Download of papers and posters
New paper (transferred from TWG19): Oguz Koklu & Fatma Aslan-Tutak. “Responding to student ideas” as an indicator of a teacher’s mathematical knowledge in teaching
TWG20 Papers
- Andreas Ebbelind: Systemic functional linguistic as analytical approach when researching patterns of participation
- Luis R. Pino-Fan, Vicenç Font, Juan D. Godino Towards a methodology to analysis of didactic-mathematical knowledge required to teach the derivative
- Janne Fauskanger and Reidar Mosvold Why are Laura and Jane “not sure”?
- Nadia Ferreira, Joao Pedro da Ponte Exploring pictorial representations in rational numbers: struggles of a prospective teacher
- Sebastian Kuntze, Anika Dreher, Marita Friesen Teachers’ resources in analyzing mathematical content and classroom situations-the case of using multiple representations
- Miguel Montes, José Carrillo What does knowing infinity mean as a teacher? The case of convergence of series
- Noemí Pizarro, Núria Gorgorió, Lluís Albarracín Primary teachers’ approach to measurement estimation activities
- Kirsti Ro Investigating mathematics teacher identity development: a theoretical consideration
- Libuše Samková, Alena Hošpesová On teachers’ knowledge and contingency investigated through concept cartoons
- Thorsten Scheiner Lessons we have (not) learned from past and current conceptualizations of mathematics teachers’ knowledge
- Sven Schueler, Bettina Roesken-Winter, Jochen Weißenrieder, Anselm Lambert and Matthias Römer Characteristics of out of field teaching: action related competencies and teacher beliefs
- Konstantinos Stouraitis, Despina Potari, Jeppe Skottark Contradictions and shifts in teaching with a new curriculum: the role of mathematics
- Shikha Takker Confluence of research and teaching: case study of a mathematics teacher
- Amahjot Toor and Joyce Mgombelo: Teaching mathematics through storytelling: engaging the ‘being’ of a student in mathematics
- Diana Vasco, Nuria Climent, Dinazar Escudero-Avila, Eric Flores-Medrano The characterization of the specialized knowledge of a university lecturer in linear algebra
- Gerald Wittmann, Stephanie Schuler, Anne Levin Measuring kindergarten teachers’ and primary school teachers’ professional knowledge with image and video vignettes
- Sotirios Zoitsakos, Theodossios Zachariades, Charalambos Sakonidis Secondary mathematics teachers’ content knowledge for teaching in two contexts: interpreting versus managing didactically students’ understanding
- NEW Oguz Koklu & Fatma Aslan-Tutak. “Responding to student ideas” as an indicator of a teacher’s mathematical knowledge in teaching
TWG20 Posters
- Lisnet Mwadzaangati Mathematical knowledge for teaching geometric proof: learning from teachers’ practices
- Thorsten Scheiner A theoretical reflection on various sources of teachers’ professional knowledge for promoting and assisting students’ learning of mathematics
- Julia Meinke: Teachers’ subjective theories on Algebra
- Mayra Báez Melendres & Rosa María Farfán Márquez: A proposal for the study of the mathematics reflection