Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (24th, Hiroshima, Japan, July 23-27, 2000), Volume 2.

The second volume of the 24th annual conference of the International Group for the Psychology of Mathematics Education contains full research report papers. Papers include: (1) "What you see is what you get: The influence of visualization on the perception of data structures" (Dan Aharoni); (2) "Exploring the transparency of graphs and graphing" (Janet Ainley); (3) "Describing primary mathematics lessons observed in the Leverhulme Numeracy Research Programme: A qualitative framework" (Mike Askew, Margaret Brown, Hazel Denvir, and Valerie Rhodes); (4) "An analysis of bracket expansion errors" (Paul Ayres); (5) "Knowing the sample space or not: The effects on decision making" (Paul Ayres and Jenni Way); (6) "The development of mathematics education based on ethnomathematics (2): Analysis of Universal Activities in terms of verbs" (Takuya Baba and Hideki Iwasaki); (7) "Maths as social and explanations for 'underachievement' in numeracy" (David A. Baker and B.V. Street); (8) "Year 6 students' idiosyncratic notions of unitising, reunitising, and regrouping decimal number places" (Annette R. Baturo and Tom J. Cooper); (9) "Factors influencing teachers' endorsement of the core mathematics course of an integrated learning system" (Annette R. Baturo, Tom J. Cooper, Gillian C. Kidman, and Campbell J. McRobbie); (10) "Students' conceptions of the integral" (Jan Bezuidenhout and Alwyn Olivier); (11) "The use of mental imagery in mental calculation" (Chris Bills and Eddie Gray); (12) "Readiness for algebra" (Gillian M. Boulton-Lewis, Tom J. Cooper, B. Atweh, H. Pillay, and L. Wilss); (13) "Students' knowledge of length units: Do they know more than rules about rulers?" (Philippa Bragg and Lynne Outhred); (14) "Becoming more aware: Psychoanalytic insights concerning fear and relationship in the mathematics classroom" (Chris Breen); (15) "Same/different: A 'natural' way of learning mathematics" (Laurinda Brown and Alf Coles); (16) "The effect of some classroom factors on grade 3 pupil gains in the Leverhulme Numeracy Research Programme" (Margaret Brown, Hazel Denvir, Valerie Rhodes, Mike Askew, Dylan Wiliam, and Esther Ranson); (17) "'Automatism' in finding a 'solution' among junior high school students: A comparative study" (Gildo Luis Bulafo) (18) "A study of the mathematical behaviors of mathematicians: The role of metacognition and mathematical intimacy in solving problems" (Marilyn P. Carlson); (19) "Bringing out the algebraic character of arithmetic: Instantiating variables in addition and subtraction" (David Carraher, Barbara M. Brizuela, and Analucia D. Schliemann) (20) "The game of social interactions in statistics learning and in cognitive development" (Carolina Carvalho and Magarida Cesar); (21) "Student misconceptions in interpreting basic graphic calculator displays" (Michael Cavanagh and Michael Mitchelmore); (22) "Step skipping during the solution of partitive quotient fraction problems" (Kathy Charles and Rod Nason); (23) "Making, having and compressing formal mathematical concepts" (Erh-Tsung Chin and David Tall); (24) "Mental projections in mathematical problem solving: Abductive inference and schemes of action in the evolution of mathematical knowledge" (Victor V. Cifarelli); (25) "Solving equations and inequations: Operational invariants and methods constructed by students" (Anibal Cortes and Nathalie Pfaff); (26) "The flow of thought across the Zone of Proximal Development between elementary algebra and intermediate English as a second language" (Bronisuave Czarnocha and Vrunda Prabhu); (27) "A didactic sequence for the introduction of algebraic activity in early elementary school" (Jorge Tarcisio Da Rocha Falcao, Anna Paula Lima Brito, Claudia Roberta De Araujo, Monica Maria Lessa Lins, and Monica Oliveira Osorio); (28) "Towards a definition of attitude: The relationship between the affective and the cognitive in pre-university students" (Katrina Daskalogianni and Adrian Simpson); (29) "A memory-based model for aspects of mathematics teaching" (Gary Davis, David Hill, and Nigel Smith); (30) "Involving pupils in an authentic context: Does it help them to overcome the 'illusion of linearity'?" (Dirk De Bock, Lieven Verschaffel, Dirk Janssens, and Karen Claes); (31) "The difficulties students experience in generating diagrams for novel problems" (Carmel M. Diezmann); (32) "About argumentation and conceptualization" (Nadia Douek and Ezio Scali); (33) "Gesture and oral computation as resources in the early learning of mathematics" (Jan Draisma); (34) "Students' statistical reasoning during a data modeling program" (Lyn D. English, Kathy L. Charles, and Donald H. Cudmore); (35) "The 'mathematics as a gendered domain' scale" (Helen J. Forgasz and Gilah C. Leder); (36)"Investigating function from a social representation perspective" (Janete Bolite Frant, Monica Rabello de Castro, and Flavio Lima); (37) "Definition as a teaching object: A preliminary study" (Fulvia Furinghetti and Domingo Paola); (38) "When a learning situation becomes a problematic learning situation: The case of diagonals in the quadrangle" (Hagar Gal and Liora Linchevski) and (39) "From traditional blackboards to interactive whiteboards: A pilot study to inform system design" (Christian Greiffenhagen). (ASK)