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TWG14 Papers

  1. Mustafa Akdemir, Serkan Narlı and Muhammet Kaşıkçı Association of order notion with order relation in the transition from informal information to formal information
  2. Christer Bergsten and Eva Jablonka The construction of the ‘transition problem’ by a group of mathematics lecturers
  3. Rolf Biehler, Jörg Kortemeyer and Niclas Schaper Conceptualizing and studying students’ processes of solving typical problems in introductory engineering courses requiring mathematical competences
  4. Irene Biza and Eugenie Vande Hey “No longer a divide between students and staff”: learning through participation in statistics resource development
  5. Stéphanie Bridoux and Viviane Durand-Guerrier Contributions and limits of a specific course on manipulation of formal statements for fresh university students
  6. Jason Cooper Growth of mathematical knowledge for teaching - the case of long division
  7. Rebecca-Anne Dibbs Differential participation in formative assessment and achievement in introductory calculus: A growth model
  8. Lynn Farah Students’ personal work in mathematics in business school preparatory classes
  9. Imène Ghedamsi Teacher management of learning calculus: case of sequence at the first-year university
  10. Gisela Hernandes Gomes & Alejandro S. González-Martín Mathematics in engineering: the professors’ vision
  11. Alejandro S. González-Martín The use of textbooks by preuniversity teachers: An example with infinite series of real numbers
  12. Denise Grenier A didactical study of the concept of induction
  13. Inés Mª Gómez-Chacón, Birgit Griese, Bettina Rösken-Winter, Carlos Gónzalez-Guillén Engineering students in Spain and Germany - varying and uniform learning strategies
  14. Ghislaine Gueudet University teachers' resources and documentation work
  15. Thomas Hausberger Abstract algebra, mathematical structuralism and semiotics
  16. Birgit Pepin, Eivind Kaspersen and Svein Arne Sikko Measuring student teachers’ beliefs and practices for purposeful sample selection
  17. Azimehsadat Khakbaz What does pedagogical content knowledge (PCK) mean in the context of university mathematics teaching?
  18. Margo Kondratieva On advanced mathematical methods and more elementary ideas met (or not) before
  19. Ronja Kürten and Gilbert Greefrath The Rechenbrücke – a project in the introductory phase of studies
  20. Malte Lehmann, Bettina Roesken-Winter, Sven Schueler Use of Mathematics in engineering contexts: an empirical study on problem solving competencies
  21. Michael Liebendörfer and Reinhard Hochmuth Perceived autonomy in the first semester of mathematics studies
  22. Angeliki Mali, Irene Biza and Barbara Jaworski Investigating mathematics teaching at university: a mathematician and a mathematics educator
  23. Vilma Mesa and Anne Cawley Faculty knowledge of teaching in inquiry-based learning mathematics
  24. Thembinkosi P. Mkhatshwa and Helen M. Doerr Students’ understanding of marginal change in the context of cost, revenue, and profit
  25. Elena Nardi and Bill Barton Challenging the mathematician’s ‘ultimate substantiator’ role in a low lecture innovation
  26. Masomeh Jamshid Nejad Undergraduate students’ ideas about transformations of sinusoidal functions
  27. Cécile Ouvrier-Buffet A model of mathematicians’ approach to the defining processes
  28. Georgia Petropoulou, Barbara Jaworski, Despina Potari and Theodossios Zachariades How do research mathematicians teach calculus?
  29. Sinéad Breen, Niclas Larson, Ann O’Shea and Kerstin Pettersson Students’ concept images of inverse functions
  30. Kristina Raen Trustworthiness of information about students’ competencies in fundamental concepts in calculus provided by written examination
  31. Johanna Rämö, Lotta Oinonen and Thomas Vikberg Extreme apprenticeship – Emphasising conceptual understanding in undergraduate mathematics
  32. Michal Tabach, Chris Rasmussen, Rina Hershkowitz and Tommy Dreyfus First steps in re-inventing Euler’s method: a case for coordinating methodologies
  33. Athina Thoma and Paola Iannone Analysing university closed book examinations using two taxonomies
  34. Olov Viirman The constitution of the nature of mathematics in the lecturing practices of three university mathematics teachers
  35. Neils Grønbæk and Carl Winsløw Media and milieus for complex numbers: An experiment with maple based text

TWG14 Posters

  1. Hugo Rogelio Mejía Velasco, Francisco Javier Cortés González An introduction to Laplace transform
  2. Th. Dana-Picard, N. Zehavi, G. Mann Revival of classical topics in differential geometry
  3. M. Gozde Didis and Barbara Jaworski  Teaching to enable undergraduate students to make meaning with mathematics: approaches and issues
  4. Younes Karimi Fardinpour Challenges of understanding of qualitative behaviour analysis
  5. Birgit Griese, Malte Lehmann, Bettina Roesken-Winter Aspects obstructing or facilitating examination success for first year engineering students
  6. Helen Harth The instructional use of tasks in the teaching of statistical methods at university
  7. Chih-Hsien Huang Undergraduate students’ problem solving in generating examples of mathematical statements
  8. Mercy Kazima, Levis Eneya and Patrick Sawerengera Language and students’ conceptions of logic in undergraduate mathematics
  9. Eirini Kouvela, Irene Biza, Theodossios Zachariades Tackling difficulties in the transition from school to university mathematics
  10. Ismaïl Régis Mili, Isabelle Ascah-Coallier Bias in didactic transposition in Quebec textbooks introducing abstract algebra
  11. Charlotte Derouet, Carolina Henriquez, Romina Menares, Monica Panero Expected level of activation of knowledge about functions: a comparison chile/france/italy
  12. Natalie E. Selinski Student noticing regarding exponential functions in university financial mathematics
  13. Soňa Švecová, Janka Drábeková Mathematical literacy of students in teaching mathematics education in the first year of studies
  14. Megan Wawro, David Plaxco Student understanding of linear independence of functions

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