Working group 10
Mathematical curriculum and practice
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TABLE OF CONTENTS
- Introduction / Leonor Santos, José Carrillo, Alena Hospesova, Maha Abboud-Blanchard
- Effective ‘blended’ professional development for teachers of mathematics: Design and evaluation of the “UPOLA” Program / Lutz Hellmig
- Teachers’ efficacy beliefs and perceptions regarding the implementation of new primary mathematics curriculum / Isil Isler, Erdine Cakiroglu
- Curriculum management in the context of a mathematics subject group / Cláudia Canha Nunes, João Pedro da Ponte
- Gestures and styles of communication: are they intertwined? / Chiara Andrá
- Teachers’ subject knowledge: the number line representation / Maria Doritou, Eddie Gray
- Communication as social interaction. Primary School Teacher Practices / Antonio Guerreiro, Lurdes Serrazina
- Experimental devices in mathematics and physics standards in lower and upper secondary school, and their consequences on teacher’s practices / Fabrice Vandebrouck, Cecile de Hosson, Aline Robert
- Professional development for teachers of mathematics: opportunities and change / Marie Joubert, Jenni Back, Els De Geest, Christine Hirst, Rosamund Sutherland
- Teachers’ perception about infinity: a process or an object? / Maria Kattou, Michael Thanasia, Katerina Kontoyianni, Constantinos Christou, George Philippou
- Perceptions on teaching the mathematically gifted / Katerina Kontoyianni, Maria Kattou, Polina Ioannou, Maria Erodotou, Constantinos Christou, Marios Pittalis
- The nature on the numbers in grade 10: A professional problem / Mirène Larguier, Alain Bronner
- A European project for professional development of teachers through a research based methodology: The questions arisen at the international level, the Italian contribution, the knot of the teacher-researcher identity / Nicolina A. Malara, Roberto Tortora
- Why is there not enough fuss about affect and meta-affect among mathematics teachers? / Manuela Moscucci
- The role of subject knowledge in Primary Student teachers’ approaches to teaching the topic of area / Carol Murphy
- Developing of mathematics teachers’ community: five groups, five different ways / Regina Reinup
- Foundation knowledge for teaching: contrasting elementary and secondary mathematics / Tim Rowland
- Results of a comparative study of future teachers from Australia, Germany and Hong Kong with regard to competences in argumentation and proof / Björn Schwarz, Gabriele Kaiser
- Kate’s conceptions of mathematics teaching: Influences in the first three years / Fay Turner
- Pre-service teacher-generated analogies for function concepts / Behiye Ubuz, Ayşegül Eryılmaz, Utkun Aydın, Ibrahim Bayazit
- Technology and mathematics teaching practices: about in-service and pre-service teachers / Maha Abboud-Blanchard
- Teachers and triangles / Sylvia Alatorre, Mariana Saíz
- Mathematics teacher education research and practice: researching inside the MICA program / Joyce Mgombelo, Chantal Buteau
- Cognitive transformation in professional development: some case studies / Jorge Soto-Andrade
- What do student teachers attend to? / Nad’a Stehlíková
- The mathematical preparation of teachers: A focus on tasks / Gabriel J. Stylianides, Andreas J. Stylianides
- Problem posing and development of pedagogical content knowledge in pre-service teacher training / Marie Tichá, Alena Hospesová
- Sustainability of professional development / Stefan Zehetmeier
- A collaborative project as a learning opportunity for mathematics teachers / Maria Helena Martinho, João Pedro da Ponte
- Reflection on Practice: content and depth / Christina Martins, Leonor Santos
- Developing mathematics teachers’ education through personal reflection and collaborative inquiry: which kinds of tasks? / Angela Pesci
- The learning of mathematics teachers working in a peer group / Martha Witterholt, Martin Goedhart
- Use of focus groups interviews in mathematics educational research / Bodil Kleve
- Analyses of interactions in a collaborative context of professional development / Maria Cinta Muñoz-Catalán, José Carrillo, Nuria Climent
- Adapting the knowledge quarter in the Cypriot mathematics classroom / Marilena Petrou
- Professional knowledge in an improvisation episode: the importance of a cognitive model / C. Miguel Ribeiro, Rute Monteiro, José Carrillo
