 Ans?" (C. Parmentier); "Interaction by Open Discussion and 'Scientific Debate' in a Class of 12-Years Old Pupils" (T. Patronis); "Formal and Informal Sources of Mental Models for Negative Numbers" (I. Peled, S. Mukhopadhyay, & L.B. Resnick); "Inverse Procedures: The Influence of a Didactic Proposal on Pupils' Strategies" (A. Pesci);"Through the Recursive Eye: Mathematical Understanding as a Dynamic Phenomenon" (S. Pirie & T. Kieren); "Cognitive Aspects of the Learning of Mathematics in a Multicultural School" (N. Presmeg & A. Frank); "Qualitative and Quantitative Predictions as Determinants of System Control" (M. Reiss); "Transfer between Function Representations: A Computational Model" (B. Schwarz & T. Dreyfus); "Transition from Operational to Structural Conception: The Notion of Function Revisited" (A. Sfard); "Supercalculators and Research on Learning" (R. Shumway); "How and When Attitudes Towards Mathematics and Infinity Become Constituted into Obstacles in Students?" (A. Sierpinska & M. Viwegier); "Learning Y-Intercept: Assembling the Pieces of an 'Atomic' Concept" (J. Smith, A. Arcavi, & A.H. Schoenfeld);"Computers, Video, Both or Neither: Which is Better for Teaching Geometry?" (N. Snir, Z. Mevarech, & N. Movshovitz-Hadar); "Vocational Mathematics Teachers' Cognition of Mathematical and Vocational Knowledge" (R. Strasser & R. Bromme); "Training Elementary Teachers in Problem Solving Strategies: Impact on Their Students' Performance" (J.K. Stonewater); "Developing Algebraic Understanding: The Potential of a Computer Based Environment" (R. Sutherland); "Verbal Evidence for Versatile Understanding of Variables in a Computer Environment" (M. Thomas & D. Tall); "Conceptual Adjustments in Progressing From Real to Complex Numbers" (D. Tirosh & N. Almog); "Does the Semantic Structure of Word Problems Affect Second Graders' Eye-Movements?" (L. Vershaffel, E. de Corte, & A. Pauwels); "The Lesson - A Preconceptional Stage" (S. Vinner); "An Analysis of the Emotional Acts of Young Children While Learning Mathematics" (E. Yackel, P. Cobb, & T. Wood); "The Use of Graphs as Visual Interactive Feedback While Carrying Out Algebraic Transformations" (M. Yerushalmy); "Images of Geometrical Transformations: From Euclid to the Turtle and Back" (R. Zazkis & U. Leron); and "A Knowledge-Base of Student Reasoning about Characteristics of Functions" (N. Zehavi & B. Schwarz). Includes a listing of author addresses. (MKR)

This proceedings from the annual conference of the International Group for the Psychology of Mathematics Education includes the following papers: "Street Mathematics and School Mathematics" (Carraher); "A Look at the Affective Side of Mathematics Learning in Hungarian Secondary Schools" (Klein & Habermann); "Beyond Constructivism: Learning Mathematics at School" (Nesher); "Reconstructive Learning" (Streefland); "Perceptions of Teachers' Questioning Styles" (Ainley); "Teacher Change as a Result of Counselling" (Albert, Friedlander, & Fresko); "Codidactic System in the Course of Mathematics" (Alibert); "The Construction of Arithmetic Structures by a Group of Three Children Across Three Tasks" (Alston & Maher); "Career Choice, Gender and Attribution Patterns of Success and Failure in Mathematics" (Amit); "A Classification of Students' Errors in Secondary Level Algebra" (Becker); "Teachers' Written Explanations to Pupils about Algebra" (Bliss & Sakonidis); "Algebra - Choices in Curriculum Design" (Bell); "Number Naming Grammars and the Concept of 10" (Bell); "The Kindergartner's Understanding of Discrete Quantity" (Bergeron & Herscovics); "A Review of Research on Visualisation in Mathematics Education" (Bishop); "Acquisition of Meanings and Evolution of Strategies in Problem Solving from the Age of 7 to the Age of 11" (Boero); "The Relationship between Capacity to Process Information and Levels of Mathematical Learning" (Boulton-Lewis); "Mathematical Vulnerability" (Brandau); "Cognitive Psychology and Mechanistic versus Realistic Arithmetic Education" (van den Brink); "Proof and Measurement: An Unexpected Misconception" (Chazan); "'Discrete' Fraction Concepts and Cognitive Structure" (Clements & Lean); "Algorithmic Thinking of Deaf Pupils" (Cohors-Fresenborg); "The Effect of Order-Coding and Shading of Graphical Instructions on the Speed of Construction of a Three-Dimensional Object" (Cooper); "New Contexts for Learning in Mathematics" (Crawford); "Quelques Developpements Recents des Recherches sur la Discussion Autour de Problemes" (Drouhard, Lymberopoulou-Fioravantes, Nikolakarou, Paquelier); "On Helping Students Construct the Concept of Quantification" (Dubinsky); "Children's Learning in a Transformation Geometry Microworld" (Edwards); "Some Cognitive Preference Styles in Studying Mathematics" (El-Faramawy); "Exploring Children's Perception of Mathematics Through Letters and Problems Written by Children" (Ellerton); "The Attitudes and Practices of Student Teachers of Primary School Mathematics" (Ernest); "Contexts and Performance in Numerical Activity Among Adults" (Evans); "Pre-service Teachers' Conceptions of the Relationships between Functions and Equations" (Even); "An Experimental Study of Solving Problems in Addition and Subtraction by First-Graders" (Feiyu & Shanghe); "Beyond Ratio Formula" (Lin); "Eye Fixations During the Reading and Solution of Word Problems Containing Extraneous Information" (Fry); and "The Meaning of 'X' in Linear Equation and Inequality" (Fujii). (MKR)

The proceedings for the annual conference of the International Group for the Psychology of Mathematics Education (PME) include the following papers: "Intervention in a Mathematics Course at the College Level" (L. Gattuso & R. Lacasse); "The Education of Talented Children" (F. Genzwein); "The Development of a Model for Competence in Mathematical Problem Solving Based on Systems of Cognitive Representation" (G.A. Goldin); "Pilot Work on Secondary Level" (M. Halmos); "On the Textual and the Semantic Structure of Mapping Rule and Multiplicative Compare Problems" (G. Harel, T. Post, & M. Behr); "Forging the Link between Practical and Formal Mathematics" (K.M. Hart & A. Sinkinson); "The Kindergartners' Understanding of the Notion of Rank" (N. Herscovics & J.D. Bergeron); "Initial Research into the Understanding of Percentages" (R. Hershkowitz & T. Halevi); "Structuring and Destructuring a Solution: An Example of Problem Solving Work with the Computer" (J. Hillel, J.L. Gurtner, & C. Kieran); "Metacognition: The Role of the 'Inner Teacher'" (I. Hirayashi & K. Shigematsu); "Formalizing Intuitive Descriptions in a Parallelogram LOGO Microworld" (C. Hoyles & R. Noss); "One Mathematics Teacher" (B. Jaworski); "Learning the Structure of Algebraic Expressions and Equations" (C. Kieran); "The Influence of Teaching on Children's Strategies for Solving Proportional and Inversely Proportional Word Problems" (W. Kurth); "Constructing Bridges from Intrinsic to Cartesian Geometry" (C. Kynigos); "Concepts in Secondary Mathematics in Botswana" (H. Lea); "A Developmental Model of a First Level Competency in Procedural Thinking in LOGO: 'May Be We're Not Expert, But We're Competent'" (T. Lemerise); "The Naive Concept of Sets in Elementary Teachers" (L. Linchevski & S. Vinner); Concrete Introduction to Programming Languages and Observation of Piagetian Stages" (F. Lowenthal); "Cognitive and Metacognitive Shifts" (J.H. Mason & P.J. Davis); "Learning Mathematics Cooperatively with CAI" (Z. Mevarech); "Mathematical Pattern-Finding Elementary School, Focus on Pupils' Strategies and Difficulties in Problem-Solving" (N. Nohda); "The Construction of an Algebraic Concept Through Conflict" (A. Olivier); "Gender and Mathematics: The Prediction of Choice and Achievement" (W. Otten & H. Kuyper); "Teaching and Learning Methods for Problem Solving: Some Theoretical Issues and Psychological Hypotheses" (J. Rogalski & A. Robert); "Student-Sensitive Teaching at the Tertiary Level: A Case Study" (P. Rogers); "Strategy Choice in Solving Additions: Memory of Understanding of Numerical Relations" (A.D. Schliemann); "Representation of Functions and Analogies" (B. Schwarz & M. Bruckheimer); "Operational vs. Structural Method of Teaching Mathematics - Case Study" (A. Sfard); "Epistemological Remarks on Functions" (A. Sierpinska); "Formative Evaluation of a Constructivist Mathematics Teacher Inservice Program" (M.A. Simon); "Construction and Reconstruction: The Reflective Practice in Mathematics Education" (B. Southwell); "Graphical Lesson Patterns and the Process of Knowledge Development in the Mathematics Classroom" (H. Steinbring & R. Bromme); "Longer Term Conceptual Benefits from Using a Computer in Algebra Teaching" (M. Thomas & D. Tall); "The Role of Audiovisuals in Mathematics Teaching" (K. Tompa); "Specifying the Multiplier Effect on Children's Solutions of Simple Multiplication Word Problems" (L. Verschaffel, E. De Corte, & V. Van Coillie); "Is There Any Relation between Division and Multiplication?: Elementary Teachers' Ideas about Division" (S. Vinner & L. Linchevski); "The Influence of Socialization and Emotional Factors on Mathematics Achievement and Participation" (D. Visser); "Metacognition and Elementary School Mathematics" (M.A. Wolters); "The Development of the Counting Scheme of a Five Year Old Child: From Figurative to Operational" (B. Wright); "Say It's Perfect, Then Pray It's Perfect: The Early Stages of Learning about LOGO Angle" (V. Zack); and "Substitutions Leading to Reasoning" (N. Zehavi). Includes a list of author addresses. (MKR)

The proceedings of the 1983 annual meeting on student and teacher exchanges programs include these papers: "Exchanges...How They Contribute to National Unity and National Identity" (Huguette Labelle); "Exchanges...Bridging the Gap" (Gildas Molgat); "Exchanges...And Canada's Bicultural Aspect" (Dennis Dawson); "Domestic and International Student Exchanges...Programs and Problems" (W. E. Patrick Fleck); "Exchanges...We Must Not Forget Their Importance" (John Parisella); "Exchanges...Assessing Their Value" (Pierre Parent); "Visits and Exchanges...And the New View of the Second Language Curriculum" (H. H. Stern); "The Effects of Interlinguistic and Bicultural Exchange Activities on Second Language Learning through Traditional Instruction" (Denise Lussier-Chasles); "Intercultural Exchanges in a School Setting...Attitudes, Motivation, and Cultural Identity" (Josianne F. Hamers, Denise Deshaies); and "The Impact of an Intercultural Homestay on Youth" (Neal Grove). (MSE)

This proceedings of the annual conference of the International Group for the Psychology of Mathematics Education (PME) includes the following papers: "Transformations Accelerees de l'Education Scientifique Pendant la Revolution Francaise" (Jean Dhombres); "Building on the Knowledge of Students and Teachers" (Thomas P. Carpenter & Elizabeth Fennema); "Hardiesse et Raison des Recherches Francaises en Didactique des Mathematiques" (Colette Laborde); and "Mathematical Literacy for All Experiences and Problems" (Paolo Boero); "Re-Exploring Familiar Concepts with a New Representation" (A. Arcavi & R. Nachmias); "La Construction du Concept de Figure chez les Eleves de 12 Ans" (G. Arsac); "The Role of Conceptual Models in the Activity of Problem Solving" (F. Arzarello); "How to See Equality in the Difference: An Old Problem with Educational Value" (L. Bazzini); "Exploring Children's Perceptions of Multiplication Through Pictorial Representations" (C. Beattys & C. Maher); "Affective Aspects of the Learning of Mathematics" (M. Beharie & Y. Naidoo); "A Conflict and Investigation Teaching Method and an Individualized Learning Scheme: A Comparative Experiment on the Teaching of Fractions" (A. Bell & D. Bassford); "Some Results of a Large Scale Evaluation of the New Syllabus at French College Level" (A. Bodin); "Grade 8 Students' Understanding of Structural Properties in Mathematics" (L.R. Booth); "Unconditional Mathematics" (L. Brandau & K. Richmond); "Comparison of Teacher and Pupil Perceptions of the Learning Environment in Mathematics" (M. Carmeli, D. Ben-Chaim, & B. Fresko); "Numeracy Without Schooling" (T.N. Carraher); "Strategies and Error Patterns in Solving Rotation Transformation" (C. Chien); "A Solo Mapping Procedure" (K.F. Collis & J.M. Watson); "Le Discours Justificatif en Mathematique: L'implication du Locuteur selon la Representation du Referent" (D. Coquin-Viennot); "Qualitative and Quantitative Time Reasoning in Children" (J. Crepault & S. Samartzis); "The Multidimensional Nature of the Pre-Concepts of Number" (C. Dassa, J.C. Bergeron, & N. Herscovics); "Protocols of Actions as a Cognitive Tool for Knowledge Construction" (W. Dorfler); "Representations du Fonctionnement d'une Procedure Recursive en Logo" (C. Dupuis & D. Guin); "Langage et Representation dans l'Apprentissage d'une Demarche Deductive" (R. Duval); "Towards a Theory of Transition" (N.F. Ellerton & M.A. Clements); "Validation d'un Logiciel d'Aide a la Resolution de Problemes Additifs" (M.C. Escarabajal & M. Kastenbaum); "How Big is an Infinite Set? Exploration of Children's Ideas" (R. Falk & S. Ben-Lavy); "Hypothetical Reasoning in the Resolution of Applied Mathematical Problems at the Age of 8-10" (P.L. Ferrari); "Two Different Views of Fractions: Fractionating and Operating" (O. Figueras); "Psychological Difficulties in Understanding the Principle of Mathematical Induction" (E. Fischbein & I. Engel); "Incipient 'Algebraic' Thinking in Pre-Algebra Students" (A. Friedlander, R. Hershkowitz, & A. Arcavi); and "Development of the Process Conception of Function by Pre-Service Teachers in a Discrete Mathematics Course" (E. Dubinsky, J. Hawks, D.A. Nichols). Includes a listing of working group and discussion group topics and organizers. (MKR)