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TWG 19 Papers

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

TWG 19 Posters 

  1. Linda Ahl & Tuula Koljonen. Investigating the voice of two Swedish mathematics teacher guides
  2. Catarina Andersson & Erika Boström. Formative assessment in Swedish mathematics classroom practice
  3. Marjúnia Edita Zimmer Klein: The teaching of trigonometry subsidized by the theory of meaningful learning and by the theory of conceptual fields
  4. Giulia Signorini. Attitudes of teachers towards the external evaluation system for the assessment of mathematical learning
  5. Charlotta Vingsle. Formative assessment: Teacher knowledge and skills to make it happen
  6. Jana Zalska, Veronika Tůmová. Distinct mathematics teaching practices: patterns of argumentation

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