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These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]

This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John's, Newfoundland. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Pattern Composition: Beyond the Basics (Chris K. Palmer); (2) The Pair-Dialogue Approach in Mathematics Teacher Education (Pessia Tsamir and Dina Tirosh); (3) Mathematics Teaching and Climate Change (Richard Barwell, Stewart Craven, and David Lidstone); (4) Meaningful Procedural Knowledge in Mathematics Learning (Wes Maciejewski, Joyce Mgombelo, and Annie Savard); (5) Emergent Methods for Mathematics Education Research: Using Data to Develop Theory / Méthodes émergentes pour les recherches en didactique des mathématiques : Partir des données pour développer des théories (Olive Chapman, Souleymane Barry, and P. Janelle McFeetors); (6) Using Simulation to Develop Students' Mathematical Competencies--Post Secondary and Teacher Education (Eric Muller, Jean-Philippe Villeneuve, and Philippe Etchecopar); (7) Making Art, Doing Mathematics / Créer de l'art; faire des maths (Eva Knoll and Tara Taylor); (8) Selecting Tasks for Prospective Teachers in Mathematics Education (Marie-Pier Morin, Christian Bernèche, and Ralph Mason); (9) How to Prepare a Public Lecture? First Questions, Then Execution??? (Yvan Saint-Aubin); (10) Warm Hands Taking Cold Mathematics (David Wagner); (11) Opportunities to Learn IN and THROUGH Professional Development: An Analysis of Curriculum Materials (Jenny Sealy Badee); (12) Challenging Our Beliefs and Practices in Secondary Mathematics Education (Lorraine Baron); (13) Pattern Rules, Patterns and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions Through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change (Ruth Beatty); (14) Learning Mathematics for the Workplace: An Activity Theory Study of Pipe Trades Training (Lionel Lacroix); (15) Transforming Mathematics Education for Mi'kmaw Students through Mawikinutimatimk (Lisa Lunney Borden); (16) Coming to Know Mathematics: Views of Two Teacher Mathematicians (Veda Abu-Bakare); (17) What Does 'Better' University Mathematics Instruction Look Like? (Mary Beisiegel and Asia Matthews); (18) Exploring Variability in a Dynamic Computer-Based Environment (George Ekol); (19) Virtual Mathematics Marathon: A Mathematical Game For All Children (Margo Kondratieva and Viktor Freiman); (20) Early Childhood Mathematics Education (Donna Kotsopolous and Joanne Lee); (21) The Challenges of Mathematics In-Service (Susan Oesterle); (22) High School Mathematics Students' Trajectories: Tracking or Differentiating for Success? (Ralph T. Mason and P. Janelle McFeetors). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Appendixes contain: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2010 proceedings, see ED529564.]

This document contains the second volume of the proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Conference papers are centered around the theme of "Learners and Learning Environments." This volume features 43 research reports by presenters with last names beginning between Adl and Fre: (1) Working with Learners' Mathematics: Exploring a Key Element of Mathematical Knowledge for Teaching (Jill Adler, Zain Davis, Mercy Kazima, Diane Parker, and Lyn Webb); (2) A Comparison between Teachers' and Pupils' Tendency to Use a Representativeness Heuristic (Thekla Afantiti-Lamprianou, Julian S. Williams, and Iasonas Lamprianou); (3) Purposeful Task Design and the Emergence of Transparency (Janet G. Ainley, Liz Bills, and Kirsty Wilson); (4) A Developmental Model for Proportional Reasoning in Ratio Comparison Tasks (Silvia Alatorre and Olimpia Figueras); (5) Referential and Syntactic Approaches to Proof: Case Studies from a Transition Course (Lara Alcock and Keith Weber); (6) Teachers' Beliefs about Students' Development of the Pre-Algebraic Concept of Equation (Vassiliki Alexandrou-Leonidou and George N. Philippou); (7) Developing Students' Understanding of the Concept of Fractions as Numbers (Solange Amorim Amato); (8) Multiple Representations in 8th Grade Algebra Lessons: Are Learners Really Getting It? (Miriam Amit and Michael N. Fried); (9) Reform-Oriented Teaching Practices: A Survey of Primary School Teachers (Judy Anderson and Janette Bobis); (10) The Genesis of Signs by Gestures: The Case of Gustavo (Ferdinando Arzarello, Francesca Ferrara, Ornella Robutti, and Domingo Paola); (11) Students' Experience of Equivalence Relations: A Phenomenological Approach (Amir H. Asghari and David Tall); (12) How Series Problems Integrating Geometric and Arithmetic Schemes Influence Prospective Secondary Teachers' Pedagogical Understanding (Leslie Aspinwall, Kenneth L. Shaw, and Hasan Unal); (13) Dealing with Learning in Practice: Tools for Managing the Complexity of Teaching and Learning (Sikunder Ali Baber and Bettina Dahl); (14) Situations of Psychological Cognitive No-Growth (Roberto R. Baldino and Tania C. B. Cabral); (15) Good CAS Written Records: Insight from Teachers (Lynda Ball and Kaye Stacey); (16) Developing Procedure and Structure Sense of Arithmetic Expressions (Rakhi Banerjee and K. Subramaniam); (17) Struggling with Variables, Parameters, and Indeterminate Objects, or How to Go Insane in Mathematics (Caroline Bardini, Luis Radford, and Cristina Sabena); (18) Exploring How Power is Enacted in Small Groups (Mary Barnes); (19) A Framework for the Comparison of PME Research into Multilingual Mathematics Education in Different Sociolinguistic Settings (Richard Barwell); (20) Vygotsky's Theory of Concept Formation and Mathematics Education (Margot Berger); (21) Preservice Teachers' Understandings of Relational and Instrumental Understanding (Kim Beswick); (22) The Transformation of Mathematics in On-Line Courses (Marcelo C. Borba); (23) Using Cognitive and Situated Perspectives to Understand Teacher Interactions with Learner Errors (Karin Brodie); (24) Identification of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (25) The "A4-Project": Statistical World Views Expressed through Pictures (Michael Bulmer and Katrin Rolka); (26) A Whole-School Approach to Developing Mental Computation Strategies (Rosemary Callingham); (27) A Comparison of Perceived Parental Influence on Mathematics Learning among Students in China and Australia (Zhongjun Cao, Helen Forgasz, and Alan Bishop); (28) Using Word Problems in Malaysian Mathematics Education: Looking beneath the Surface (Kah Yein Chan and Judith Mousley); (29) Constructing Pedagogical Knowledge of Problem Solving: Preservice Mathematics Teachers (Olive Chapman); (30) Revisiting a Theoretical Model on Fractions: Implications for Teaching and Research (Charalambos Y. Charalambous and Demetra Pitta-Pantazi); (31) Students' Reflection on Their Sociomathematical Small-Group Interaction: A Case Study (Petros Chaviaris and Sonia Kafoussi); (32) Investigating Teachers' Responses to Student Misconceptions (Helen L. Chick and Monica K. Baker); (33) Studying the Distribution of Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai (David Clarke and Lay Hoon Seah); (34) Indigenous and Non-Indigenous Teaching Relationships in Three Mathematics Classrooms in Remote Queensland (Tom J. Cooper, Annette R. Baturo, and Elizabeth Warren); (35) Exploring the Strategies Used by Grade 1 to 3 Children through Visual Prompts, Symbols and Worded Problems: A Case for a Learning Pathway for Number (Ty Corvell Cranfield, Cally Kuhne, and Gary Powell); (36) Primary Students' Knowledge of the Properties of Spatially-Oriented Diagrams (Carmel Diezmann); (37) A Conceptual Framework for Studying Teacher Preparation: The Pirie-Kieren Model, Collective Understanding, and Metaphor (Maria A. Droujkova, Sarah B. Berenson, Kelli Slaten, and Sue Tombes); (38) Mathematical Modelling with 9-Year-Olds (Lyn English and James Watters); (39) Exploring "Lesson Study" in Teacher Preparation (Maria L. Fernandez); (40) Child-Initiated Mathematical Patterning in the Pre-Compulsory Years (Jillian Fox); (41) The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement (Cristina Frade); (42) Teachers as Interns in Informal Mathematics Research (John M. Francisco and Carolyn A. Maher); and (43) Exploring Excellence and Equity within Canadian Mathematics Classrooms (George Frempong). (Individual papers contain references.)

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy acquisition, to preservice teacher education, to adolescents' online reading practices. Included in this volume are: (1) Reading Research as an Agenda-Setting Enterprise: Bringing Science to Art, and Art to Science (Peter B. Mosenthal); (2) Words in and out of Print: The Power of Literacy in Community (Concha Delgado-Gaitan); (3) Learning in Semiotic Domains: A Social and Situated Account (James Paul Gee); (4) What I Have Learned Up Until Now about Research Methods in Reading Education (Michael Pressley); (5) Policy in Action: The Influence of Mandated Early Reading Assessment on Teachers' Thinking and Practice (Nancy A. Place); (6) WORDS (on Words in Leveled Texts for Beginning Readers) (James V. Hoffman); (7) Secondary Reading Programs: A Story of What Was (Patricia L. Anders); (8) The National Literacy Strategy in England: Changing Phonics Teaching? (Roger F. Beard and John Willcocks); (9) Literacy Skills of Children with a History of Early Corrective Heart Surgery (Sarah Beck, David Coker, Lowry Hemphill, and David Bellinger); (10) Visual Literacy Education in Canada, Scotland and England: Motives and Methods of Three Teacher Educators (Deborah L. Begoray); (11) Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives (Dana W. Cammack); (12) Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor (Lesley Coia and Monica Taylor); (13) A Content Analysis of the Most Frequently Used NCREMAIL Message Headers: Content Analysis of NCREMAIL (Martha Dillner); (14) I Never Thought a First Grader Could Teach Me How to Write: Examining Beliefs and Positions in Author's Circles (Amy Seely Flint, Katie Van Sluys, Y. Gloria Lo, and Debra East); (15) The Effects of Staff Development, Modeling, and Coaching of Interactive Writing on Instructional Repertoires of K-1 Teachers in a Professional Development School (Nancy Frey and Patricia R. Kelly); (16) Text Matters: Readers Who Learn with Decodable Texts (Yetta Goodman, Ken Goodman, and Prisca Martens); (17) On-Line Resources for Fostering Understanding and Higher-Level Thinking in Senior High School Students (Michael F. Graves and Lauren A. Liang); (18) Little Red Riding Hood Goes to College: Inviting the Language of Critique in Teacher Education (Jerome C. Harste, Christine H. Leland, and Cynthia Jackson); (19) Coordinating Writing and Reading Competencies During Early Literacy Development (George Kamberelis); (20) A Focus on Family Stories: Enhancing Preservice Teachers' Cultural Awareness (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Thorp); (21) Adaptive Learning Guides in Reading Instruction (Helen S. Kim and Michael L. Kamil); (22) Developing Local Curricula from the National Literacy Core Curriculum for Finnish Six-Year-Old Children: What Happened When Elaboration of Principles Was Left to Teachers? (Riitta-Liisa Korkeamaki and Miriam Jean Dreher); (23) "I Don't Want to Teach It Wrong": An Investigation of the Role Families Believe They Should Play in the Early Literacy Development of Their Children (Diane Lapp, Douglas Fisher, James Flood, and Kelly Moore); (24) An Unchartered Journey: Three Adolescent Technology Experts Navigate the School System (Donna Mahar); (25) Lessons Learned from Preparing Preservice Teachers to Integrate Technology in Their Literacy Teaching (Marla H. Mallette and Rachel A. Karchmer); (26) An Exploration of Children's Understanding of Character in Grades 1-8 (Miriam Martinez, Susan Keehn, Nancy L. Roser, Janis Harmon, and Sharon O'Neal); (27) Prologue to and Object-Agent Theory of Literacy (John E. McEneaney); (28) Reading Hypertext: Comprehension and Strategies of Third Grade Students (Elizabeth S. Pang and Michael L. Kamil); (29) "I Do Have This Right, You Can't Strip That From Me": Valuing Teacher's Knowledge During Literacy Instructional Change (Sharon M. Peck); (30) Bilateracy Development in Two-Way Immersion Classrooms: Analysis of Third Grade Spanish and English Reading (Bertha Perez and Belinda Bustos Flores); (31) Improving Literacy Teaching Through Structured Collaborative Inquiry in Classroom and University Clinical Settings (Catherine A. Rosemary, Penny Freppon, Kathryn Kinnucan-Welsch, Patricia Grogan, Joyce Feist-Willis, Belinda Zimmerman, Lisa Campbell, Jeanne Cobb, Margaret Hill, Barbara Walker, and Miriam Ward); (32) Expressions of Power and Ideology in the National Reading Panel (Patrick Shannon, Jacqueline Edmondson, and Susan O'Brien); (33) Emergent Literacy Skills and Family Literacy Environments of Kindergartners in South Africa (Ingrid A. Willenberg); (34) Teachers Integrate Diverse Students' "Funds of Knowledge" with Popular Culture into Literacy Instruction (Shelley Hong Xu); and (35) Introduction to the Program (Deborah R. Dillion). (Individual papers contain tables, figures, footnotes and references.) [For the 50th Yearbook, see ED522781.]

This year's E-Learn conference has numerous exciting presentations and keynotes. Many speakers will be discussing how education is changing in the forthcoming years. Among them are Dale Stephens who works with the social movement "Uncollege" that empower students to create their own education, Saul Carliner who talks about Massive Online Open Courses, Aaron Doering will be speaking about engaging millions of voices and minds and Punya Mishra who stresses the importance of a transdisciplinary approach with an important role for creativity and technology. There will be plenary sessions, virtual papers, posters, showcases, etc. which bring latest information on E-Learning.