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TWG 19 Papers
- Cécile Allard. Analysis of teachers practices: the case of fraction teaching at the end of primary school in France
- Michal Ayalon & Rina Hershkowitz. Teachers’ attention to task’s potential for encouraging classroom argumentative activity
- Jeremy, Burke. Taking school mathematics out of the box: A sociological analysis of pedagogic tasks
- Ana Caseiro, João Pedro da Ponte & Cecilia Monteiro. Elementary teacher practice in project work involving statistics
- Paulo Dias & Leonor Santos. An assessment practice that teacher Jose uses to promote self-assessment of mathematics learning
- Ove Cunnar Draggest. Teachers’ response to unexplained answers
- Sheila Evans & Malcolm Swan. Developing student questioning when problem solving: The role of sample student responses
- Patricio Felmer, Josefa Perdomo-Díaz, Valentina Giaconi & Carmen G. Espinoza. Problem solving teaching practices: observer and teacher’s view
- Guðný Helga. Gunnarsdóttir & Guðbjörg Pálsdóttir Instructional Practices in mathematics classrooms
- Ljerka Jukić Matić & Dubravka Glasnović Gracin. Teacher as the mediator between textbook and students: Reflection on the SDY-model
- Elissavet Kalogeria & Giorgos Psycharis. Investigating trainee teacher educators’ documentational work in technology enhanced mathematics
- Bodil Kleve & Ida Heiberg Solem. A contingent opportunity taken investigating in between fractions
- Minsung Kwon. Supporting students’ development of mathematical explanation: The case of the brown rectangle problem
- Maria Larsson. Exploring a framework for classroom culture: a case study of the interaction patterns of mathematical whole-class discussions
- Joana Mata-Pereira, João Pedro da Ponte & Marisa Quaresma. Teaching actions conducting mathematical whole class discussions
- Reidar Mosvold. Developing mathematical discourse for teaching in teacher education: A case of the equal sign
- Linda G. Opheim. Teachers’ initiating change in practice due to variation of progression of didactical time
- João Pedro da Ponte & Marisa Quaresma. Conducting mathematical discussions as a feature of teachers’ professional practice
- Nick Pratt. Mathematics assessment, competition and professional capital
- David A Reid, Annie Savard, Dominic Manuel & Terry Wan Jung Lin Quebeck. Anglophone teachers’ pedagogies: observations from an auto-ethnography
- Wee Tiong Seah & Annica Andersson. Exploring Alignment of Values in mathematics classrooms
- Vuslat Seker & Engin Ader. A study for profiling mathematics teachers regarding factors affecting promotion of students’ metacognition
- Sharada Gade. Teacher-researcher collaboration as formative intervention and expansive learning activity
- Rukiye Didem Taylan. Characterizing a highly – accomplished teacher’s instructional actions in response to students’ mathematical thinking
- Isabel Velez & Joao Petro da Ponte. Promoting the understanding of graph representations by grade 3 students
- Richard Wester, Anna Wernberg & Tamsin Meaney. Students’ perceptions of their reformed classroom
- Dyana Wijayanti. Relating arithmetical techniques of proportion to geometry: the case of Indonesian textbooks
TWG 19 Posters
- Linda Ahl & Tuula Koljonen. Investigating the voice of two Swedish mathematics teacher guides
- Catarina Andersson & Erika Boström. Formative assessment in Swedish mathematics classroom practice
- Marjúnia Edita Zimmer Klein: The teaching of trigonometry subsidized by the theory of meaningful learning and by the theory of conceptual fields
- Giulia Signorini. Attitudes of teachers towards the external evaluation system for the assessment of mathematical learning
- Charlotta Vingsle. Formative assessment: Teacher knowledge and skills to make it happen
- Jana Zalska, Veronika Tůmová. Distinct mathematics teaching practices: patterns of argumentation