Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 3

This document contains the third volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics. Conference presentations are centered around the theme "Inclusion and Diversity". A total of 65 research reports are presented here: (1) A Teacher's Model of Students Algebraic Thinking About Equivalent Expressions (Jean E. Hallagan); (2) On Motivational Aspects of Instructor-Learner Interactions in Extra-Curriculum Activities (Stefan Halverscheid); (3) Development of Understanding and Self-Confidence in Mathematics, Grades 5-8 (Markku S. Hannula, Hanna Maijala, and Erkki Pehkonen); (4) Mathematics Teachers' Knowledge Base: Preliminary Results (Guershon Harel and Kien H. Lim); (5) The Role of Tool and Teacher Mediations in the Construction of Meanings for Reflection (Lulu Healy); (6) The Proving Process in Mathematics Classroom--Method and Results of a Video Study (Aiso Heinze); (7) Structure Sense in High School Algebra: The Effect of Brackets (Maureen Hoch and Tommy Dreyfus); (8) Explaining Variability in Retrieval Times for Addition Produced by Students with Mathematical Learning Difficulties (Sarah L. Hopkins and Michael J. Lawson); (9) Early Gender Differences (Marj Horne); (10) Perceptual and Symbolic Representations as a Starting Point of the Acquisition of the Derivative (Markus Hahkioniemi); (11) Implementation of a Model Using Authentic Investigative Activities for Teaching Ratio & Proportion in Pre-Service Teacher Education (Bat-Sheva Ilany, Yaffa Keret, and David Ben-Chaim); (12) Mathematicians and the Selection Task (Matthew Inglis and Adrian Simpson); (13) Insight into Pupils' Understanding of Infinity in a Geometrical Context (Darina Jirotkova and Graham Littler); (14) Textual Differences as Conditions for Learning Processes (Marit Johnsen Hoines); (15) Students' Gender Attitudes Towards the Use of Calculators in Mathematics Instruction (L. M. Kaino and E. B. Salani); (16) Teaching Arithmetic and Algebraic Expressions (K. Subramakhi Banerjee); (17) An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy (James J. Kaput and Stephen J. Hegedus); (18) The Tension between Teacher Beliefs and Teacher Practice: The Impact of the Work Setting (M. Kerem Karaagac and John Threlfall); (19) What a Simple Task Can Show: Teachers Explore the Complexity of Children's Thinking (Heather Kelleher, Cynthia Nicol, and Carole Saundry); (20) Constructing Knowledge about the Bifurcation Diagram: Epistemic Actions and Parallel Constructions (Ivy Kidron and Tommy Dreyfus); (21) Experiencing Research Practice in Pure Mathematics in a Teacher Training Context (Eva Knoll, Paul Ernest, and Simon Morgan); (22) Enhancing Mathematical Literacy with the Use of Metacognitive Guidance in Forum Discussion (Bracha Kramarski); (23) The Impact of Developing Teacher Conceptual Knowledge on Students' Knowledge of Division (Janeen Lamb and George Booker); (24) Kinds of Arguments Emerging While Exploring in a Computerized Environment (Ilana Lavy); (25) Using Solo to Analyse Group Responses (Christine Lawrie and Chris Reading); (26) Connections between Qualitative and Quantitative Thinking about Proportion: The Case of Paulina (Elena Fabiola Ruiz Ledesma and Marta Elena Valdemoros Alvarez); (27) Towards High Quality Geometrical Tasks: Reformulation of a Proof Problem (Roza Leikin); (28) Mathematical Thinking & Human Nature: Consonance & Conflict (Uri Leron); (29) The Mathematics Pedagogical Values Delivered by an Elementary Teacher in Her Mathematics Instruction: Attainment of Higher Education and Achievement (Yuh-Chyn Leu and Chao-Jung Wu); (30) Visual Reasoning in Computational Environment: A Case of Graph Sketching (Allen Leung and King Wah Chan); (31) Elementary School Students' Use of Mathematically-Based and Practically-Based Explanations: The Case of Multiplication (Esther Levenson, Dina Tirosh, and Pessia Tsamir); (32) Mathematical Discovery: Hadamard Resurrected (Peter Liljedahl); (33)Supporting Teachers on Designing Problem-Posing Tasks as a Tool of Assessment to Understand Students' Mathematical Learning (Pi-Jen Lin); (34) Prospective Elementary School Teachers' Solution Strategies and Reasoning for a Missing Value Proportion Task (Jane Lo); (35) Introduction of Calculus in 12th Grade: The Role of Artefacts (Michela Maschietto); (36) The Critical Role of Institutional Context in Teacher Development (Kay McClain and Paul Cobb); (37) Students' Perceptions of Factors Contributing to Successful Participation in Mathematics (Andrea McDonough, Peter Sullivan, and Robyn Turner Harrison); (38) The Cognitive--Motivational Profiles of Students Dealing with Decimal Numbers and Fractions (Kaarina Merenluoto); (39) The Number Line as a Representation of Decimal Numbers: A Research with Sixth Grade Students (Niki Michaelidou, Athanasios Gagatsis, and Demetra Pitta-Pantazi); (40) Preservice Teachers Conceptions of Mathematics-Based Software (James Middleton, Terri Kurz, and H. Bahadir Yanik); (41) Helping Children to Model Proportionally in Group Argumentation: Overcoming the "Constant Sum" Error (Christina Misailidou and Julian Williams); (42) Abstraction in Mathematics and Mathematics Learning (Michael Mitchelmore and Paul White); (43) Reflective Symmetry in Construction and Proving (Takeshi Miyakawa); (44) Students' Improper Proportional Reasoning: The Case of Area and Volume of Rectangular Figures (Modestina Modestou, Athanasios Gagatsis, and Demetra Pitta-Pantazi); (45) Abstraction and Consolidation (John Monaghan and Mehmet Fatih Ozmantar); (46) Critical Sense in Interpretations of Media Graphs (Carlos Monteiro and Janet Ainley); (47) Between Affect and Cognition: Proving at University Level (Francesca Morselli and Fulvia Furinghetti); (48) An Aspect of Mathematical Understanding: The Notion of "Connected Knowing" (Judith Mousley); (49) Algebraic and Geometric Approach in Function Problem Solving (Nikos Mousoulides and Athanasios Gagatsis); (50) Children's Development of Structure in Early Mathematics (Joanne Mulligam, Anne Prescott, and Michael Mitchelmore); (51) On the Fragile, Yet Crucial, Relationship between Mathematicians and Researchers in Mathematics Education (Elena Nardi and Paola Iannone); (52) Students' Preference of Non-Algebraic Representations in Mathematical Communication (Dorit Neria and Miriam Amit); (53) Learning to See in Mathematics Classrooms (Cynthia Nicol and Sandra Crespo); (54) Students' Ways of Interpreting Aspects of Chance Embedded in a Dice Game (Per Nilsson); (55) The Impact of State-Wide Numeracy Testing on the Teaching of Mathematics in Primary Schools (Steven Nisbet); (56) "The Poetry of the Universe": New Mathematics Teachers' Metaphoric Meaning-Making (Andrew Noyes); (57) What Students Do When Hearing Others Explaining (Kazuhiko Nunokawa and Satoshi Ohzeki); (58) Changes in Teachers' Practices While Assuming New Leadership Roles (Jo Clay Olson); (59) Students' Structuring of Rectangular Arrays (Lynne Outhred and Michael Mitchelmore); (60) Construction of Mathematical Definitions: An Epistemological and Didactical Study (Cecile Ouvrier-Buffet); (61) Mathematical Abstraction through Scaffolding (Mehmet Fatih Ozmantar and Tom Roper); (62) The Use of Diagrams in Solving Non Routine Problems (Marilena Pantziara, Athanasios Gagatsis, and Demetra Pitta-Pantazi); (63) Designing for Local and Global Meanings of Randomness (Efi Paparistodemou and Richard Noss); (64) Integrating the History of Mathematics in Educational Praxis: An Euclidean Geometry Approach to the Solution of Motion Problems (Theodorus Paschos, Vassilike Farmaki, and Nikos Klaudatos); and (65) The Magic Circle of the Textbook--An Option or an Obstacle for Teacher Change (Leila Pehkonen). (Individual papers contain references.)