Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (16th, Baton Rouge, Louisiana, November 5-8, 1994). Volume 1: Plenary Sessions, Technology Focus Groups, Discussion Groups and Research Papers, Oral Reports and Posters.

This volume contains the full text of 2 plenary papers and 26 research reports. In addition, brief, usually one-page, reports are provided for 6 discussion groups, 10 technology focus groups, 7 symposiums, 7 oral presentations, and 17 position sessions. The two full plenary reports are: (1) "Problems of Reification: Representations and Mathematical Objects" (A. Sfard and P. W. Thompson); and (2) "Elements of a Semiotic Framework for Understanding Situated and Conceptual Learning" (J.A. Whitson). The twenty-six full research reports are: (3) "Factors in Learning Linear Algebra" (G. Harel); (4) "Articulations Between the Settings, Numeric, Algebraic and Graphic Related to the Differential Equations" (A. Hernandez and F. Hitt); (5) "Image Structures and Reification in Advanced Mathematical Thinking: The Concept of Basis" (L. Krussel); (6) "A Survey of Tertiary Students' Entry Level Understanding Of Mathematics Vocabulary" (L. D. Miller and B. White); (7) "Constructing the Derivative in First Semester Calculus" (B. Speiser and C. Walter); (8) "Visual Salience in Algebraic Transformations" (T. Awtry and D. Kirshner); (9) "Preparing Students for Algebra: The Role of Multiple Representations in Problem Solving" (M. E. Brenner and B. Moseley); (10) "Introducing Algebra With Programmable Calculators" (T. C. Avalos); (11) "Blind Calculators', 'Denotation' of Algebra Symbolic Expressions, and 'Write False' Interviews" (Jean-Philippe Drouhard, And Others); (12) "School Algebra: Syntactic Difficulties in the Operativity With Negative Numbers" (A. Gallardo and T. Rojano); (13) "A Constructivist Explanation of the Transition from Arithmetic to Algebra: Problem Solving in the Context of Linear Inequality" (T. Goodson-Espy); (14) "Multi-Tasking Algebra Representation" (L. P. McCoy); (15) "Assessing Student Responses to Performance Assessment Tasks" (S. Hillman); (16) "Multi-faceted Inferences from an Interview Assessment" (T. L. Schroeder); (17) "Visualization in Mathematics: Spatial Reasoning Skill and Gender Differences" (L. Friedman); (18) "Negative Consequences of Rote Instruction for Meaningful Learning" (D. Simoneaux and D. Kirshner); (19) "Long Term Relationship Between Spatial Ability and Mathematical Knowledge" (G. H. Wheatley, And Others); (20) "The Role of Context in Mathematical Activity" (D. Clarke and S. Helme); (21) "The Relationship Between Preservice Teachers' Metaphors for Mathematics Learning and Habermasian Interests" (M. J. Fleener and A. Reynolds); (22) "An Investigation into the Development of Student Understanding of the Graphs of Polynomial Functions of Degree Greater Than Two: Results and Implications" (J. E. Curran); (23) "A Modeling Approach to Constructing Trigonometric Functions" (H. M. Doerr); (24) "Students' Conceptions of Functions in a Computer-Rich Problem Solving Environment" (B. R. O'Callaghan and D. Kirshner); (25) "Towards an Algebraic Notion of Function: The Role of Spreadsheets" (T. Rojano and R. Sutherland); (26) "Students' Development of Length Measurement Concepts Using a Specially-Designed Turtle Graphics Environment" (D. H. Clements; And Others); (27) "The Role of Language in Geometric Concept Formation: An Exploratory Study with Deaf Students" (M. M. Mason); and (28) "Development of the Concept of Randomness" (K. E. Metz). (WTB)