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Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for describing the essence of online reading. A path analysis model was proposed to verify different views. 376 children (4th grade to 6th grade) from three primary schools were recruited as participants. The results show that approximately half of the variance related to online reading ability could be explained by ICT and paper-based reading skills. However, online reading depends less on ICT skills. Paper-based reading skills remain the main basis for online reading. [For full proceedings, see ED571332.]

The purpose of this paper was to explore high-school (grades 10-12) technology teachers' attitudes toward nuclear energy and their implications to technology education. A questionnaire was developed to solicit 323 high-school technology teachers' responses in June 2013 and 132 (or 41%) valid questionnaires returned. Consequently, the following five conclusions can be made: (1) Most high-school technology teachers in Taiwan are keen on news about Japan's Fukushima nuclear disaster, (2) The majority of high-school technology teachers oppose more nuclear power plants in Taiwan, are now "less supportive" of expanding nuclear power plants in Taiwan after Japan's Fukushima nuclear disaster, oppose to extend the operating lifespan of the operating nuclear power plants in Taiwan, and oppose the construction of a new nuclear reactor within 80 kilometers of their homes, (3) The majority of technology teachers in Taiwan are now more supportive than they were before Japan's Fukushima nuclear disaster of using clean renewable energy resources--such as wind and solar--and increased energy efficiency as an alternative to more nuclear power in Taiwan, and support a termination or moratorium on new nuclear power plant construction in Taiwan if increased energy efficiency and off the shelf renewable technologies such as wind and solar could meet our energy demands for the near term, (4) Nearly a half of high-school technology teachers in Taiwan do not know the evacuation route and what other steps to take in the event of the nearest nuclear power plant emergency, and (5) The majority of high-school technology teachers in Taiwan includes nuclear energy in their technology courses, and will enrich nuclear energy in their technology courses. An appendix presents the contingency table of Chi-square analyses.

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.

This paper is a case study of a vocational high school in Taiwan. The main purpose of the present study is to investigate the key determinants of a school's success in initiating and sustaining pedagogical innovations in Information and Communications Technology (ICT) implementation, with a specific focus on the effect of leadership approaches in the change process. Centring on a particular vocational high school, this study examined the way in which the entire staff succeeded in transforming a traditional school into an acknowledged ICT-capable school. Questionnaires and interviews served as the main research methods within this study. The results confirmed that, first, collaborative leadership was at the core of successfully managing changes of ICT integration. Second, the findings highlight the importance of fostering the future leaders for sustaining good practices of ICT implementation. Finally, the findings reflect upon the potential impact of the leadership approaches on teachers' engagement in the change process of ICT implementation. Currently, there is still limited research focusing on schools' sustainability of ICT implementation. The present research could serve as a reference for further research in this regard. [For the full proceedings, see ED562127.]

The purpose of this report is to compare the effects of "telecollaborative classes" between students in Japan and those in Asian-Pacific countries such as Taiwan, Thailand, and the United States (Hawaii). The telecollaborative classes are part of the Asian-Pacific Exchange Collaboration (APEC) project, a 4-year project involving students in elementary school through junior and senior high school (age range, 10-18 years). All Japanese students have been studying English since the age of 10. The focus of the present research is on awareness of English learning and communication among Japanese students before and after video chat sessions. The results suggest that telecollaborative classes improve student awareness and motivation toward English learning and communication. This is the first report of the telecollaborative APEC project. [For the complete volume, see ED571330.]

Agency, defined by Gao (2013) as learners' "dynamic strategic behavior" (p. 29) in response to contextual realities, has been central to educational undertakings. While the affordances of social networking sites like Facebook have been extensively examined in a number of educational studies, there has been a scarcity of research on critically appraising language learners' agency in the Facebook community. By exploring learners' agency, this study aims to unveil language learners' self-regulation, autonomous action, and decision-making. Five Taiwanese third-year English majors were recruited as case subjects for the qualitative inquiry. They participated in an extracurricular project for vocabulary learning in Facebook. Data triangulation comprised a set of pre- and post-vocabulary tests to investigate their progress in acquiring academic words, an open-ended questionnaire for their perceptions of the online learning experience, and the data of their postings and interactions in this Facebook community. Results from the in-depth interview reveal that learner agency in vocabulary learning via Facebook depends on their strategically selecting (1) academic words to post, (2) Google images to illustrate the referred words, and (3) online dictionary definitions. In addition, interactiveness and responsiveness among the Facebook community members support the creation of an "affinity space" (Gee, 2003) for the learners that stimulates a critical awareness of their self-regulation and learner autonomy. The pedagogical implication is that the Facebook-mediated community can enhance the interactive learning activity. [For full proceedings, see ED564162.]

Computer-Assisted Language Learning (CALL) has gained increasing acceptance since it provides learners with abundant resources. Most researches confirm the beneficial effect of CALL on English as a Foreign Language (EFL) learners' cognitive, metacognitive, and affective developments. However, the diversity of students' intelligence is associated with different language learning needs. The study aimed to compare the effect of CALL on gifted and non-gifted EFL adolescents' English proficiency and their perceptions of CALL. The study included 20 EFL seventh graders with similar English proficiencies. Six were recognized as gifted and fourteen were non-gifted with reference to their IQ score in the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Participants received 8-weeks of the VoiceTube online learning programme. A mixed method was employed to analyze the data obtained from General English Proficiency Test (GEPT) scores, learning logs, questionnaires, and interviews. The result revealed the gifted students' English reading and listening proficiency outperformed the non-gifted ones in the post-test. They were motivated and enthusiastic in challenging themselves with "I"+1 online learning material. By contrast, most non-gifted students held passive attitude toward CALL and doubted its effectiveness for their exams. Some felt anxious about the miscellaneous online learning materials. CALL should be an enhancement, not a replacement, in balance with conventional instruction. [For full proceedings, see ED564162.]

This study aims to realize better discipline strategies for applying in high schools. We invited 400 teachers to participate the survey and collected their perceptions on the discipline strategies in terms of the acceptance of strategies and their effectiveness in schools. Based on the idea of fuzzy statistics, this study transformed the fuzzy interval data by way of fuzzy means, fuzzy centroids, and fuzzy distances to select better discipline strategies. The result reveals, in positive discipline domain, the high acceptable and effective strategies are "praise student in oral frequently", following "integrated life events in classroom management", "grant awards, small merit, and work incentives", and "leading students to participate volunteering activities"; In general discipline domain, the high acceptable and effective strategies are "notify parents to associate to solve", then "adjusting students' seating"; In special discipline domain, there is no high acceptable and effective strategies available. The selected discipline strategies might be used to improve the current issues in high schools. [For the complete proceedings, see ED557181.]

This study empirically investigates the relationships among principals' technology leadership, teaching innovations, and students' academic optimism by surveying elementary school educators across Taiwan. Of the total 1,080 questionnaires distributed, 755 valid surveys were returned for a 69.90% return rate. Teachers were asked to indicate the effectiveness of technology leadership, teaching innovation, and students' academic optimism. The study used structural equation modeling with prospective data to test for model fit. The findings indicated that principals' technology leadership positively affects teaching innovation, which in turn directly affects students' academic optimism. Principals' technology leadership also positively influences students' academic optimism. The results suggest that principals should implement effective technology leadership in order to accelerate teaching innovation in school operations, thereby have a positive impact on student attitudes. [For the complete proceedings, see ED557181.]

Technological pedagogical content knowledge (TPACK) has received much attention recently, serving as a lens to examine the ways in which teachers integrate technology into teaching. Questionnaire instruments have been developed to examine teachers' TPACK. However, teacher-perceived TPACK may not fully reflect their real practices in classrooms. To address this problem, students' perspectives could be incorporated to achieve a balanced assessment of TPACK. Thus, the present study was to assess English as a foreign language (EFL) students' perceptions of their teachers' TPACK through a validated student-based TPACK instrument. Two hundred and fifty-seven EFL students of junior high school in Taiwan participated in this study. The results of the survey showed that the teachers were thought to be more proficient in the three individual domains of core knowledge than in the intersections between them. In particular, the students perceived that their teachers demonstrated content knowledge more adequately than their integrated TPACK. The resulting perceptions of the students could be used to help teachers enhance their teaching practices associated with technology. [For full proceedings, see ED565087.]

Studies indicated Web 2.0 technologies can support learning. Then, integration of innovation may create concerns among teachers because of the innovative features. In this study, the innovation refers to Web 2.0 technology integration into instruction. To help pre-service teachers make the best use of the innovation in their future instruction, it is essential to examine the patterns of their concerns about integrating Web 2.0 technologies into their practice. About 350 future teachers participated in the study during the spring semester of 2012 in a northern university of Taiwan. The Stages of Concerns (SOC) Questionnaire was adopted to assess seven stages of concern: awareness, informational, personal, management, consequence, collaboration and refocusing. The findings of this study indicated the pre-service teachers' concerns as a whole were most intense respectively in the stages of informational, personal, and collaboration. A few implications were indicated for teacher education programs to alleviate the concerns. [For the full proceedings, see ED562107.]

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)

The third volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains full research report papers. Papers include: (1) Students' Use of ICT Tools: Choices and Reasons (Anne Berit Fuglestad); (2) Interaction of Modalities in Cabri: A Case Study (Fulvia Furinghetti, Francesca Morselli, and Domingo Paola); (3) The Duality of Zero in the Transition from Arithmetic to Algebra (Aurora Gallardo and Abraham Hernandez); (4) Conflicts in Offshore Learning Environments of a University Preparatory Mathematics Course (Linda Galligan); (5) The Diverse Learning Needs of Young Children who were Selected for an Intervention Program (Ann Gervasoni); (6) Using Contradictions in a Teaching and Learning Development Project (Simon Goodchild and Barbara Jaworski); (7) A Sociocultural Analysis of Learning to Teach (Merrilyn Goos); (8) Three Case Studies on the Role of Memorizing in Learning and Teaching Mathematics (Sue Gordon and Jackie Nicholas); (9) Reconstructing Norms (Nuria Gorgorio and Nuria Planas); (10) Forming Teachers as Resonance Mediators (Paolo Guidoni, Donatella Iannece, and Roberto Tortora); (11) Investigating the Problem Solving Competency of Pre Service Teachers in Dynamic Geometry Environment (Shajahan Haja); (12) Structure and Typical Profiles of Elementary Teacher Students' View of Mathematics (Markku Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (13) Preservice Teachers' View on y= x+5 and y = [pi] x [superscript 2] Expressed through the Utilization of Concept Maps: A Study of the Concept of Function (Orjan Hansson); (14) Mistake-Handling Activities in the Mathematics Classroom (Aiso Heinze); (15) One Teacher's Role in Promoting Understanding in Mental Computation (Ann Heirdsfield); (16) In the Middle of Nowhere: How a Textbook Can Position the Mathematics Learner (Beth Herbel-Eisenmann and David Wagner); (17) Chinese Whispers--Algebra Style: Grammatical, Notational, Mathematical and Activity Tensions (Dave Hewitt); (18) Pedagogy of Facilitation: How do we Best Help Teachers of Mathematics with New Practices? (Joanna Higgins); (19) Students' Difficulties with Applying a Familiar Formula in an Unfamiliar Context (Maureen Hoch and Tommy Dreyfus); (20) Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers (Peter Howard and Bob Perry); (21) Verification or Proof: Justification of Pythagoras' Theorem in Chinese Mathematics Classrooms (Rongjin Huang); (22) Mozambican Teachers' Professional Knowledge about Limits of Functions (Danielle Huillet); (23) Heuristic Biases in Mathematical Reasoning (Matthew Inglis and Adrian Simpson); (24) Three Utilities for the Equal Sign (Ian Jones and Dave Pratt); (25) Computer Algebra Systems (CAS) as a Tool for Coaxing the Emergence of Reasoning about Equivalence of Algebraic Expressions (Carolyn Kieran and Luis Saldanha); (26) Students' Colloquial and Mathematical Discourses on Infinity And Limit (Dong Joong Kim, Anna Sfard, and Joan Ferrini-Mundy); (27) The Effect of Mathmagic on the Algebraic Knowledge and Skills of Low-Performing High School Students (Hari P. Koirala); (28) Learning and Teaching Early Number: Teachers' Perceptions (Cally Kuhne, Marja Van Den Heuvel-Panhuizen, and Paula Ensor); (29) Situation-Specific and Generalized Components Of Professional Knowledge of Mathematics Teachers: Research on a Video-Based In-Service Teacher Learning Program (Sebastian Kuntze and Kristina Reiss); (30) Assessing Professional Growth of Pre-Service Teachers Using Comparison between Theoretical And Practical Image of the "Good Teacher" (Ilana Lavy and Atara Shriki); (31) Mathematically Gifted Students' Geometrical Reasoning and Informal Proof (Kyung Hwa Lee); (32) Investigation on an Elementary Teacher's Mathematics Pedagogical Values through Her Approach to Students' Errors (Yuh-Chyn Leu and Chao-Jung Wu); (33) How the Calculator-Assisted Instruction Enhances Two Fifth Grade Students' Learning Number Sense in Taiwan (Yung-Chi Lin and Erh-Tsung Chin); (34) Fourth-Grade Students' Performance on Graphical Languages in Mathematics (Tom Lowrie and Carmel Diezmann); (35) Preservice Teachers' Conceptions of Variation (Katie Makar and Dan Canada); (36) The Equivalence and Ordering of Fractions in Part-Whole and Quotient Situations (Ema Mamede, Terezinha Nunes, and Peter Bryant); (37) Growth of Mathematical Understanding in a Bilingual Context: Analysis and Implications (Sitaniselao Stan Manu); (38) Motivational Beliefs, Self-Regulated Learning and Mathematical Problem Solving (Andri Marcou and George Philippou); (39) Fractions in the Workplace: Folding Back and the Growth of Mathematical Understanding (Lyndon Martin, Lionel LaCroix, and Lynda Fownes); (40) Meaning Construction through Semiotic Means: The Case of the Visual Pyramid (Michela Maschietto and Maria G. Bartolini Bussi); (41) Students' Motivational Beliefs, Self-Regulation Strategies and Mathematics Achievement (Nikos Mousoulides and George Philippou); and (42) The Transition to Postgraduate Study in Mathematics: A Thinking Styles Perspective (Andreas Moutsios-Rentzos and Adrian Simpson). (Individual papers contain references.) [For Volume 2 of this Proceedings, see ED496859.]