Proceedings of the Day Conference held at BCME 6 at Warwick University, March 2005.
Contents
1 A mismatch between curriculum design and student learning: the case of the function concept
Hatice Akkoç, Marmara University, Istanbul, Turkey
David Tall, University of Warwick
2 What do teachers of mathematics teach? An initial episodic analysis of four European traditions
Paul Andrews, Cambridge University
Gillian Hatch, Manchester Metropolitan University
Judy Sayers, University College Northampton
3 Some impacts of the National Numeracy Strategy on students’ written calculation methods for division after five years implementation
Julia Anghileri, University of Cambridge, Faculty of Education
4 Examples: generating versus checking
Amir. H. Asghari, University of Warwick
5 Two perspectives of bilingual students learning mathematics in Australia: a discussion
Philip C Clarkson, Australian Catholic University
6 Context in maths test questions – does it make a difference?
Tandi Clausen-May and Hanna Vappula, National Foundation for Educational Research
7 Understanding the primary mathematics classroom
Anne D. Cockburn and Paola Iannone, University of East Anglia
8 Arithmetic equations: conventions and ordering
Dave Hewitt, School of Education, University of Birmingham
9 Giving examples and making general statements: ‘Two odds always make an even (in maths)’
Jenny Houssart, Hilary Evens, Centre for Mathematics Education, The Open University
10 The pedagogical insights of mathematicians: effectiveness of interactive modes of teaching
Paola Iannone and Elena Nardi, University of East Anglia
11 Gender differences in knowledge transfer in school mathematics
Tim Jay, Learning Sciences Research Institute, University of Nottingham
12 Teaching Geometrical Reasoning: learning from expert teachers from China and Japan
Keith Jones, University of Southampton
Taro Fujita, University of Glasgow
Liping Ding, University of Southampton
13 Personal and public aspects of formal proof: a theory and a single-case study
Juan Pablo Mejia-Ramos and David Tall, University of Warwick
14 Presentation and pedagogy: the effective use of interactive whiteboards in mathematics lessons
Dave Miller, Derek Glover and Doug Averis, Department of Education, Keele University
15 The role of subject knowledge in primary trainee teachers’ approaches to teaching in the topic of area
Carol Murphy, School of Education and Lifelong Learning, University of Exeter
16 Learning objectives: in a sociocultural activity system are they tools or rules?
Pat Perks, Stephanie Prestage and Anne Edwards, The University of Birmingham
17 What do mathematics and physics teachers think that students will find difficult? A challenge to accepted practices of teaching
Anna Poynter, Kenilworth School
David Tall, University of Warwick
18 Harnessing the causal to illuminate the stochastic
Theodosia Prodromou and Dave Pratt, University of Warwick
19 What is conceptual change in mechanics?
Stuart Rowlands and Ted Graham, Centre for Teaching Mathematics, University of Plymouth
20 Incorporating dynamic geometry into secondary mathematics: teacher perspectives and practice
Kenneth Ruthven, Sara Hennessy and Rosemary Deaney , University of Cambridge, Faculty of Education
21 What helps students write formal proofs?
Cathy Smith, Faculty of Education, University of Cambridge
22 The knowledge quartet: Sonia’s reflections
Anne Thwaites, Peter Huckstep and Tim Rowland, University of Cambridge
23 Making a patchwork quilt: the role of the National Numeracy Strategy for primary student teachers in mathematics
Sue Waite and Marion Gatrell, University of Plymouth
24 Naming a column on a spreadsheet: is it more algebraic?
Kirsty Wilson, Institute of Education, University of Warwick
Janet Ainley, Institute of Education, University of Warwick
Liz Bills, School of Education and Lifelong Learning, University of East Anglia