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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 document contains 35 papers and 4 symposia/poster sessions presented at a Canadian conference on the study of adult education. The following papers are among those included: "Adult Education on the Internet: New Dawn Breaking or Sky Falling?" (Archer); "'Shapeshifting': Negotiating Identity in First Nations Adult Education" (Atleo, Atleo); "Beginning to Unravel Our Conceptions of Reflective Practice: Reflecting On A Definition of Reflective Practice" (Benjamin et al.); "A Critical History of National Adult Literacy Policy in Tanzania and Recent Canadian Project Experience" (Blunt); "The Impossible Issue of Professionalization for Adult Educators in Quebec" (Bouchard); "Identities and The Changing Community College Landscape" (Brewer); "The Sound of Clashing Cultures: Coordinating External Training In An Academic Department" (Church, Foth); "Lost in Space: Reinventing Ourselves as Learners on The New Frontier" (Conrad); "Spiritual Possibilities of Informal Learning" (English); "Experiential Learning Revisited" (Brillinger); "Good Work! Redefining Academic Values From a Critical Feminist Perspective" (Gouthro); "Canadian and US Academic Adult Education (1917-1970)" (Grace); "Experiential Learning: Who Benefits Who Loses?" (Grosjean); "Social Movements and Professional Cadre: The Formation Of An Aboriginal Teacher Education Program" (Hesch); "'But I'm Not A Therapist': The Challenge of Creating Effective Literarcy Learning For Survivors of Trauma" (Horsman); "Knowledge Construction In The Virtual Classroom" (Kanuka, Kreber); "Response-ability For Writing Research That Honors Practitioners' Ways of Knowing" (Lander); "Can We Design Culturally Sensitive Interactive Distance Education? Maybe" (Lauzon); "Reducing Communicative Distortion in the Cyber-Learning Paradigm" (Petlock); "Mapping the Fault Line: The Rise of Professionalization and the Fall of Social Policy in North American Adult Education" (Quigley); "A Framework for a Cultural Materialist Approach to Adult Learning" (Sawchuk); "Public and Private Relationships for Adult Educators" (Scott); "From Learning to Credential: PLAR (Prior Learning Assessment and Recognition)" (Spencer et al.); "It Takes Two to Tango: Defining the Century as a Discourse Between Learning and Education" (Thomas); "A New Initiative for Continuing Professional Development" (Wright, Einsiedel, Jr.). Most papers contain author abstracts in both English and French. (AJ)

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)

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)

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)

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)

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)