# From Blog to Book.

**’HTTP://MATHEDRESEARCH.WORDPRESS.COM’
**

BlogBook

2 c 2011 ’http://mathedresearch.wordpress.com’

Contents

1 2008 23

1.1 February . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Welcome (2008-02-05 11:43) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

ICME - 11 (2008-02-05 12:12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Mathematics education research 02/05/2008 (2008-02-05 14:31) . . . . . . . . . . . . . . . . . 23

JRME - issue 1, January 2008 (2008-02-05 14:43) . . . . . . . . . . . . . . . . . . . . . . . . . 24

TMME - January 2008 (2008-02-05 14:51) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

IJMEST, issue 1, 2008 (2008-02-06 10:32) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

ZDM, issue 1, 2008 (2008-02-06 10:39) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

JMTE, issue 1, 2008 (2008-02-06 10:49) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

ESM - issue 3, 2008 (2008-02-06 10:55) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

IJSME - Number 1, 2008 (2008-02-06 11:02) . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Mathematics education research links 02/07/2008 (2008-02-07 14:31) . . . . . . . . . . . . . . 32

Mathematics Teacher, February issue (2008-02-07 15:46) . . . . . . . . . . . . . . . . . . . . . 33

JMTE-article about prospective teachers’ beliefs (2008-02-08 12:43) . . . . . . . . . . . . . . . 34

EJMSTE, issue 1, 2008 (2008-02-08 14:35) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

SSM, issue 1, 2008 (2008-02-08 14:58) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Mathematics Teaching, January 2008 (2008-02-08 15:03) . . . . . . . . . . . . . . . . . . . . . 35

Teaching Children Mathematics, February 2008 (2008-02-08 15:08) . . . . . . . . . . . . . . . 36

MES5 (2008-02-11 08:59) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Prominent researcher #1: Hans Freudenthal (2008-02-13 22:32) . . . . . . . . . . . . . . . . . 37

"Algebra in the Early Grades" (2008-02-13 23:44) . . . . . . . . . . . . . . . . . . . . . . . . 38

ICMI Study 19: Proof and proving in mathematics education (2008-02-14 11:35) . . . . . . . . 38

Report on mathematics coursetaking and achievement (2008-02-14 14:21) . . . . . . . . . . . . 38

The roles of punctuation marks (ESM) (2008-02-15 09:32) . . . . . . . . . . . . . . . . . . . . 39

Mathematics education research links 02/16/2008 (2008-02-16 19:11) . . . . . . . . . . . . . . 39

Mathematics education research links 02/17/2008 (2008-02-17 14:31) . . . . . . . . . . . . . . 41

Educational Researcher – Table of Contents (January/February 2008, 37 [1]) (2008-02-17 20:52) 41

Math growth from kindergarten through third grade (2008-02-19 08:24) . . . . . . . . . . . . . 41

Closing of MES-5 (2008-02-20 14:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

c 2011 ’http://mathedresearch.wordpress.com’ 3

BlogBook CONTENTS

ZDM - online ﬁrst article (2008-02-21 08:24) . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

IJSME - online ﬁrst article (2008-02-21 08:30) . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Mathematics education research links 02/22/2008 (2008-02-22 14:31) . . . . . . . . . . . . . . 43

JRME, issue 2, 2008 (2008-02-24 21:05) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Teaching Mathematics and its Applications, issue 1, 2008 (2008-02-24 21:16) . . . . . . . . . . 44

IEJME, number 1, 2008 (2008-02-24 21:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

CMEG-5 (2008-02-25 14:27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Mathematics Teaching - March, 2008 (2008-02-26 11:21) . . . . . . . . . . . . . . . . . . . . . 46

Mathematics Teaching in the Middle School, February 2008 (2008-02-26 11:29) . . . . . . . . 47

Some interesting new articles (2008-02-27 08:38) . . . . . . . . . . . . . . . . . . . . . . . . . 47

Social norms in problem-solving (2008-02-27 12:47) . . . . . . . . . . . . . . . . . . . . . . . 48

Analyzing students’ difﬁculties in vector space theory (2008-02-28 08:25) . . . . . . . . . . . . 48

SIGMAA conference starts today (2008-02-28 08:39) . . . . . . . . . . . . . . . . . . . . . . . 48

1.2 March . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Some new (online ﬁrst) articles (2008-03-03 09:06) . . . . . . . . . . . . . . . . . . . . . . . . 49

Symposium in Rome (2008-03-04 08:50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Mental representations of inferential statistics (2008-03-05 13:12) . . . . . . . . . . . . . . . . 51

RCML Annual conference (2008-03-05 21:19) . . . . . . . . . . . . . . . . . . . . . . . . . . 51

New articles from JMTE and ZDM (2008-03-06 08:39) . . . . . . . . . . . . . . . . . . . . . . 51

Appropriating mathematical tools through problem solving in collaborative small-group settings

(2008-03-06 09:27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Sketchpad in Topogeometry (2008-03-07 08:53) . . . . . . . . . . . . . . . . . . . . . . . . . . 53

What counts as algebra? (2008-03-07 12:59) . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Mathematics Teacher, March 2008 (2008-03-10 09:08) . . . . . . . . . . . . . . . . . . . . . . 53

Articles at IEJME are ﬁnally there! (2008-03-11 09:18) . . . . . . . . . . . . . . . . . . . . . . 54

RME, issue 1, 2008 (2008-03-13 09:24) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Mathematics education research links 03/13/2008 (2008-03-13 14:31) . . . . . . . . . . . . . . 55

Mathematical knowledge constituted in the classroom (2008-03-17 20:48) . . . . . . . . . . . . 55

Mathematical knowledge for teaching (2008-03-17 20:53) . . . . . . . . . . . . . . . . . . . . 55

NORMA 08 - online publications (2008-03-18 08:45) . . . . . . . . . . . . . . . . . . . . . . . 56

The inﬂuence of theory (2008-03-20 14:54) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

New doctoral thesis from Sweden (2008-03-20 22:49) . . . . . . . . . . . . . . . . . . . . . . 57

Proofs as bearers of mathematical knowledge (2008-03-22 23:25) . . . . . . . . . . . . . . . . 58

Two didactic approaches (2008-03-23 10:06) . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

AERA 2008 - Annual meeting (2008-03-24 15:30) . . . . . . . . . . . . . . . . . . . . . . . . 59

NCME Annual Meeting (2008-03-24 20:37) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Useless arithmetic (2008-03-25 09:13) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Mathematics Teacher, April 2008 (2008-03-25 10:01) . . . . . . . . . . . . . . . . . . . . . . . 62

4 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

National Mathematics Advisory Panel (2008-03-26 14:51) . . . . . . . . . . . . . . . . . . . . 63

JMTE, April 2008 (2008-03-27 09:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Norma 08 - ﬁnal program (2008-03-27 14:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Promoting student collaboration (2008-03-28 08:20) . . . . . . . . . . . . . . . . . . . . . . . 65

When, how, and why prove theorems? (2008-03-28 08:27) . . . . . . . . . . . . . . . . . . . . 66

The role of scaling up research (2008-03-29 20:53) . . . . . . . . . . . . . . . . . . . . . . . . 67

Essential skills for a math teacher (2008-03-29 21:23) . . . . . . . . . . . . . . . . . . . . . . . 67

Mathematics education research links 03/31/2008 (2008-03-31 14:31) . . . . . . . . . . . . . . 68

1.3 April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Excellent math blog (2008-04-01 08:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

IJMEST, vol. 39, issue 3 (2008-04-02 11:30) . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

"Joined Up Mathematics" (2008-04-02 12:03) . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Testing, testing and comparing test results... (2008-04-02 20:13) . . . . . . . . . . . . . . . . . 69

Implementing Kaput’s research programme (2008-04-03 06:41) . . . . . . . . . . . . . . . . . 70

Aztec math (2008-04-04 09:45) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Awards and medals (2008-04-04 11:20) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

From static to dynamic mathematics (2008-04-07 11:50) . . . . . . . . . . . . . . . . . . . . . 71

After the Math Panel (2008-04-08 07:39) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Mathematics Teaching in the Middle School, April 2008 (2008-04-08 08:13) . . . . . . . . . . 72

Teaching Children Mathematics, April 2008 (2008-04-08 08:16) . . . . . . . . . . . . . . . . . 73

Analyticity without differentiability (2008-04-09 20:00) . . . . . . . . . . . . . . . . . . . . . 73

Student presentations in the classroom (2008-04-09 20:02) . . . . . . . . . . . . . . . . . . . . 73

Stability of teachers’ classroom activity (2008-04-09 20:06) . . . . . . . . . . . . . . . . . . . 74

NCTM Annual Meeting (2008-04-09 20:19) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Rounded fractals (2008-04-10 08:34) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Studying new forms of participation (2008-04-13 19:58) . . . . . . . . . . . . . . . . . . . . . 75

NOMAD, March 2008 (2008-04-14 11:11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

JRME, May 2008 (2008-04-14 11:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Argumentation and algebraic proof (2008-04-15 07:29) . . . . . . . . . . . . . . . . . . . . . . 76

Teaching Statistics, May 2008 (2008-04-15 07:47) . . . . . . . . . . . . . . . . . . . . . . . . 77

New ZDM-articles (2008-04-18 08:15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Learning from group discussions (2008-04-18 08:26) . . . . . . . . . . . . . . . . . . . . . . . 78

Norma08 - Day 1 (2008-04-22 11:04) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Norma 08 - Day 2 (2008-04-22 11:49) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Video-based curriculum (2008-04-22 21:27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Norma 08 - Day 3 (2008-04-25 10:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Norma 08 - Day 4 (2008-04-25 10:47) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

New articles (2008-04-26 15:55) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

c 2011 ’http://mathedresearch.wordpress.com’ 5

BlogBook CONTENTS

New ESM-articles (2008-04-28 07:20) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Students’ encounter with proof (2008-04-28 07:23) . . . . . . . . . . . . . . . . . . . . . . . . 86

ESM, May 2008 (2008-04-28 07:34) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

MTL, Issue 2, 2008 (2008-04-28 19:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Mathematics Teaching in the Middle School, May 2008 (2008-04-30 07:51) . . . . . . . . . . . 87

Teaching Children Mathematics, May 2008 (2008-04-30 07:54) . . . . . . . . . . . . . . . . . 88

Mathematics Teacher, May 2008 (2008-04-30 08:00) . . . . . . . . . . . . . . . . . . . . . . . 88

1.4 May . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

New ZDM-articles (2008-05-02 06:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Animating an equation (2008-05-02 06:25) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Is There a Role for Executive Functions in the Development of Mathematics Ability?

(2008-05-02 08:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Fibonacci numbers (2008-05-02 13:06) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Real-world examples and transfer of learning (2008-05-05 07:24) . . . . . . . . . . . . . . . . 91

School mathematics - everyday mathematics (2008-05-05 07:29) . . . . . . . . . . . . . . . . . 91

Mathematics Teaching - pdf archive (2008-05-06 07:23) . . . . . . . . . . . . . . . . . . . . . 92

Some interesting reading (2008-05-07 13:36) . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

BSHM Bulletin, Issue 2, 2008 (2008-05-10 19:35) . . . . . . . . . . . . . . . . . . . . . . . . 93

IJSME - New online articles (2008-05-13 07:25) . . . . . . . . . . . . . . . . . . . . . . . . . 93

Two new ZDM articles (2008-05-13 07:29) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Mathematical language in early childhood settings (2008-05-15 22:03) . . . . . . . . . . . . . . 94

New IJSME articles (2008-05-19 07:16) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Everyday Mathematics and ’cognition in practice’ (2008-05-19 07:19) . . . . . . . . . . . . . . 95

Attrition of mathematics teachers (2008-05-20 10:42) . . . . . . . . . . . . . . . . . . . . . . . 96

ESM, June 2008 (2008-05-21 12:21) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Several new articles (2008-05-23 07:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

The system of coordinates and the concept of dimension (2008-05-23 07:58) . . . . . . . . . . 97

NCTM and the development of mathematics education in the US (2008-05-27 07:25) . . . . . . 97

Open-ended problems (2008-05-27 07:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

ESM, July 2008 (2008-05-27 07:58) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

How is subjectivity understood? (2008-05-31 20:14) . . . . . . . . . . . . . . . . . . . . . . . 99

1.5 June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Structures of argumentation (2008-06-01 07:57) . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Two IJSME articles (2008-06-01 08:13) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

The particular and the general (2008-06-01 08:45) . . . . . . . . . . . . . . . . . . . . . . . . . 100

The effects of designing Webquests (2008-06-02 12:47) . . . . . . . . . . . . . . . . . . . . . . 100

Children’s arithmetical thinking (2008-06-03 09:17) . . . . . . . . . . . . . . . . . . . . . . . 101

The Pirie-Kieren theory (2008-06-03 09:21) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

6 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

Learning beginning algebra with spreadsheets (2008-06-03 09:25) . . . . . . . . . . . . . . . . 102

How hints help speed up math performance (2008-06-03 09:39) . . . . . . . . . . . . . . . . . 102

The instructional triangle (2008-06-05 08:50) . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

JMTE, Number 3, 2008 (2008-06-06 10:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

IJMEST, new articles (2008-06-06 10:35) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

What makes a problem mathematically interesting? (2008-06-09 07:26) . . . . . . . . . . . . . 105

Teaching and learning proof (2008-06-10 08:55) . . . . . . . . . . . . . . . . . . . . . . . . . 106

IJMEST, June 2008 (2008-06-16 08:15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Review of mathematics teaching in early years (2008-06-18 20:22) . . . . . . . . . . . . . . . . 107

Does Mathematics Remediation Work? (2008-06-19 12:09) . . . . . . . . . . . . . . . . . . . 107

TMME, July 2008 (2008-06-23 06:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Students’ problem solving behaviours (2008-06-25 11:35) . . . . . . . . . . . . . . . . . . . . 108

Mathematics teaching during the early years in Hong Kong (2008-06-25 11:39) . . . . . . . . . 109

Effectiveness of teacher education (2008-06-26 14:53) . . . . . . . . . . . . . . . . . . . . . . 109

Pythagorean approximations (2008-06-27 06:26) . . . . . . . . . . . . . . . . . . . . . . . . . 110

Triangles as intuitive non-examples (2008-06-27 06:29) . . . . . . . . . . . . . . . . . . . . . . 110

Preparation of math teachers (2008-06-27 06:39) . . . . . . . . . . . . . . . . . . . . . . . . . 110

Math history on the internet (2008-06-29 10:15) . . . . . . . . . . . . . . . . . . . . . . . . . . 111

ICMI newsletter (2008-06-29 19:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

JRME, July 2008 (2008-06-30 10:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

1.6 July . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

How much math does a teacher need to know to teach math? (2008-07-01 08:15) . . . . . . . . 112

NOMAD, June 2008 (2008-07-01 10:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

CERME 6 (2008-07-01 19:52) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

From lessons to lectures (2008-07-01 20:06) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Abstraction and consolidation of the limit procept (2008-07-02 07:52) . . . . . . . . . . . . . . 115

Algebra beginners in computer intensive environment (2008-07-02 07:55) . . . . . . . . . . . . 115

Integrating history and philosophy (2008-07-03 07:40) . . . . . . . . . . . . . . . . . . . . . . 115

Project organised science studies (2008-07-03 07:43) . . . . . . . . . . . . . . . . . . . . . . . 116

Dynamic geometry meets variation theory (2008-07-04 07:11) . . . . . . . . . . . . . . . . . . 116

Numerical problems on energy (2008-07-04 07:14) . . . . . . . . . . . . . . . . . . . . . . . . 117

New ZDM articles (2008-07-05 09:37) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

ICME 11 (2008-07-06 11:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

ICME 11 - Day 1 (2008-07-07 11:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

ICME 11 - Day 2 (2008-07-08 09:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

ICME 11 - Day 3 (2008-07-09 10:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

ICME 11 - Day 5 (2008-07-11 11:30) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

ICME 11 - Day 6 (2008-07-12 11:35) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

c 2011 ’http://mathedresearch.wordpress.com’ 7

BlogBook CONTENTS

ICME 11 - Day 7 (2008-07-13 11:39) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

HPM 2008 (2008-07-14 11:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

PME 32 (2008-07-17 11:45) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Real-life connections in Japan and the Netherlands (2008-07-17 20:54) . . . . . . . . . . . . . 122

Norwegian thesis: Tone Bulien (2008-07-18 11:13) . . . . . . . . . . . . . . . . . . . . . . . . 122

Limits of a sequence (2008-07-26 20:23) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

How to stay up to date during the summer holidays (2008-07-26 20:26) . . . . . . . . . . . . . 123

TMME monograph (2008-07-26 20:39) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

IEJME, July 2008 (2008-07-26 20:45) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

1.7 August . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Mathematical paradoxes (2008-08-04 07:20) . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Exemplifying deﬁnitions (2008-08-04 07:23) . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Equity in mathematics education (2008-08-04 07:26) . . . . . . . . . . . . . . . . . . . . . . . 125

ESM, September 2008 (2008-08-04 07:32) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

ZDM, August 2008 (2008-08-04 07:40) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

New IJMEST articles (2008-08-05 07:03) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

IJSME, September 2008 (2008-08-06 08:38) . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Construction of mathematical meaning of motion graphs (2008-08-07 07:16) . . . . . . . . . . 129

A mathematician’s lament (2008-08-07 07:48) . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Supporting mathematical literacy (2008-08-08 07:10) . . . . . . . . . . . . . . . . . . . . . . . 130

Stepping beyond high school mathematics (2008-08-08 07:13) . . . . . . . . . . . . . . . . . . 130

Semiotics and subjectivity (2008-08-08 07:16) . . . . . . . . . . . . . . . . . . . . . . . . . . 130

MTL, new issue (2008-08-09 11:39) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

RME, September 2008 (2008-08-11 12:21) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Construction of moral discourses (2008-08-11 12:26) . . . . . . . . . . . . . . . . . . . . . . . 133

Gestures and conceptual integration (2008-08-12 07:16) . . . . . . . . . . . . . . . . . . . . . 133

Exploring gender factors (2008-08-14 07:21) . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Why do gestures matter? (2008-08-14 07:31) . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Learning mathematics for teaching (2008-08-14 07:39) . . . . . . . . . . . . . . . . . . . . . . 135

Mathematical belief change (2008-08-14 07:58) . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Showing you’re working (2008-08-15 10:56) . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

JMTE, August 2008 (2008-08-18 09:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

YERME Summer School (2008-08-18 09:18) . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Use of examples in elementary mathematics (2008-08-19 06:52) . . . . . . . . . . . . . . . . . 138

YESS-4, Day 2 (2008-08-19 09:40) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

New book from Springer (2008-08-19 10:21) . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

YESS-4, Day 3 (2008-08-20 09:50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

YESS-4, Day 4 (2008-08-21 09:56) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

8 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

YESS-4, Day 5 (2008-08-22 10:03) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

YESS-4, Day 7 (2008-08-24 10:10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

New roles for mathematics (2008-08-25 07:06) . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Teachers’ perspectives on authentic mathematics (2008-08-25 07:09) . . . . . . . . . . . . . . . 141

Embodied design (2008-08-25 07:11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Cognitive styles (2008-08-25 07:13) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Future teachers’ competence to plan a lesson (2008-08-25 07:19) . . . . . . . . . . . . . . . . . 142

Realistic Mathematics Education in Indonesia (2008-08-27 07:53) . . . . . . . . . . . . . . . . 143

Women of mathematics (2008-08-27 07:56) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

New TMME monograph (2008-08-27 08:01) . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Review of Math Investigations (2008-08-29 08:00) . . . . . . . . . . . . . . . . . . . . . . . . 144

Proceedings from ICME-10 (2008-08-29 13:26) . . . . . . . . . . . . . . . . . . . . . . . . . . 145

1.8 September . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Gender differences in Germany (2008-09-01 07:40) . . . . . . . . . . . . . . . . . . . . . . . . 146

What really matters? (2008-09-01 07:51) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Bodily experience and mathematical conceptions (2008-09-01 07:52) . . . . . . . . . . . . . . 147

The array representation (2008-09-01 07:54) . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Research reports (2008-09-03 09:47) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Doctoral students’ use of examples (2008-09-03 09:49) . . . . . . . . . . . . . . . . . . . . . . 148

Some interesting news ﬂashlights (2008-09-03 09:58) . . . . . . . . . . . . . . . . . . . . . . . 148

EECERA - day 1 (2008-09-04 08:19) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

EECERA - symposium session (2008-09-04 13:54) . . . . . . . . . . . . . . . . . . . . . . . . 149

Learning community of problem solvers (2008-09-05 08:16) . . . . . . . . . . . . . . . . . . . 151

Distinguishing between mathematics classrooms (2008-09-05 08:21) . . . . . . . . . . . . . . . 151

Progress and stagnation of gender equity (2008-09-05 08:24) . . . . . . . . . . . . . . . . . . . 152

Constructing competence (2008-09-05 08:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

EECERA - Using powerful mathematical ideas (2008-09-05 15:47) . . . . . . . . . . . . . . . 153

Online geometry resources (2008-09-08 12:09) . . . . . . . . . . . . . . . . . . . . . . . . . . 154

New IJMEST articles (2008-09-10 06:49) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

JMTE, September 2008 (2008-09-10 06:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Social constructivism and the Believing Game (2008-09-10 12:51) . . . . . . . . . . . . . . . . 155

Acquisition and use of shortcut strategies (2008-09-10 13:00) . . . . . . . . . . . . . . . . . . . 156

Towards a feminist epistemology (2008-09-12 08:21) . . . . . . . . . . . . . . . . . . . . . . . 156

Investigating imagination (2008-09-12 08:23) . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Opportunity to learn in the preparation of teachers (2008-09-12 08:26) . . . . . . . . . . . . . . 157

Beliefs seminar with Jeppe Skott (2008-09-16 11:43) . . . . . . . . . . . . . . . . . . . . . . . 158

Navigating Numeracies (2008-09-18 07:10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Relation between students’ behaviors and their mathematical ideas (2008-09-18 07:34) . . . . . 160

c 2011 ’http://mathedresearch.wordpress.com’ 9

BlogBook CONTENTS

Lesson study in Asia Paciﬁc classrooms (2008-09-19 07:24) . . . . . . . . . . . . . . . . . . . 160

Gendering of mathematics among Israel Jewish and Arab students (2008-09-19 07:28) . . . . . 161

Performance and language proﬁciency (2008-09-19 07:30) . . . . . . . . . . . . . . . . . . . . 162

Mathematical imagination and embodied cognition (2008-09-22 08:44) . . . . . . . . . . . . . 162

Aesthetics as a liberating force (2008-09-23 07:49) . . . . . . . . . . . . . . . . . . . . . . . . 162

The fragility of group ﬂow (2008-09-24 12:05) . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Multiplication as original sin (2008-09-24 12:09) . . . . . . . . . . . . . . . . . . . . . . . . . 163

Learning about inﬁnity (2008-09-25 11:56) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Reversibility of thought (2008-09-25 11:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

The work of teaching and the challenge for teacher education (2008-09-26 09:46) . . . . . . . . 165

10 remarkable female mathematicians (2008-09-29 07:49) . . . . . . . . . . . . . . . . . . . . 165

1.9 October . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

An analytic conception of equation (2008-10-01 10:24) . . . . . . . . . . . . . . . . . . . . . . 165

Confucian heritage culture learner’s phenomenon (2008-10-02 07:25) . . . . . . . . . . . . . . 166

Combining theories (2008-10-02 07:29) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

The fairness of probabilistic games (2008-10-03 07:30) . . . . . . . . . . . . . . . . . . . . . . 167

Embracing arts and sciences (2008-10-03 07:34) . . . . . . . . . . . . . . . . . . . . . . . . . 167

Emergent modeling (2008-10-03 07:39) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Chinese teachers’ knowledge (2008-10-03 07:43) . . . . . . . . . . . . . . . . . . . . . . . . . 168

Attention to meaning by algebra teachers (2008-10-03 07:48) . . . . . . . . . . . . . . . . . . . 168

Where has all the knowledge gone? (2008-10-06 09:18) . . . . . . . . . . . . . . . . . . . . . 169

Documentation systems (2008-10-07 07:11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

YESS-4 revisited (2008-10-07 07:40) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Updates on the major journals (2008-10-09 10:55) . . . . . . . . . . . . . . . . . . . . . . . . 171

BSHM Bulletin (2008-10-13 08:08) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

The emergence of women (2008-10-13 08:10) . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Secondary mathematics teachers’ pedagogical content knowledge (2008-10-13 08:17) . . . . . 174

Do we all have multicreative potential? (2008-10-13 08:20) . . . . . . . . . . . . . . . . . . . . 175

Is there a crisis in maths education (2008-10-14 07:11) . . . . . . . . . . . . . . . . . . . . . . 175

Rationals and decimals (2008-10-15 08:05) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

A DNR perspective on mathematics curriculum and instruction (2008-10-16 09:15) . . . . . . . 176

Mathematics learning and aesthetic production (2008-10-16 09:18) . . . . . . . . . . . . . . . . 176

Teachers’ perceptions of assessments (2008-10-16 09:22) . . . . . . . . . . . . . . . . . . . . . 177

Mathematical knowledge for teaching (2008-10-16 09:31) . . . . . . . . . . . . . . . . . . . . 177

Teachers’ goals in spreadsheet-based lessons (2008-10-16 09:34) . . . . . . . . . . . . . . . . . 178

From arithmetical thought to algebraic thought (2008-10-20 08:32) . . . . . . . . . . . . . . . . 178

Seminar with Sean Delaney (2008-10-20 10:52) . . . . . . . . . . . . . . . . . . . . . . . . . . 179

IEJME, October 2008 (2008-10-22 14:30) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

10 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

MTL, Volume 10 Issue 4 2008 (2008-10-23 07:19) . . . . . . . . . . . . . . . . . . . . . . . . 180

Knowledge and conﬁdence of pre-service mathematics teachers (2008-10-23 14:11) . . . . . . . 180

Estimating Iraqi deaths (2008-10-23 14:16) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

ESM, November issue (2008-10-27 15:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

JMTE, November 2008 (2008-10-27 15:34) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

ZDM, November 2008 (2008-10-27 15:44) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Measuring quality of mathematics teaching in early childhood (2008-10-28 08:37) . . . . . . . 184

What’s all the fuss about gestures? (2008-10-28 08:41) . . . . . . . . . . . . . . . . . . . . . . 184

Empirical research on mathematics teachers (2008-10-28 08:46) . . . . . . . . . . . . . . . . . 185

Working with artefacts (2008-10-30 09:38) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Semi-virtual seminar in mathematics education (2008-10-30 09:40) . . . . . . . . . . . . . . . 185

Mathematics assessment in East Asia (2008-10-30 09:45) . . . . . . . . . . . . . . . . . . . . . 186

1.10 November . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Creating optimal mathematics learning environments (2008-11-03 08:20) . . . . . . . . . . . . 186

Using SmartBoard (2008-11-03 08:28) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

JRME, November 2008 (2008-11-03 14:40) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Exploring Japanese teachers’ conception of mathematics lesson structure (2008-11-05 07:50) . . 188

Creativity and interdisciplinarity (2008-11-06 09:41) . . . . . . . . . . . . . . . . . . . . . . . 188

The decorative impulse (2008-11-06 09:44) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Interdisciplinarity in mathematics education (2008-11-06 09:49) . . . . . . . . . . . . . . . . . 189

PME 33 (2008-11-07 08:29) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Content and pedagogical content knowledge in Germany and Hong Kong (2008-11-10 12:55) . 190

Future teachers’ professional knowledge on argumentation and proof (2008-11-10 12:58) . . . . 190

Diagnostic competentces of future teachers (2008-11-10 13:00) . . . . . . . . . . . . . . . . . 190

Interdisciplinary instruction (2008-11-11 09:52) . . . . . . . . . . . . . . . . . . . . . . . . . . 191

ICMI newsletter, No 6, 2008 (2008-11-12 10:48) . . . . . . . . . . . . . . . . . . . . . . . . . 191

New journal: Educational Designer (2008-11-12 10:55) . . . . . . . . . . . . . . . . . . . . . . 192

Playing with representations (2008-11-13 10:19) . . . . . . . . . . . . . . . . . . . . . . . . . 192

IJSME, December 2008 (2008-11-14 09:20) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Embodied multi-modal communication (2008-11-17 08:00) . . . . . . . . . . . . . . . . . . . 193

ZDM, December 2008 (2008-11-17 20:15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Mathematical enculturation (2008-11-22 20:12) . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Mathematics teachers’ observable learning objectives (2008-11-22 20:15) . . . . . . . . . . . . 196

NOMAD, No 3, 2008 (2008-11-22 20:37) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

ZDM, No 5, 2008 (2008-11-24 09:43) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Research fellow at University of Agder! (2008-11-24 20:50) . . . . . . . . . . . . . . . . . . . 198

Gestures as semiotic resources (2008-11-25 09:37) . . . . . . . . . . . . . . . . . . . . . . . . 198

Prospective elementary teachers’ motivation (2008-11-25 09:39) . . . . . . . . . . . . . . . . . 199

c 2011 ’http://mathedresearch.wordpress.com’ 11

BlogBook CONTENTS

Activating mathematical competencies (2008-11-25 09:50) . . . . . . . . . . . . . . . . . . . . 199

Book review: "Algebra in the Early Grades" (2008-11-25 20:25) . . . . . . . . . . . . . . . . . 200

Pearson’s correlation between three variables (2008-11-26 09:27) . . . . . . . . . . . . . . . . 200

New IJMTL articles (2008-11-27 09:34) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Method, certainty and trust (2008-11-30 11:57) . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Belief enactment (2008-11-30 12:01) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Elementary prospective teachers’ mathematical beliefs (2008-11-30 12:03) . . . . . . . . . . . 202

1.11 December . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

Where am I, and where do I want to go? (2008-12-04 13:31) . . . . . . . . . . . . . . . . . . . 202

IEJME, October issue revisited (2008-12-04 14:16) . . . . . . . . . . . . . . . . . . . . . . . . 203

Building intellectual infrastructure (2008-12-08 09:46) . . . . . . . . . . . . . . . . . . . . . . 204

Science & Education, January 2009 (2008-12-08 09:52) . . . . . . . . . . . . . . . . . . . . . 205

Terence Tao in Norway (2008-12-08 11:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Conference calendar updated (2008-12-08 15:45) . . . . . . . . . . . . . . . . . . . . . . . . . 205

TIMSS 2007 (2008-12-09 23:23) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Educational Researcher, December 2008 (2008-12-10 20:14) . . . . . . . . . . . . . . . . . . . 206

The professional education of mathematics teachers (2008-12-10 20:38) . . . . . . . . . . . . . 207

Reasons for change in enrolments (2008-12-11 08:01) . . . . . . . . . . . . . . . . . . . . . . 207

Using history of mathematics (2008-12-12 21:45) . . . . . . . . . . . . . . . . . . . . . . . . . 207

The development of beliefs and practice (2008-12-12 21:51) . . . . . . . . . . . . . . . . . . . 208

A cultural-historical approach to teaching geometry (2008-12-12 21:56) . . . . . . . . . . . . . 208

A comparison of curricular effect (2008-12-15 09:29) . . . . . . . . . . . . . . . . . . . . . . . 209

A brief history of mathematics (book) (2008-12-15 20:35) . . . . . . . . . . . . . . . . . . . . 209

ZDM, No 1-2, 2009 (2008-12-15 20:43) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Working for learning (2008-12-16 09:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

ATM eNews (2008-12-16 09:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Reading tips: Branford (1908) (2008-12-17 09:05) . . . . . . . . . . . . . . . . . . . . . . . . 212

NCTM E-workshops (2008-12-18 22:27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Holidays are approaching... (2008-12-19 11:49) . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Mathematics in everyday life - a PhD thesis lives on! (2008-12-19 13:04) . . . . . . . . . . . . 213

TMME, No 1/2, 2009 (2008-12-20 17:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

ESM, January 2009 (2008-12-22 17:48) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

IJSME, February 2009 (2008-12-22 18:01) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

TMME, No 1/2 2009 is here! (2008-12-23 00:17) . . . . . . . . . . . . . . . . . . . . . . . . . 216

Blog tips: "Wild about math!" (2008-12-30 17:35) . . . . . . . . . . . . . . . . . . . . . . . . 217

12 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

2 2009 219

2.1 January . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Gem #1: Euclid’s Elements (2009-01-02 12:03) . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Gem #2: Hilbert’s "The Foundations of Geometry" (2009-01-05 09:24) . . . . . . . . . . . . . 219

The cost of poor math skills (2009-01-05 15:25) . . . . . . . . . . . . . . . . . . . . . . . . . . 220

epiSTEME 3 (2009-01-07 19:04) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Gem #3: Newton’s Principia (2009-01-07 19:25) . . . . . . . . . . . . . . . . . . . . . . . . . 221

Mathematics in Early Childhood (book) (2009-01-08 20:15) . . . . . . . . . . . . . . . . . . . 221

Measuring teachers’ beliefs about mathematics (2009-01-13 08:20) . . . . . . . . . . . . . . . 221

Using graphing software in algebra teaching (2009-01-13 12:08) . . . . . . . . . . . . . . . . . 222

Intuitive vs analytical thinking (2009-01-13 12:10) . . . . . . . . . . . . . . . . . . . . . . . . 222

Preservice teachers’ subject matter knowledge of mathematics (2009-01-15 08:29) . . . . . . . 223

Students’ perceptions (2009-01-15 08:32) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

JRME, January 2009 (2009-01-15 15:51) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Students’ use of technological tools (2009-01-16 17:36) . . . . . . . . . . . . . . . . . . . . . 224

Gem #4: Hardy’s Apology (2009-01-19 15:13) . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Re-mythologizing mathematics (2009-01-22 11:40) . . . . . . . . . . . . . . . . . . . . . . . . 225

Pursuing excellence (2009-01-26 08:23) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Using history in mathematics education (2009-01-26 08:32) . . . . . . . . . . . . . . . . . . . 226

Problem-solving and cryptography (2009-01-26 08:38) . . . . . . . . . . . . . . . . . . . . . . 227

In search of an exemplary mathematics lesson in Hong Kong (2009-01-26 08:47) . . . . . . . . 227

CERME 6 (2009-01-27 08:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Science & Education, February 2009 (2009-01-28 21:16) . . . . . . . . . . . . . . . . . . . . . 228

Tools of American Mathematics Teaching, 1800-2000 (2009-01-28 21:27) . . . . . . . . . . . . 228

2.2 February . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Gem #5: Russel’s Principles of Mathematics (2009-02-03 11:37) . . . . . . . . . . . . . . . . . 229

Overcoming Algebra (2009-02-03 20:01) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Why East Asians do well in math (2009-02-03 20:12) . . . . . . . . . . . . . . . . . . . . . . . 230

AMTE Annual Conference (2009-02-05 15:16) . . . . . . . . . . . . . . . . . . . . . . . . . . 230

JMTE, February 2009 (2009-02-08 00:07) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Assessing science students’ attitudes (2009-02-09 20:28) . . . . . . . . . . . . . . . . . . . . . 232

Math Wrath (2009-02-09 20:34) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Gem #6: Napier’s logarithms (2009-02-09 20:54) . . . . . . . . . . . . . . . . . . . . . . . . . 233

Journal of Curriculum Studies (2009-02-12 09:43) . . . . . . . . . . . . . . . . . . . . . . . . 233

Gem #7: Dewey’s "Democracy and education" (2009-02-13 09:55) . . . . . . . . . . . . . . . . 234

Teachers’ motivation for fractions (2009-02-13 16:45) . . . . . . . . . . . . . . . . . . . . . . 234

Diagrams in problem solving (2009-02-13 16:48) . . . . . . . . . . . . . . . . . . . . . . . . . 234

Four-digit numbers which are squared sums (2009-02-14 10:17) . . . . . . . . . . . . . . . . . 235

c 2011 ’http://mathedresearch.wordpress.com’ 13

BlogBook CONTENTS

Algebra: Use it or lose it? (2009-02-16 09:12) . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Do you use math in your everyday life? (2009-02-17 11:53) . . . . . . . . . . . . . . . . . . . 236

IJMEST, issue 1, 2009 (2009-02-17 11:59) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Hidden lessons (2009-02-17 12:03) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Free journal article (2009-02-18 09:19) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

BSHM Bulletin (2009-02-18 12:25) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Khayyam with Cabri (2009-02-19 08:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

Exemplary mathematics lessons (2009-02-20 15:26) . . . . . . . . . . . . . . . . . . . . . . . 240

IJMEST, volume 40, issue 2, 2009 (2009-02-20 15:31) . . . . . . . . . . . . . . . . . . . . . . 240

Anniversary!!! (2009-02-20 15:35) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Teachers’ reﬂective thinking skills (2009-02-23 08:31) . . . . . . . . . . . . . . . . . . . . . . 242

Mathematical interaction in different social settings (2009-02-23 08:34) . . . . . . . . . . . . . 242

Ethiopian students in Israel (2009-02-23 08:36) . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Geometric and algebraic approaches (2009-02-23 08:38) . . . . . . . . . . . . . . . . . . . . . 243

ESM, March 2009 (2009-02-24 07:23) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Changing practice, changing minds (2009-02-25 08:29) . . . . . . . . . . . . . . . . . . . . . . 246

Transition between different coordinate systems (2009-02-25 08:32) . . . . . . . . . . . . . . . 247

IJSME, Vol 7, Number 2 (2009-02-25 08:44) . . . . . . . . . . . . . . . . . . . . . . . . . . . 247

Mathematics classrooms with immigrant students (2009-02-26 08:35) . . . . . . . . . . . . . . 248

Supervision of mathematics student teachers (2009-02-26 08:37) . . . . . . . . . . . . . . . . . 248

Online resources in mathematics (2009-02-26 08:42) . . . . . . . . . . . . . . . . . . . . . . . 249

2.3 March . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

IJCML, volume 13, issue 3 (2009-03-01 09:12) . . . . . . . . . . . . . . . . . . . . . . . . . . 249

Teaching Mathematics and its Applications, issue 1, 2009 (2009-03-01 09:15) . . . . . . . . . . 250

Good mathematics instruction in South Korea (2009-03-01 09:57) . . . . . . . . . . . . . . . . 252

Black-white gap in mathematics course taking (2009-03-01 10:01) . . . . . . . . . . . . . . . . 252

Teaching research groups in China (2009-03-01 10:04) . . . . . . . . . . . . . . . . . . . . . . 253

Didactical designs (2009-03-03 09:38) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

HPM newsletter, March 2009 (2009-03-04 11:25) . . . . . . . . . . . . . . . . . . . . . . . . . 253

Teaching contests (2009-03-05 09:02) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Conditional inference and advanced mathematical study (2009-03-05 09:06) . . . . . . . . . . . 254

Exemplary mathematics instruction in Japanese classrooms (2009-03-06 08:31) . . . . . . . . . 254

Sociocultural complexity in mathematics teaching (2009-03-06 08:34) . . . . . . . . . . . . . . 255

Free access to special issue of ESM! (2009-03-06 11:39) . . . . . . . . . . . . . . . . . . . . . 255

Proof constructions and evaluations (2009-03-08 19:14) . . . . . . . . . . . . . . . . . . . . . . 256

Working with schools (2009-03-09 10:52) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

The emergence of "speaking with meaning" (2009-03-10 15:31) . . . . . . . . . . . . . . . . . 257

Obama on Math (2009-03-11 20:05) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257

14 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

Knowledge and beliefs (2009-03-13 08:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257

An innovative system of lecture notes (2009-03-16 21:32) . . . . . . . . . . . . . . . . . . . . 258

GeoGebra - freedom to explore and learn (2009-03-16 21:37) . . . . . . . . . . . . . . . . . . . 258

NOMAD, December 2008 (2009-03-17 13:57) . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Catwalk problems (2009-03-18 12:24) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Epistemological beliefs (2009-03-22 09:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260

Histograms in teacher training (2009-03-25 08:22) . . . . . . . . . . . . . . . . . . . . . . . . 261

Dynamic graphs and student reasoning (2009-03-25 08:25) . . . . . . . . . . . . . . . . . . . . 261

The Abel Prize 2009 - Mikhail Gromov (2009-03-26 15:08) . . . . . . . . . . . . . . . . . . . 262

Modes of reasoning (2009-03-28 10:12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262

More about the Abel Prize winner (2009-03-29 20:56) . . . . . . . . . . . . . . . . . . . . . . 263

ESM, April 2009 (2009-03-30 07:30) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Challenging Mathematics in and Beyond the Classroom (2009-03-30 07:41) . . . . . . . . . . . 264

The Language of Mathematics (2009-03-30 07:45) . . . . . . . . . . . . . . . . . . . . . . . . 265

2.4 April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

When two circles determine a triangle (2009-04-01 07:22) . . . . . . . . . . . . . . . . . . . . 265

Students’ experiences with mathematics teaching and learning (2009-04-02 14:34) . . . . . . . 266

Performance of undergraduate students in the limit concept (2009-04-02 14:36) . . . . . . . . . 266

Students discovering spherical geometry (2009-04-02 14:38) . . . . . . . . . . . . . . . . . . . 267

The problem of the pyramid (2009-04-02 14:40) . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Effect of personalization (2009-04-02 14:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

6 out of 10 university students have math anxiety (2009-04-08 08:09) . . . . . . . . . . . . . . 268

Learning math by thinking (2009-04-09 08:52) . . . . . . . . . . . . . . . . . . . . . . . . . . 268

Supervision of teachers (2009-04-09 09:22) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Solutions of linear equations (2009-04-10 08:29) . . . . . . . . . . . . . . . . . . . . . . . . . 269

Sexy maths (2009-04-10 08:40) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Preparations for AERA (2009-04-11 09:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

AERA 2009 Annual Meeting (2009-04-13 10:03) . . . . . . . . . . . . . . . . . . . . . . . . . 270

Preparation for our symposium session (2009-04-14 00:28) . . . . . . . . . . . . . . . . . . . . 271

My AERA presentation (2009-04-14 09:43) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

Tuesday sessions at AERA (2009-04-15 01:19) . . . . . . . . . . . . . . . . . . . . . . . . . . 272

Drag with a worn-out mouse (2009-04-16 00:29) . . . . . . . . . . . . . . . . . . . . . . . . . 273

In-service teacher training in Botswana (2009-04-17 00:33) . . . . . . . . . . . . . . . . . . . . 273

Mathematics teachers’ practices and thinking (2009-04-17 02:04) . . . . . . . . . . . . . . . . 274

Why do I blog? (2009-04-17 16:48) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Instructional beliefs (2009-04-18 00:38) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

Concept mapping in mathematics (2009-04-18 03:31) . . . . . . . . . . . . . . . . . . . . . . . 276

ESM, May 2009 (2009-04-20 09:36) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

c 2011 ’http://mathedresearch.wordpress.com’ 15

BlogBook CONTENTS

Instructional Science, May 2009 (2009-04-20 09:42) . . . . . . . . . . . . . . . . . . . . . . . 277

Productive failure in mathematical problem solving (2009-04-20 09:47) . . . . . . . . . . . . . 278

Conceptualizing and organizing content for teaching and learning (2009-04-20 09:51) . . . . . . 278

Searching for good mathematics (2009-04-20 09:55) . . . . . . . . . . . . . . . . . . . . . . . 279

New TMME monographs (2009-04-22 08:21) . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

How learning and teaching of mathematics can be made interesting (2009-04-22 08:49) . . . . . 280

Interpreting motion graphs (2009-04-23 09:31) . . . . . . . . . . . . . . . . . . . . . . . . . . 280

Sample space partitions (2009-04-23 09:33) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281

Improving mathematics instruction through lesson study (2009-04-23 09:37) . . . . . . . . . . 281

Is it worth using CAS (2009-04-26 21:04) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Mathematics in early childhood education (2009-04-30 08:03) . . . . . . . . . . . . . . . . . . 282

The struggle to "ﬁx" math education (2009-04-30 22:29) . . . . . . . . . . . . . . . . . . . . . 283

2.5 May . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Multiple representations (2009-05-03 17:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Does policy inﬂuence math teachers? (2009-05-06 19:33) . . . . . . . . . . . . . . . . . . . . . 284

"Gender games" (2009-05-07 19:54) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Euler and structural steel design (2009-05-08 09:14) . . . . . . . . . . . . . . . . . . . . . . . 285

IJCML, April 2009 (2009-05-08 09:17) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

March issue of NOMAD (2009-05-11 20:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

ICMI-News, May 2009 (2009-05-12 08:58) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Mathematical modelling and medical students (2009-05-13 15:44) . . . . . . . . . . . . . . . . 287

Teaching mathematics for understanding (2009-05-15 07:38) . . . . . . . . . . . . . . . . . . . 287

Mathematical problem solving and students’ belief systems (2009-05-18 09:19) . . . . . . . . . 288

Social justice and mathematics teacher education (2009-05-18 09:31) . . . . . . . . . . . . . . 288

Slidecast from our AERA-symposium (2009-05-18 09:41) . . . . . . . . . . . . . . . . . . . . 289

IJSME, June 2009 (2009-05-19 08:44) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

The role of prior knowledge (2009-05-19 11:42) . . . . . . . . . . . . . . . . . . . . . . . . . . 290

Exemplary math instruction in East Asia (2009-05-19 11:49) . . . . . . . . . . . . . . . . . . . 290

Hands-on mathematics (2009-05-20 09:08) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

Non-routine problem solving (2009-05-21 16:39) . . . . . . . . . . . . . . . . . . . . . . . . . 291

Mathematics in and through social justice (2009-05-21 16:42) . . . . . . . . . . . . . . . . . . 292

Teaching Mathematics and its Applications, June 2009 (2009-05-27 15:24) . . . . . . . . . . . 292

2.6 June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

ESM, June 2009 (2009-06-02 09:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

JMTE, June 2009 (2009-06-02 09:05) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

ZDM, June 2009 (2009-06-02 09:24) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

Constructing mathematics in an interactive classroom context (2009-06-02 10:13) . . . . . . . . 295

Free articles from Educational Studies in Mathematics (2009-06-03 07:14) . . . . . . . . . . . 295

16 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

ESM, July 2009 (2009-06-08 10:36) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

Mathematics education in the early years (2009-06-08 19:28) . . . . . . . . . . . . . . . . . . . 297

Professional development + coaching = enhanced teaching (2009-06-10 08:05) . . . . . . . . . 297

Experts’ strategy ﬂexibility for solving equations (2009-06-10 08:14) . . . . . . . . . . . . . . 298

Jump or compensate? (2009-06-10 08:17) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

The effects of cooperative learning (2009-06-12 08:08) . . . . . . . . . . . . . . . . . . . . . . 299

Understanding rigid geometric transformations (2009-06-13 08:10) . . . . . . . . . . . . . . . 299

Students’ whole number multiplicative concepts (2009-06-14 08:15) . . . . . . . . . . . . . . . 300

Students’ fraction comparison strategies (2009-06-15 11:15) . . . . . . . . . . . . . . . . . . . 300

PhD student at UiS? (2009-06-16 08:18) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301

Preview of TMME, July 2009 (2009-06-16 08:45) . . . . . . . . . . . . . . . . . . . . . . . . . 301

What’s math got to do with it? (2009-06-17 07:10) . . . . . . . . . . . . . . . . . . . . . . . . 302

Great article revisited (2009-06-17 08:11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303

New articles in JMTE (2009-06-17 08:16) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303

What’s the problem? (2009-06-23 08:35) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

Emotionality in mathematics teacher education (2009-06-23 08:49) . . . . . . . . . . . . . . . 305

What works in early childhood education? (2009-06-24 07:16) . . . . . . . . . . . . . . . . . . 306

Internet use in the mathematics classroom (2009-06-24 08:37) . . . . . . . . . . . . . . . . . . 306

BSHM Bulletin, Issue 2, 2009 (2009-06-25 08:43) . . . . . . . . . . . . . . . . . . . . . . . . 306

Students` perceptions of institutional practices (2009-06-25 08:55) . . . . . . . . . . . . . . . . 307

Geometrical representations (2009-06-26 08:28) . . . . . . . . . . . . . . . . . . . . . . . . . . 307

2.7 July . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

Charting the microworld territory over time (2009-07-04 09:55) . . . . . . . . . . . . . . . . . 308

Iterating between lessons and concepts (2009-07-06 09:58) . . . . . . . . . . . . . . . . . . . . 308

Flexible use of symbolic tools (2009-07-07 10:02) . . . . . . . . . . . . . . . . . . . . . . . . 309

Summer is here... (2009-07-08 21:17) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

2.8 August . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

ZDM, August 2009 (2009-08-10 08:42) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

Transitional stages and students’ motivation (2009-08-10 11:02) . . . . . . . . . . . . . . . . . 310

Interesting AERJ articles (2009-08-13 08:01) . . . . . . . . . . . . . . . . . . . . . . . . . . . 311

Children’s strategies for division by fractions (2009-08-14 08:53) . . . . . . . . . . . . . . . . 311

Mathematically and practically based explanations (2009-08-14 09:05) . . . . . . . . . . . . . . 312

New issue of Educational Studies in Mathematics (2009-08-17 07:39) . . . . . . . . . . . . . . 312

International Handbook of Research on Teachers and Teaching (2009-08-20 11:43) . . . . . . . 313

Interdisciplinary mathematics-physics approaches (2009-08-21 08:06) . . . . . . . . . . . . . . 314

An integrative learning experience (2009-08-21 08:09) . . . . . . . . . . . . . . . . . . . . . . 314

Tutored problem solving (2009-08-24 09:41) . . . . . . . . . . . . . . . . . . . . . . . . . . . 315

Blog reading tips - Poincaré’s prize (2009-08-27 08:04) . . . . . . . . . . . . . . . . . . . . . . 315

c 2011 ’http://mathedresearch.wordpress.com’ 17

BlogBook CONTENTS

Alignment, cohesion, and change (2009-08-31 13:53) . . . . . . . . . . . . . . . . . . . . . . . 315

2.9 September . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316

"The conference was awesome" (2009-09-01 07:26) . . . . . . . . . . . . . . . . . . . . . . . . 316

How to develop mathematics for teaching and understanding (2009-09-01 07:35) . . . . . . . . 316

Understanding the complexities of student motivations (2009-09-01 10:03) . . . . . . . . . . . 317

Algebra - the birthplace and graveyard for many (2009-09-04 08:13) . . . . . . . . . . . . . . . 318

ICMI News (2009-09-04 09:48) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318

School mathematics curriculum materials for teachers` (2009-09-07 10:06) . . . . . . . . . . . 319

IJSME, August 2009 (2009-09-08 07:41) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Theories of Mathematics Education (2009-09-09 07:14) . . . . . . . . . . . . . . . . . . . . . 320

Exploration of technologies (2009-09-09 07:45) . . . . . . . . . . . . . . . . . . . . . . . . . . 321

Working like real mathematicians (2009-09-10 07:54) . . . . . . . . . . . . . . . . . . . . . . . 322

Students’ understanding of a logical structure in the deﬁnition of limit (2009-09-11 07:58) . . . 322

What the eyes already know (2009-09-16 12:22) . . . . . . . . . . . . . . . . . . . . . . . . . 322

Honoring Paul Ernest (2009-09-17 08:57) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

A study on the teaching of the concept of negative numbers (2009-09-17 09:25) . . . . . . . . . 323

Three new ZDM articles (2009-09-20 19:54) . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

Self-efﬁcacy beliefs regarding mathematics and science teaching (2009-09-21 13:45) . . . . . . 325

Teachers’ conceptions of creativity (2009-09-21 13:56) . . . . . . . . . . . . . . . . . . . . . . 326

Finnish pre-service teachers` and upper secondary students` understanding of division and reason-

ing strategies used (2009-09-24 21:54) . . . . . . . . . . . . . . . . . . . . . . . . . 326

How Do Parents Support Preschoolers` Numeracy Learning Experiences at Home?

(2009-09-24 21:59) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Flexible and adaptive use of strategies and representations (2009-09-26 10:18) . . . . . . . . . . 327

Addition and subtraction of three-digit numbers (2009-09-26 10:29) . . . . . . . . . . . . . . . 328

IJSME, October 2009 (2009-09-26 10:36) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328

2.10 October . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

The productive notion of mathematics laboratories (2009-10-01 07:36) . . . . . . . . . . . . . . 329

Developing school mathematics textbooks in China (2009-10-01 07:41) . . . . . . . . . . . . . 329

What’s sophisticated about elementary mathematics? (2009-10-01 08:02) . . . . . . . . . . . . 330

How syntactic reasoners can develop understanding (2009-10-02 08:15) . . . . . . . . . . . . . 330

Multiple solution methods and multiple outcomes (2009-10-02 08:19) . . . . . . . . . . . . . . 331

Mathematics instruction for students with learning disabilities (2009-10-03 08:23) . . . . . . . 331

Curriculum research to improve teaching and learning (2009-10-06 07:33) . . . . . . . . . . . . 331

Teachers’ difﬁculties during problem-solving instruction (2009-10-13 09:49) . . . . . . . . . . 332

Sudoku: Strategy versus structure (2009-10-13 09:54) . . . . . . . . . . . . . . . . . . . . . . . 332

Maths week in Ireland (2009-10-13 10:05) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

ESM - November issue (2009-10-14 09:26) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

18 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

Students` perceived sociomathematical norms (2009-10-18 19:16) . . . . . . . . . . . . . . . . 334

Teachers’ use of representation (2009-10-19 07:16) . . . . . . . . . . . . . . . . . . . . . . . . 334

A case study in Rwanda (2009-10-19 17:20) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

Teachers’ perceptions about the purpose of student teaching (2009-10-20 07:26) . . . . . . . . . 335

100 open lectures (2009-10-20 07:37) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

MTL, Volume 11, Issue 4 (2009-10-20 08:11) . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

CAS calculators in algebra instruction (2009-10-21 08:34) . . . . . . . . . . . . . . . . . . . . 336

Mathematics curriculum: a vehicle for school improvement (2009-10-21 08:39) . . . . . . . . . 337

Seminar with Bharath Sriraman (2009-10-25 19:02) . . . . . . . . . . . . . . . . . . . . . . . . 337

ZDM, November 2009 (2009-10-28 08:45) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

JMTE - October 2009 (2009-10-28 08:50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

2.11 November . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

Insight into the fractional calculus via a spreadsheet (2009-11-02 11:13) . . . . . . . . . . . . . 340

New IJMEST articles (2009-11-05 08:27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341

New journal in mathematics education! (2009-11-06 10:57) . . . . . . . . . . . . . . . . . . . 341

Instructional Science, November 2009 (2009-11-09 11:11) . . . . . . . . . . . . . . . . . . . . 342

December issue of Educational Studies in Mathematics (2009-11-09 15:16) . . . . . . . . . . . 343

Mathematics and positive sciences (2009-11-11 08:32) . . . . . . . . . . . . . . . . . . . . . . 344

JMTE, December 2009 (2009-11-11 13:16) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344

Teachers’ metacognitive and heuristic approaches to word problem solving (2009-11-12 13:11) . 345

Developing ﬂexibility for teaching algebra (2009-11-15 19:35) . . . . . . . . . . . . . . . . . . 345

Mathematical thinking of kindergarten boys and girls (2009-11-16 10:54) . . . . . . . . . . . . 346

Learning from video (2009-11-23 10:28) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347

Conceptions of effective mathematics ... (2009-11-23 11:57) . . . . . . . . . . . . . . . . . . . 347

Graphic calculators and connectivity software (2009-11-24 12:31) . . . . . . . . . . . . . . . . 348

NOMAD, October 2009 (2009-11-24 14:10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349

Pre-service teachers’ teaching anxiety (2009-11-24 16:36) . . . . . . . . . . . . . . . . . . . . 349

Using live, online tutoring (2009-11-25 12:22) . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Graphics calculators in examination (2009-11-27 09:22) . . . . . . . . . . . . . . . . . . . . . 350

2.12 December . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351

"Me and maths" (2009-12-01 16:06) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351

Developing a ’leading identity’ (2009-12-01 16:09) . . . . . . . . . . . . . . . . . . . . . . . . 351

Visual templates in pattern generalization activity (2009-12-08 10:00) . . . . . . . . . . . . . . 352

The increasing role of metacognitive skills in math (2009-12-10 14:28) . . . . . . . . . . . . . 352

Math tutoring for low-achieving students (2009-12-14 08:11) . . . . . . . . . . . . . . . . . . . 353

TIMSS Advanced 2008 (2009-12-14 08:25) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354

Learning to teach mathematics through inquiry (2009-12-23 11:57) . . . . . . . . . . . . . . . 354

Teacher lust (2009-12-23 12:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

Merry Christmas (2009-12-25 10:41) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

c 2011 ’http://mathedresearch.wordpress.com’ 19

BlogBook CONTENTS

3 2010 357

3.1 January . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

Happy new year! (2010-01-01 12:09) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

January issue of Science & Education (2010-01-04 11:50) . . . . . . . . . . . . . . . . . . . . 357

Using history as a goal (2010-01-08 22:27) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

Integrating technology into mathematics teaching (2010-01-12 10:13) . . . . . . . . . . . . . . 358

TMME, No 1, 2010 (2010-01-14 20:43) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358

TMME, January 2010 revisited (2010-01-15 21:41) . . . . . . . . . . . . . . . . . . . . . . . . 359

Engaging in problem posing activities (2010-01-19 09:30) . . . . . . . . . . . . . . . . . . . . 360

Feeling number (2010-01-22 08:36) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360

Mathematics education and democracy (2010-01-22 09:56) . . . . . . . . . . . . . . . . . . . . 361

Online distance mathematics education in Brazil (2010-01-27 08:51) . . . . . . . . . . . . . . . 361

Combining constructions of knowledge (2010-01-27 08:53) . . . . . . . . . . . . . . . . . . . 362

3.2 February . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362

ZDM, February, 2010 (2010-02-03 08:15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362

Mathematically based and practically based explanations (2010-02-09 08:44) . . . . . . . . . . 363

Busy days... (2010-02-16 22:12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364

Teachers attending to students’ reasoning (2010-02-24 08:09) . . . . . . . . . . . . . . . . . . 364

Exploring kindergarten teachers’ pedagogical content knowledge of mathematics

(2010-02-26 10:08) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365

3.3 March . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366

Appropriating geometric series as a cultural tool (2010-03-01 13:13) . . . . . . . . . . . . . . . 366

Review of my blog (2010-03-29 06:51) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366

New issue of IJMEST, vol 41, issue 3, 2010 (2010-03-29 07:02) . . . . . . . . . . . . . . . . . 367

3.4 April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367

JMTE, April 2010 (2010-04-12 13:07) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367

3.5 May . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368

Theories of Mathematics Education - Recommendations from Reuben Hersh (2010-05-19 10:25) 368

New issue of Journal of Mathematics Teacher Education (2010-05-19 10:33) . . . . . . . . . . 368

First Sourcebook on Nordic Research in Mathematics Education (2010-05-21 20:50) . . . . . . 369

3.6 June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370

Teachers’ metacognitive behavior in problem solving (2010-06-09 07:15) . . . . . . . . . . . . 370

Preservice teachers’ conceptions of multidigit wholenumbers (2010-06-11 13:57) . . . . . . . . 370

A day of co-writing with Google Docs (2010-06-14 19:43) . . . . . . . . . . . . . . . . . . . . 370

Mathematics education in Brazil (2010-06-14 20:31) . . . . . . . . . . . . . . . . . . . . . . . 371

Collaborative mathematical problem-solving processes (2010-06-14 21:41) . . . . . . . . . . . 372

Great, great and great! (2010-06-17 08:14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372

Next issue of TMME (2010-06-21 08:45) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

20 c 2011 ’http://mathedresearch.wordpress.com’

CONTENTS BlogBook

"Who reads all this stuff, Dad?" (2010-06-24 07:24) . . . . . . . . . . . . . . . . . . . . . . . . 373

3.7 August . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Summer updates on the major journals (2010-08-04 07:04) . . . . . . . . . . . . . . . . . . . . 373

Truth and the renewal of knowledge (2010-08-15 12:52) . . . . . . . . . . . . . . . . . . . . . 375

Educational Studies in Mathematics, September issue (2010-08-23 12:38) . . . . . . . . . . . . 375

3.8 September . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376

Pre-service teachers’ mathematics anxiety (2010-09-01 09:07) . . . . . . . . . . . . . . . . . . 376

Kindergarten mathematics with ’Pepe the Rabbit’ (2010-09-06 08:22) . . . . . . . . . . . . . . 377

5 Signs Why Mathematics Should be Chosen as a Career Option (2010-09-07 10:30) . . . . . . 377

The role of pictures in picture books (2010-09-07 11:13) . . . . . . . . . . . . . . . . . . . . . 378

5 interesting articles that almost missed me (2010-09-13 10:26) . . . . . . . . . . . . . . . . . 378

Making mathematics more mobile (2010-09-16 08:08) . . . . . . . . . . . . . . . . . . . . . . 379

Teachers’ and researchers’ collaboration (2010-09-21 22:13) . . . . . . . . . . . . . . . . . . . 380

The signiﬁcance of mathematical knowledge in teaching elementary methods courses

(2010-09-21 23:06) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380

Relationship between teacher knowledge, teacher practice and student achievement

(2010-09-27 11:53) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381

October issue of JMTE (2010-09-27 12:17) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

3.9 October . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

Methods of instructional improvement in algebra (2010-10-01 08:28) . . . . . . . . . . . . . . 382

Children’s gestures and the embodied knowledge of geometry (2010-10-08 10:32) . . . . . . . 383

Cognitive neuroscience and mathematics learning (2010-10-11 09:32) . . . . . . . . . . . . . . 384

The Sourcebook revisited (2010-10-18 13:20) . . . . . . . . . . . . . . . . . . . . . . . . . . . 385

November issue of Educational Studies in Mathematics (2010-10-18 13:29) . . . . . . . . . . . 385

3.10 November . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386

Using video in teacher education (2010-11-02 10:59) . . . . . . . . . . . . . . . . . . . . . . . 386

New issue of ZDM - handheld technology (2010-11-02 11:10) . . . . . . . . . . . . . . . . . . 386

December issue of JMTE (2010-11-03 11:00) . . . . . . . . . . . . . . . . . . . . . . . . . . . 387

Critical Mathematics Education - Special issue of Philosophy of Mathematics Education Journal

(2010-11-05 11:02) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388

Global education conference (2010-11-11 07:40) . . . . . . . . . . . . . . . . . . . . . . . . . 389

December issue of Educational Studies in Mathematics (2010-11-12 07:34) . . . . . . . . . . . 389

Mathematical Thinking and Learning, issue 4 (2010-11-16 10:59) . . . . . . . . . . . . . . . . 390

Preschoolers’ notion of chance and probability (2010-11-24 13:12) . . . . . . . . . . . . . . . . 391

Two interesting articles on teachers’ knowledge (2010-11-25 11:19) . . . . . . . . . . . . . . . 391

Imagining mathematics teaching practice (2010-11-29 09:47) . . . . . . . . . . . . . . . . . . . 392

Argumentation and proofs in elementary calculus (2010-11-30 09:51) . . . . . . . . . . . . . . 392

3.11 December . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393

2011 is already here (at least in Educational Studies in Mathematics) (2010-12-13 13:02) . . . . 393

New issue of TMME soon to appear (2010-12-20 14:17) . . . . . . . . . . . . . . . . . . . . . 393

c 2011 ’http://mathedresearch.wordpress.com’ 21

BlogBook CONTENTS

4 2011 395

4.1 January . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

... and it has appeared! (2011-01-11 06:07) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

4.2 February . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

Creating and using representations, ZDM theme issue (2011-02-08 10:53) . . . . . . . . . . . . 395

Research on affect at CERME7 (2011-02-10 13:51) . . . . . . . . . . . . . . . . . . . . . . . . 396

4.3 March . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397

Video-based assessment (2011-03-16 18:15) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397

How beliefs inﬂuence professional development (2011-03-29 13:14) . . . . . . . . . . . . . . . 398

4.4 April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398

Early Algebraization (2011-04-05 10:28) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398

2011 Annual Meeting of AERA (2011-04-08 13:18) . . . . . . . . . . . . . . . . . . . . . . . 399

4.5 May . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401

ICMI is on facebook (and so am I by the way...) (2011-05-11 10:41) . . . . . . . . . . . . . . . 401

The 2011 NORMA conferernce (2011-05-13 10:06) . . . . . . . . . . . . . . . . . . . . . . . . 402

4.6 June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403

MKT seminar in Stavanger (2011-06-26 20:15) . . . . . . . . . . . . . . . . . . . . . . . . . . 403

4.7 July . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403

New issue of The Montana Mathematics Enthusiast (2011-07-09 19:29) . . . . . . . . . . . . . 403

4.8 October . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404

New issue of The Mathematics Enthusiast is approaching (2011-10-13 10:18) . . . . . . . . . . 404

June issue of The Mathematics Enthusiast (2011-10-17 11:32) . . . . . . . . . . . . . . . . . . 404

New monography on the history of mathematics and mathematics education (2011-10-20 11:14) 404

4.9 November . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

The Mathematics Enthusiast to feature NSF Math Science Partnership Projects (2011-11-02 09:46) 405

22 c 2011 ’http://mathedresearch.wordpress.com’

Chapter 1

2008

1.1 February

Welcome (2008-02-05 11:43)

There are so many journals, so many conferences, so many web-sites that cover research in mathematics education.

This blog will be my humble attempt to cover the most important ones. In the sidebar, you can ﬁnd feeds from

the most important scientiﬁc journals in mathematics education research. In this blog, I will comment on new and

interesting (to me at least) articles in these and other journals. I will also try to follow some of the most important

conferences in mathematics education, as well as sharing interesting bookmarks regarding mathematics education.

I know, this sounds like a huge challenge, and it is! I will, however, do my best to follow up on it, and if anyone

else is interested in joining this attempt, I would like to invite you to contribute. This starts off as something I ﬁnd

interesting for myself, but I hope that several colleague researchers and educators will ﬁnd this attempt interesting

as well.

ICME - 11 (2008-02-05 12:12)

This year’s big event in mathematics education research is undoubtedly the [1]ICME-11 conference in Mexico. I

attended the last ICME conference ([2]ICME-10 in Denmark, 2004), and it was a great event. This year, unfortu-

nately, I am not able to come, but I will try and follow the conference on this blog. Mark the dates already: July

6th to 13th in Monterrey, Mexico.

1. http://www.icme11.org/

2. http://www.icme10.dk/

Mathematics education research 02/05/2008 (2008-02-05 14:31)

[1]The International Commission on Mathematical Instruction

tags: [2]education, [3]mathematics, [4]research

[5]British Society for Research into Learning Mathematics

tags: [6]education, [7]mathematics, [8]research

[9]Math Forum - Math Education Research

tags: [10]education, [11]mathematics, [12]research, [13]resources

1. http://www.mathunion.org/ICMI

2. http://www.diigo.com/user/rmosvold/education

c 2011 ’http://mathedresearch.wordpress.com’ 23

BlogBook 1.1. February

3. http://www.diigo.com/user/rmosvold/mathematics

4. http://www.diigo.com/user/rmosvold/research

5. http://www.bsrlm.org.uk/

6. http://www.diigo.com/user/rmosvold/education

7. http://www.diigo.com/user/rmosvold/mathematics

8. http://www.diigo.com/user/rmosvold/research

9. http://mathforum.org/mathed/mathed.research.html

10. http://www.diigo.com/user/rmosvold/education

11. http://www.diigo.com/user/rmosvold/mathematics

12. http://www.diigo.com/user/rmosvold/research

13. http://www.diigo.com/user/rmosvold/resources

JRME - issue 1, January 2008 (2008-02-05 14:43)

Here is a list of contents for this year’s ﬁrst issue of JRME:

• [1]A BRIEF REPORT: An Existence Proof: Successful Joint Implementation of the IMP Curriculum and a

4 x 4 Block Schedule at a Suburban U.S. High School Steven L. Kramer and Regina Keller

• [2]What Students Notice as Different Between Reform and Traditional Mathematics Programs Jon R. Star,

John P. Smith III and Amanda Jansen

• [3]Teaching and Learning Fraction Addition on Number Lines Andrew Izsák, Erik Tillema and Zelha Tunç-

Pekkan

• [4]Curriculum Use While Learning to Teach: One Student Teacher`s Appropriation of Mathematics Cur-

riculum Materials Gwendolyn M. Lloyd

• [5]BOOK REVIEW: The Three Rs of Social Justice: A Review of Reading and Writing the World with

Mathematics: Toward a Pedagogy for Social Justice Tonya Gau Bartell and Thomas P. Carpenter

1. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-01-2a&from=B

2. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-01-9a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-01-33a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-01-63a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-01-95a&from=B

TMME - January 2008 (2008-02-05 14:51)

The ﬁrst issue of [1]The Montana Mathematics Enthusiast this year includes a forum for "ethics and values in

mathematics, teaching and learning". There are also a number of interesting feature articles:

FEATURE ARTICLES

9. Murad Jurdak (Lebanon)

[2]The Action Map as a Tool for Assessing Situated Mathematical

Problem Solving Performance pp.67-78

10. M.K Akinsola (Botswana)

[3]Relationship of some psychological variables in predicting problem

solving ability of in-service mathematics teachers pp.79-100

11. Kristin Umland (New Mexico, USA)

24 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

[4]A reflection on mathematical cognition: how far have we come and

where are we going? pp.101-116

12. Yuichi Handa (California, USA)

[5]Reflections upon Teaching a Poorly-Conceived Lesson pp.117-124

13. Jaehoon Yim, Sanghun Song, Jiwon Kim (South Korea)

[6]Mathematically gifted elementary students’ revisiting of Euler’s

polyhedron theorem pp.125-142

MONTANA FEATURE ARTICLE

14. David M. Davison and Johanna E. Mitchell (Montana, USA)

[7]How is Mathematics Education Philosophy Reflected in the Math Wars?

pp.143-154

1. http://www.montanamath.org/TMME/

2. http://www.math.umt.edu/TMME/vol5no1/Jurdak_article9_pp.67_78.pdf

3. http://www.math.umt.edu/TMME/vol5no1/Akinsola_article10_pp.79_100.pdf

4. http://www.math.umt.edu/TMME/vol5no1/Umland_article11_pp.101_116.pdf

5. http://www.math.umt.edu/TMME/vol5no1/Handa_article12_pp.117_124.pdf

6. http://www.math.umt.edu/TMME/vol5no1/Jiwon_article13_pp.125_142.pdf

7. http://www.math.umt.edu/TMME/vol5no1/DavisonMitchell%20_article14_pp.143_154.pdf

IJMEST, issue 1, 2008 (2008-02-06 10:32)

[1]International Journal of Mathematics Education in Science and Technology has published their ﬁrst issue this

year, and it has the following original articles:

[2]Upper secondary students’ task reasoning

[3]pp. 1 ÷ 12

Authors: T. Bergqvist; J. Lithner; L. Sumpter

DOI: 10.1080/00207390701464675

[4]A survey of advanced mathematics topics: a new high school

mathematics class

[5]pp. 13 ÷ 22

Authors: Carryn Bellomo; Remy Strapp

DOI: 10.1080/00207390701368561

[6]Enhancing Mathematics for Informatics and its correlation with

student pass rates

[7]pp. 23 ÷ 33

Authors: B. Divjak; Z. Erjavec

DOI: 10.1080/00207390601002732

[8]A simple yet accurate method for students to determine asteroid

rotation periods from fragmented light curve data

[9]pp. 35 ÷ 59

Author: R. A. Beare

DOI: 10.1080/00207390601115120

[10]Justifying differential derivations when setting up definite

integrals

[11]pp. 61 ÷ 68

Author: K. Tarvainen

c 2011 ’http://mathedresearch.wordpress.com’ 25

BlogBook 1.1. February

DOI: 10.1080/00207390701497774

[12]The evaluation of the error term in some Gauss-type formulae for

the approximation of Cauchy Principal Value integrals

[13]pp. 69 ÷ 76

Author: H. V. Smith

DOI: 10.1080/00207390701582203

[14]Some problems and conjectures in number theory

[15]pp. 77 ÷ 82

Author: H. K. Pathak

DOI: 10.1080/00207390701607240

1. http://www.tandf.co.uk/journals/tf/0020739X.html

2. http://www.informaworld.com/smpp/content%7Econtent=a782064647%7Edb=all%7Eorder=page

3. http://www.informaworld.com/smpp/content%7Econtent=a782064647%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a782068080%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a782068080%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a783985668%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a783985668%7Edb=all%7Eorder=page

8. http://www.informaworld.com/smpp/content%7Econtent=a781792309%7Edb=all%7Eorder=page

9. http://www.informaworld.com/smpp/content%7Econtent=a781792309%7Edb=all%7Eorder=page

10. http://www.informaworld.com/smpp/content%7Econtent=a781792890%7Edb=all%7Eorder=page

11. http://www.informaworld.com/smpp/content%7Econtent=a781792890%7Edb=all%7Eorder=page

12. http://www.informaworld.com/smpp/content%7Econtent=a782924214%7Edb=all%7Eorder=page

13. http://www.informaworld.com/smpp/content%7Econtent=a782924214%7Edb=all%7Eorder=page

14. http://www.informaworld.com/smpp/content%7Econtent=a788227373%7Edb=all%7Eorder=page

15. http://www.informaworld.com/smpp/content%7Econtent=a788227373%7Edb=all%7Eorder=page

ZDM, issue 1, 2008 (2008-02-06 10:39)

[1]ZDM - The International Journal on Mathematics Education (formerly known as [2]Zentralblatt für Didaktik

der Mathematik) has released their ﬁrst issue of this year, with the theme: "From Patterns to Generalization: De-

velopment of Algebraic Thinking". The issue has the following contents (only the titles are displayed here - click

on the links to investigate further!):

• [3]Generalization in algebra: the foundation of algebraic thinking and reasoning across the grades

• [4]Early algebra and mathematical generalization

• [5]The effect of different representations on Years 3 to 5 students` ability to generalise

• [6]Algebraic thinking with and without algebraic representation: a three-year longitudinal study

• [7]Elementary school students engaging in making generalisation: a glimpse from a Singapore classroom

• [8]Middle school children`s cognitive perceptions of constructive and deconstructive generalizations involv-

ing linear ﬁgural patterns

• [9]Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in

different contexts

• [10]Seventh-grade students` representations for pictorial growth and change problems

26 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

• [11]'Rising to the challenge¨: using generalization in pattern problems to unearth the algebraic skills of

talented pre-algebra students

• [12]The role of examples in forming and refuting generalizations

• [13]En route from patterns to algebra: comments and reﬂections

1. http://www.springerlink.com/content/1863-9690

2. http://hamlet.dnlb.dk/EMIS/journals/ZDM/zdmcont.html

3. http:

//www.springerlink.com/content/f229063427275861/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=0

4. http:

//www.springerlink.com/content/v80337243839588m/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=1

5. http:

//www.springerlink.com/content/n75200xrmqt22346/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=2

6. http:

//www.springerlink.com/content/p324j162k0m108k6/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=3

7. http:

//www.springerlink.com/content/cm13512214h74140/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=4

8. http:

//www.springerlink.com/content/m7386r7h7m665255/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=5

9. http:

//www.springerlink.com/content/w0g18un1g6v242mg/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=6

10. http:

//www.springerlink.com/content/d1v5x503k605t1p8/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=7

11. http:

//www.springerlink.com/content/7570v6283u604613/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=8

12. http:

//www.springerlink.com/content/65570t71u8217460/?p=99e9c29353834ff8980d8ae7f23b13d4&pi=9

13. http://www.springerlink.com/content/h6519625x370175t/?p=d7357c3ac245422bb5195be3fc544213&pi=

10

JMTE, issue 1, 2008 (2008-02-06 10:49)

[1]Journal of Mathematics Teacher Education is arguably one of the most prestigious journals within our ﬁeld, and

it has just published the ﬁrst issue of this year. There are ﬁve interesting articles in this issue:

[2]Academic mathematics and mathematical knowledge needed in school teaching practice: some conﬂicting

elements

Authors [3]Plinio C. Moreira and [4]Maria M. David

Text [5]PDF (257 kb) [6]HTML

[7]Challenges in deepening prospective teachers` understanding of multiplication through justiﬁcation

Authors [8]Jane-Jane Lo, [9]Theresa J. Grant and [10]Judith Flowers

Text [11]PDF (259 kb) [12]HTML

c 2011 ’http://mathedresearch.wordpress.com’ 27

BlogBook 1.1. February

[13]Developing a communal identity as beginning teachers of mathematics: Emergence of an online community

of practice

Authors [14]Merrilyn E. Goos and [15]Anne Bennison

Text [16]PDF (202 kb) [17]HTML

[18]Preparing Vietnamese student teachers for teaching with a student-centered approach

Authors [19]Thuy Nguyen Thanh, [20]Rijkje Dekker and [21]Martin J.

Goedhart

Text [22]PDF (323 kb) [23]HTML

[24]Publishing research on mathematics teacher education

Author [25]Peter Sullivan

Text [26]PDF (95 kb) [27]HTML

1. http://springerlink.metapress.com/content/1573-1820/

2. http://springerlink.metapress.com/content/w4h4482x6v465348/?p=

fe566c107d454db2a0261511ece0ec79&pi=0

3. http://springerlink.metapress.com/content/?Author=Plinio+C.+Moreira

4. http://springerlink.metapress.com/content/?Author=Maria+M.+David

5. http://springerlink.metapress.com/content/w4h4482x6v465348/fulltext.pdf

6. http://springerlink.metapress.com/content/w4h4482x6v465348/fulltext.html

7. http://springerlink.metapress.com/content/m665x1373g855536/?p=

fe566c107d454db2a0261511ece0ec79&pi=1

8. http://springerlink.metapress.com/content/?Author=Jane-Jane+Lo

9. http://springerlink.metapress.com/content/?Author=Theresa+J.+Grant

10. http://springerlink.metapress.com/content/?Author=Judith+Flowers

11. http://springerlink.metapress.com/content/m665x1373g855536/fulltext.pdf

12. http://springerlink.metapress.com/content/m665x1373g855536/fulltext.html

13. http://springerlink.metapress.com/content/wu77l5g5816268u3/?p=

fe566c107d454db2a0261511ece0ec79&pi=2

14. http://springerlink.metapress.com/content/?Author=Merrilyn+E.+Goos

15. http://springerlink.metapress.com/content/?Author=Anne+Bennison

16. http://springerlink.metapress.com/content/wu77l5g5816268u3/fulltext.pdf

17. http://springerlink.metapress.com/content/wu77l5g5816268u3/fulltext.html

18. http://springerlink.metapress.com/content/w86g7h051v066665/?p=

fe566c107d454db2a0261511ece0ec79&pi=3

19. http://springerlink.metapress.com/content/?Author=Thuy+Nguyen+Thanh

20. http://springerlink.metapress.com/content/?Author=Rijkje+Dekker

21. http://springerlink.metapress.com/content/?Author=Martin+J.+Goedhart

22. http://springerlink.metapress.com/content/w86g7h051v066665/fulltext.pdf

23. http://springerlink.metapress.com/content/w86g7h051v066665/fulltext.html

24. http://springerlink.metapress.com/content/758039r37301273n/?p=

fe566c107d454db2a0261511ece0ec79&pi=4

25. http://springerlink.metapress.com/content/?Author=Peter+Sullivan

28 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

26. http://springerlink.metapress.com/content/758039r37301273n/fulltext.pdf

27. http://springerlink.metapress.com/content/758039r37301273n/fulltext.html

ESM - issue 3, 2008 (2008-02-06 10:55)

[1]Educational Studies in Mathematics has already published the March issue of this year, with the following arti-

cles:

[2]A research framework for creative and imitative reasoning

Author [3]Johan Lithner

Text [4]PDF (420 kb) [5]HTML

[6]Conditional inference and advanced mathematical study

Authors [7]Matthew Inglis and [8]Adrian Simpson

Text [9]PDF (378 kb) [10]HTML

[11]Investigating the secondary÷tertiary transition

Author [12]Ghislaine Gueudet

Text [13]PDF (246 kb) [14]HTML

[15]Proofs and refutations in the undergraduate mathematics classroom

Authors [16]Sean Larsen and [17]Michelle Zandieh

Text [18]PDF (164 kb) [19]HTML

[20]The completeness property of the set of real numbers in the transition from calculus to analysis

Author [21]Analía Bergé

Text [22]PDF (240 kb) [23]HTML

1. http://www.springerlink.com/content/102875/

2. http:

//www.springerlink.com/content/d143l47w1108333q/?p=1d03efb09118410d8d48d1d752990967&pi=0

3. http://www.springerlink.com/content/?Author=Johan+Lithner

4. http://www.springerlink.com/content/d143l47w1108333q/fulltext.pdf

5. http://www.springerlink.com/content/d143l47w1108333q/fulltext.html

6. http:

//www.springerlink.com/content/y211t765n38n4584/?p=1d03efb09118410d8d48d1d752990967&pi=1

c 2011 ’http://mathedresearch.wordpress.com’ 29

BlogBook 1.1. February

7. http://www.springerlink.com/content/?Author=Matthew+Inglis

8. http://www.springerlink.com/content/?Author=Adrian+Simpson

9. http://www.springerlink.com/content/y211t765n38n4584/fulltext.pdf

10. http://www.springerlink.com/content/y211t765n38n4584/fulltext.html

11. http:

//www.springerlink.com/content/16116544228j6124/?p=1d03efb09118410d8d48d1d752990967&pi=2

12. http://www.springerlink.com/content/?Author=Ghislaine+Gueudet

13. http://www.springerlink.com/content/16116544228j6124/fulltext.pdf

14. http://www.springerlink.com/content/16116544228j6124/fulltext.html

15. http:

//www.springerlink.com/content/6283k2qxu23mr6w8/?p=1d03efb09118410d8d48d1d752990967&pi=3

16. http://www.springerlink.com/content/?Author=Sean+Larsen

17. http://www.springerlink.com/content/?Author=Michelle+Zandieh

18. http://www.springerlink.com/content/6283k2qxu23mr6w8/fulltext.pdf

19. http://www.springerlink.com/content/6283k2qxu23mr6w8/fulltext.html

20. http:

//www.springerlink.com/content/g3lk3577n7971126/?p=1d03efb09118410d8d48d1d752990967&pi=4

21. http://www.springerlink.com/content/?Author=Anal%c3%ada+Berg%c3%a9

22. http://www.springerlink.com/content/g3lk3577n7971126/fulltext.pdf

23. http://www.springerlink.com/content/g3lk3577n7971126/fulltext.html

IJSME - Number 1, 2008 (2008-02-06 11:02)

The March issue of [1]International Journal of Science and Mathematics Education is out, and it displays nine

articles:

[2]A Mathematics Teachers` Perspective and its Relationship to Practice

Authors [3]Isabel Escudero and [4]Victoria SÁnchez

Text [5]PDF (272 kb)

[6]Engaging Pre-Service Teachers in Multinational, Multi-Campus Scientiﬁc and Mathematical Inquiry

Authors [7]Jennifer Anne Wilhelm, [8]Walter S. Smith, [9]Kendra L.

Walters, [10]Sonya E. Sherrod and [11]Judith Mulholland

Text [12]PDF (348 kb)

[13]Facilitating Chemistry Teachers to Implement Inquiry-based Laboratory Work

Author [14]Derek Cheung

Text [15]PDF (286 kb)

[16]Factors Affecting Teachers` Adoption of Technology in Classrooms: Does School Size Matter?

Authors [17]Hsin-Kai Wu, [18]Ying-Shao Hsu and [19]Fu-Kwun Hwang

Text [20]PDF (288 kb)

30 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

[21]Investigating the Guidance Offered to Teachers in Curriculum Materials: The Case of Proof in Mathematics

Author [22]Gabriel J. Stylianides

Text [23]PDF (335 kb) [24]HTML

[25]Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective

Elementary Teachers

Authors [26]Catherine Martin-Dunlop and [27]Barry J. Fraser

Text [28]PDF (359 kb)

[29]Pre-Service Elementary Teachers Bridge the Gap Between Research and Practice

Authors [30]Susan A. Everett, [31]Gail R. Luera and [32]Charlotte A.

Otto

Text [33]PDF (207 kb)

[34]Taiwan Elementary Teachers` Views of Science Teaching Self-Efﬁcacy and Outcome Expectations

Authors [35]Chia-Ju Liu, [36]Brady Michael Jack and [37]Houn-Lin Chiu

Text [38]PDF (232 kb)

[39]The Classroom Practice of a Prospective Secondary Biology Teacher and His Conceptions of the Nature of

Science and of Teaching and Learning Science

Authors [40]Vicente Mellado, [41]María Luisa Bermejo, [42]Lorenzo J.

Blanco and [43]Constantino Ruiz

Text [44]PDF (298 kb)

1. http://www.springerlink.com/content/111141/?p=ced49f1d8d6b4b85a746082ab8d21c25&pi=0

2. http:

//www.springerlink.com/content/776884pug6651865/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=0

3. http://www.springerlink.com/content/?Author=Isabel+Escudero

4. http://www.springerlink.com/content/?Author=Victoria+S%c3%81nchez

5. http://www.springerlink.com/content/776884pug6651865/fulltext.pdf

6. http:

//www.springerlink.com/content/l436m526208333w3/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=1

7. http://www.springerlink.com/content/?Author=Jennifer+Anne+Wilhelm

8. http://www.springerlink.com/content/?Author=Walter+S.+Smith

c 2011 ’http://mathedresearch.wordpress.com’ 31

BlogBook 1.1. February

9. http://www.springerlink.com/content/?Author=Kendra+L.+Walters

10. http://www.springerlink.com/content/?Author=Sonya+E.+Sherrod

11. http://www.springerlink.com/content/?Author=Judith+Mulholland

12. http://www.springerlink.com/content/l436m526208333w3/fulltext.pdf

13. http:

//www.springerlink.com/content/358240k387481003/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=2

14. http://www.springerlink.com/content/?Author=Derek+Cheung

15. http://www.springerlink.com/content/358240k387481003/fulltext.pdf

16. http:

//www.springerlink.com/content/72r95003r14lh1x6/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=3

17. http://www.springerlink.com/content/?Author=Hsin-Kai+Wu

18. http://www.springerlink.com/content/?Author=Ying-Shao+Hsu

19. http://www.springerlink.com/content/?Author=Fu-Kwun+Hwang

20. http://www.springerlink.com/content/72r95003r14lh1x6/fulltext.pdf

21. http:

//www.springerlink.com/content/v13370500765506u/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=4

22. http://www.springerlink.com/content/?Author=Gabriel+J.+Stylianides

23. http://www.springerlink.com/content/v13370500765506u/fulltext.pdf

24. http://www.springerlink.com/content/v13370500765506u/fulltext.html

25. http:

//www.springerlink.com/content/2u77346741575423/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=5

26. http://www.springerlink.com/content/?Author=Catherine+Martin-Dunlop

27. http://www.springerlink.com/content/?Author=Barry+J.+Fraser

28. http://www.springerlink.com/content/2u77346741575423/fulltext.pdf

29. http:

//www.springerlink.com/content/fwq8278v3124350x/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=6

30. http://www.springerlink.com/content/?Author=Susan+A.+Everett

31. http://www.springerlink.com/content/?Author=Gail+R.+Luera

32. http://www.springerlink.com/content/?Author=Charlotte+A.+Otto

33. http://www.springerlink.com/content/fwq8278v3124350x/fulltext.pdf

34. http:

//www.springerlink.com/content/jpl74w8g4xk82622/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=7

35. http://www.springerlink.com/content/?Author=Chia-Ju+Liu

36. http://www.springerlink.com/content/?Author=Brady+Michael+Jack

37. http://www.springerlink.com/content/?Author=Houn-Lin+Chiu

38. http://www.springerlink.com/content/jpl74w8g4xk82622/fulltext.pdf

39. http:

//www.springerlink.com/content/a5446024228n2722/?p=da5267f0fc94492ab830ecd4bdba6ee3&pi=8

40. http://www.springerlink.com/content/?Author=Vicente+Mellado

41. http://www.springerlink.com/content/?Author=Mar%c3%ada+Luisa+Bermejo

42. http://www.springerlink.com/content/?Author=Lorenzo+J.+Blanco

43. http://www.springerlink.com/content/?Author=Constantino+Ruiz

44. http://www.springerlink.com/content/a5446024228n2722/fulltext.pdf

Mathematics education research links 02/07/2008 (2008-02-07 14:31)

[1]Forum for Matematikkens Didaktik

tags: [2]denmark, [3]education, [4]mathematics, [5]research

[6]Center for Forskning i Matematiklæring

tags: [7]denmark, [8]education, [9]mathematics, [10]research

[11]SMDF - Svensk förening för MatematikDidaktisk Forskning

32 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

tags: [12]education, [13]mathematics, [14]research, [15]sweden

[16]cmeg-5 The 5th International conference on Creativity in Mathematics

tags: [17]conference, [18]education, [19]mathematics, [20]research

[21]MES5 - Introduction

tags: [22]conference, [23]education, [24]mathematics, [25]research

[26]mathematics+education+research - Google Booksearch

tags: [27]books, [28]education, [29]mathematics, [30]research

1. http://www.matematikdidaktik.dk/index.html

2. http://www.diigo.com/user/rmosvold/denmark

3. http://www.diigo.com/user/rmosvold/education

4. http://www.diigo.com/user/rmosvold/mathematics

5. http://www.diigo.com/user/rmosvold/research

6. http://mmf.ruc.dk/~bds/123.htm

7. http://www.diigo.com/user/rmosvold/denmark

8. http://www.diigo.com/user/rmosvold/education

9. http://www.diigo.com/user/rmosvold/mathematics

10. http://www.diigo.com/user/rmosvold/research

11. http://matematikdidaktik.org/

12. http://www.diigo.com/user/rmosvold/education

13. http://www.diigo.com/user/rmosvold/mathematics

14. http://www.diigo.com/user/rmosvold/research

15. http://www.diigo.com/user/rmosvold/sweden

16. http://www.cmeg-5.edu.haifa.ac.il/

17. http://www.diigo.com/user/rmosvold/conference

18. http://www.diigo.com/user/rmosvold/education

19. http://www.diigo.com/user/rmosvold/mathematics

20. http://www.diigo.com/user/rmosvold/research

21. http://www.mes5.learning.aau.dk/

22. http://www.diigo.com/user/rmosvold/conference

23. http://www.diigo.com/user/rmosvold/education

24. http://www.diigo.com/user/rmosvold/mathematics

25. http://www.diigo.com/user/rmosvold/research

26. http://books.google.com/books?lr=&hl=no&q=mathematics%2Beducation%2Bresearch&btnG=S%C3%

B8k+i+b%C3%B8ker

27. http://www.diigo.com/user/rmosvold/books

28. http://www.diigo.com/user/rmosvold/education

29. http://www.diigo.com/user/rmosvold/mathematics

30. http://www.diigo.com/user/rmosvold/research

Mathematics Teacher, February issue (2008-02-07 15:46)

[1]Mathematics Teacher has released their February issue, with the following headlines:

[2]Optimization of Cubic Polynomial Functions without Calculus

Ronald D. Taylor Jr. and Ryan Hansen

<!–[3] Are You Connected? Fostering Exploration with Unexpected Graphs

Michael Todd Edwards and Jeffrey A. Reinhardt –> [4]Are You Connected? Fostering Exploration with Unex-

pected Graphs

Michael Todd Edwards and Jeffrey A. Reinhardt

<!–[5] Explorations with 142857: Connecting the Elementary with the Advanced

Randall E. Groth –> [6]Explorations with 142857: Connecting the Elementary with the Advanced

c 2011 ’http://mathedresearch.wordpress.com’ 33

BlogBook 1.1. February

Randall E. Groth

[7]Analyzing Online Discourse to Assess Students` Thinking

Randall E. Groth

<!–[8] Connecting Students` Informal Language to More Formal Deﬁnitions

Jon D. Davis –> [9]Connecting Students` Informal Language to More Formal Deﬁnitions

Jon D. Davis

<!–[10] Reading Texts and Writing Problems to Improve Problem Solving

Ariana Stanca P. Vacaretu –> [11]Reading Texts and Writing Problems to Improve Problem Solving

Ariana Stanca P. Vacaretu

[12]Poverty: Teaching Mathematics and Social Justice

Leah P. McCoy

<!–[13] Building Intuitive Arguments for the Triangle Congruence Conditions

Katrina Piatek-Jimenez –> [14]Building Intuitive Arguments for the Triangle Congruence Conditions

Katrina Piatek-Jimenez

[15]Beyond Teachers` Sight Lines: Using Video Modeling to Examine Peer Discourse

Donna Kotsopoulos

The last article is a Free preview article. This is an interesting article on discourse analysis and video models.

Check it out!

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=2

2. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-408a&from=B

3. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8220&from=

B

4. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-412a&from=B

5. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8221&from=

B

6. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-418a&from=B

7. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-422a&from=B

8. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8226&from=

B

9. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-446a&from=B

10.

file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8227&from=B

11. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-451a&from=B

12. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-456a&from=B

13.

file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8230&from=B

14. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-463a&from=B

15. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-02-468a&from=B

JMTE-article about prospective teachers’ beliefs (2008-02-08 12:43)

[1]Journal of Mathematics Teacher Education has published a new (online ﬁrst) [2]interesting article. The title is:

"Investigating changes in prospective teachers` views of a 'good teacher` while engaging in computerized project-

based learning", and the article is written by Ilana Lavy and Atara Shriki (both from Israel).

The article is about prospective teachers’ beliefs and views about teaching and learning, and the way these beliefs

and views affect their teaching once they have ﬁnished their studies. The aim of this particular project is to explore

the effects of learning via computerised project-based learning. In order to assess the prospective teachers’ change

in views, the following data was gathered: two open questionnaires, written portfolios, and transcripts of class

discussions.

1. http://springerlink.metapress.com/content/102941/?p=9707eaf9a0744508aac86835fcc567b3&pi=0

34 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

2. http://springerlink.metapress.com/content/c024n42251705744/

EJMSTE, issue 1, 2008 (2008-02-08 14:35)

The [1]Eurasia Journal of Mathematics, Science and Technology Education has published their [2]ﬁrst issue this

year. The following articles are related to mathematics education:

Pre-Service Elementary School Teachers` Learning Styles and Attitudes towards Mathematics

Murat Peker and Seref Mirasyedioglu

[[3]Full Text in PDF] (Size: 244 KB)

The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement

Effandi Zakaria and Norazah Mohd Nordin

[[4]Full Text in PDF] (Size: 158 KB)

Science and Mathematics Teachers` Experiences, Needs, and Expectations Regarding Professional Development

Kathryn Chval, Sandra Abell, Enrique Pareja, Kusalin Musikul and Gerard Ritzka

[[5]Full Text in PDF] (Size: 291 KB)

1. http://www.ejmste.com/

2. http://www.ejmste.com/v4n1/main.html

3. http://www.ejmste.com/v4n1/Eurasia_v4n1_Peker_Mirasyedioglu.pdf

4. http://www.ejmste.com/v4n1/Eurasia_v4n1_Zakaria_Nordin.pdf

5. http://www.ejmste.com/v4n1/Eurasia_v4n1_Chval_etal.pdf

SSM, issue 1, 2008 (2008-02-08 14:58)

[1]School Science and Mathematics has the following contents in their ﬁrst issue this year:

[2]Learning and Assessing Mathematics through Reading and Writing

[3]Michael J. Bossé and Johna Faulconer

[4]Focusing on Units to Support Prospective Elementary Teachers’ Understanding of

Division in Fractional Contexts

[5]Hyung Sook Lee & Paola Sztajn

[6]

David’s Understanding of Functions and Periodicity

[7]Hope Gerson

[8]

1. http://ssmj.tamu.edu/

2. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

3. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

4. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

5. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

6. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

7. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

8. http://ssmj.tamu.edu/abstract/abstract_january_2008.php#article_1

Mathematics Teaching, January 2008 (2008-02-08 15:03)

The January issue of [1]Mathematics Teaching has the following articles under the research section:

c 2011 ’http://mathedresearch.wordpress.com’ 35

BlogBook 1.1. February

[2]A model for multiplication - Heather McLeay

Heather McLeay discusses a visual representation to aid the multiplication of fractions.

[3]Deconstructing calculation methods, part 3: Multiplication - Ian Thompson[4]Buy MT2063436 for £3

In the third of a series of four articles, Ian Thompson deconstructs the primary national strategy`s approach to

written multiplication. The ﬁrst two articles in this series were published in [5]MT202 and [6]MT204.

[7]Representing multiplication - Tony Harries and Patrick Barmby[8]Buy MT2063741 for £3

Tony Harries and Patrick Barmby explore the use of visual representations, in particular the array, in the teaching

of multiplication in the primary school.

1. http://www.atm.org.uk/mt/index.html

2. http://www.atm.org.uk/mt/archive/mt206files/ATM-MT206-32-33.pdf

3. http://www.atm.org.uk/mt/archive/mt206files/ATM-MT206-34-36-mo.pdf

4. http://www.atm.org.uk/buyonline/order.cgi?add=mt2063436

5. http://www.atm.org.uk/mt/archive/mt202.html

6. http://www.atm.org.uk/mt/archive/mt204.html

7. http://www.atm.org.uk/mt/archive/mt206files/ATM-MT206-37-41-mo.pdf

8. http://www.atm.org.uk/buyonline/order.cgi?add=mt2063741

Teaching Children Mathematics, February 2008 (2008-02-08 15:08)

The February issue of [1]Teaching Children Mathematics presents the following articles:

[2]Tiering and Scaffolding: Two Strategies for Providing Access to Important Mathematics

Lori Williams

[3]Why Math Blogs?

Shirley M. Pyon

[4]Design of Activities on Numerical Representations Based on Cognitive Research

Eleftheria R. Kalifatidou

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=4

2. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-02-324a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-02-331a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-02-355a&from=B

MES5 (2008-02-11 08:59)

Saturday February 16th, [1]the 5th International Conference on Mathematics Education and Society (a.k.a. MES5)

starts in Albufeira, Portugal. The conference will address issues like:

• The politics of mathematics education

• Cultural and social aspects of mathematics teaching and learning

• The sociology of mathematics and mathematics education

• Alternative research methodologies in mathematics education

These are interesting questions for all researchers within the ﬁeld. If you are interested in learning more about

the contents of the conference, you should take a look at the [2]programme. Most of the material (articles from

plenary lectures, paper/project discussions etc.) are available for download in pdf format!

The plenary lectures are:

36 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

1. "Reinventing" Freire: Mathematics Education for Social Transformation (Eric Gutstein, University of

Illinois-Chicago, USA)

2. Describing teacher change: Interactions between teacher moves and learner contributions (Karin Brodie,

University of Witswatersrand, South Africa)

3. Equity-in-Quality: Towards a Theoretical Framework (Murad Jurdak, American University of Beirut,

Lebanon)

4. Order of the World or Order of the Social. Conceptions of Mathematics and Their Importance to Mathemat-

ics Education (Ole Ravn Christensen, Aalborg University, Denmark)

1. http://www.mes5.learning.aau.dk/

2. http://www.mes5.learning.aau.dk/Programme.htm

Prominent researcher #1: Hans Freudenthal (2008-02-13 22:32)

I have decided to also use this blog to present some of the most prominent researchers in the ﬁeld of mathematics

education, and what would be more appropriate than to start with one of the giants of the past: Hans Freudenthal.

[1]

Hans Freudenthal was born into a Jewish family, September 17, 1905. He was born in Germany (Luckenwalde),

and in 1930 he defended a thesis on topological groups at the University of Berlin. The same year, he was invited

to Amsterdam as the assistant of LEJ Brouwer.

Early in his career, Freudenthal was involved with topology and algebra, and he also worked on Lie groups for a

few years. In his later years, though, he became more and more interested in mathematics education. He wrote

several important books and numerous scientiﬁc articles in this ﬁeld.

[2]The Freudenthal Institute in Utrecht, Netherlands, is named after him, and his theories have strongly inﬂuenced

the Dutch tradition called [3]Realistic Mathematics Edcuation.

Sources

• [4]The Wikipedia article about Hans Freudenthal (feel free to contribute to this - it might use some improve-

ment!)

• The [5]biography at the [6]MacTutor History of Mathematics archive

Some of Freudenthal’s books (mathematics education):

• Mathematics as an educational task (1973)

• [7]Weeding and Sowing: Preface to a Science of Mathematical Education (1977)

• [8]Didactical Phenomenology of Mathematical Structures (1983)

c 2011 ’http://mathedresearch.wordpress.com’ 37

BlogBook 1.1. February

• [9]Revisiting Mathematics Education: China Lectures (1991)

1. http://en.wikipedia.org/wiki/Image:Hansfreudenthal.jpg

2. http://www.fi.uu.nl/en

3. http://www.fi.uu.nl/en/rme/

4. http://en.wikipedia.org/wiki/Hans_freudenthal

5. http://www-history.mcs.st-andrews.ac.uk/Biographies/Freudenthal.html

6. http://en.wikipedia.org/wiki/MacTutor_History_of_Mathematics_archive

7. http://books.google.com/books?hl=no&lr=&id=U0JAirs4F-UC&oi=fnd&pg=PR5&dq=forfatter:

H+forfatter:Freudenthal&ots=HgVXPCF9Sj&sig=Xm4jGZ_fhRfutWwj-g7CRCDLQ38

8. http://books.google.com/books?hl=no&lr=&id=Ow3KrKYnZLwC&oi=fnd&pg=PT9&dq=forfatter:

H+forfatter:Freudenthal&ots=VlSY-Xl826&sig=7q0QMFEdsKKFHHk7kiuScIUta50

9. http://books.google.com/books?hl=no&lr=&id=pmkhm0NHK9YC&oi=fnd&pg=PR9&dq=forfatter:

H+forfatter:Freudenthal&ots=0sq7nHDga1&sig=P5pBxowve7IjIVbMNkQ5DNdTCrI

"Algebra in the Early Grades" (2008-02-13 23:44)

This book was published in 2007, but is one of the most interesting new books in mathematics education. The book

is edited by James J. Kaput, David W. Carraher and Maria L. Blanton, and it offers a "comprehensive, research

based, multi-faceted look at issues in early algebra" (according to [1]the description provided by Google Books).

Also check out the [2]description in the [3]NCTM product catalog!

1. http://books.google.com/books?id=vrF2AAAACAAJ&dq=%22algebra+in+the+early+grades%22&ei=

c2OzR8moHJjWyAS1jITQBQ&hl=no

2. http://my.nctm.org/ebusiness/ProductCatalog/product.aspx?ID=13213

3. http://nctm.org/

ICMI Study 19: Proof and proving in mathematics education (2008-02-14 11:35)

[1]ZDM published a (online ﬁrst) discussion document a few days ago, called [2]ICMI Study 19: Proof and prov-

ing in mathematics education. It is written by Gila Hanna and Michael de Villiers on behalf of the International

Program Committee. The article/discussion document points at the interesting discussion about proofs and proving

in mathematics education. At [3]ICME 11, there is going to be a [4]Topic Study Group ([5]TSG-18) on this theme

(Perhaps there is a slight mix of numbers here?).

1. http://springerlink.metapress.com/content/120453/?p=5511fc76372447c4b92621d8eba01194&pi=0

2. http://springerlink.metapress.com/content/352hwx5664450178/

3. http://icme11.org/

4. http://tsg.icme11.org/

5. http://tsg.icme11.org/tsg/show/19

Report on mathematics coursetaking and achievement (2008-02-14 14:21)

Robert Bozick and Steven J. Ingels recently published a report called: [1]Mathematics Coursetaking and Achieve-

ment at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002).

The report is available as [2]downloadable pdf. I have copied the description of the report below:

This report documents and examines the relationship between the number

and types of math courses taken in the 11th and 12th grade and growth

38 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

in mathematics proﬁciency over the same time period. Using data from

the Education Longitudinal Study of 2002 (ELS:2002), the analysis

identiﬁes the coursetaking sequences most prevalent among contemporary

high school students in their junior and senior years, sociodemographic

characteristics of the students who follow these course sequences, and

the association between speciﬁc courses and course sequences and

mathematics gains over the last two years of high school. Because most

students (94 percent) entered the second half of high school with a

mastery of basic mathematics skills such as simple arithmetic and

operations, most learning during this time was in intermediate-level

mathematics skills and concepts. For example, the percentage of

students with an understanding of simple problem solving skills grew

from 53 to 65 percentage points over the two year period. In terms of

learning in speciﬁc content areas, the largest gains in intermediate

skills such as simple operations and problem solving were made by those

who followed the geometry÷algebra II sequence. The largest gains in

advanced skills such as derivations and making inferences from

algebraic expressions were made by students who took precalculus paired

with another course. The smallest gains were made by students who took

one mathematics course or no mathematics courses during their last 2

years.

1. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008319

2. http://nces.ed.gov/pubs2008/2008319.pdf

The roles of punctuation marks (ESM) (2008-02-15 09:32)

A new online ﬁrst article has been published by [1]Educational Studies in Mathematics. The article is written by

B.M. Brizuela and G.A. Cayton, and it has been called: "[2]The roles of punctuation marks while learning about

written numbers". The researchers investigated how children in kindergarten and ﬁrst grade articulate the meaning

of and need for punctuation marks in price lists. Based on their ﬁndings, they claim:

These ﬁndings provide evidence that children are, in fact, creating

and recreating ideas about different aspects of written numbers such as

the role of punctuation marks before necessarily being able to fully

articulate how written numbers work and before being formally taught,

though they have obviously been exposed from an early age to these

particular aspects of written numbers.

1. http://springerlink.metapress.com/content/102875/?p=8bf22a279daf449289fcd50f0764d59b&pi=0

2. http://springerlink.metapress.com/content/wl3371502516735h/

Mathematics education research links 02/16/2008 (2008-02-16 19:11)

[1]Ten Myths About Mathematics Education And Why You Shouldn’t Believe Them

tags: [2]education, [3]mathematics

[4]TERC

tags: [5]education, [6]mathematics, [7]research, [8]science

c 2011 ’http://mathedresearch.wordpress.com’ 39

BlogBook 1.1. February

[9]Home of the Association of Teachers of Mathematics

tags: [10]education, [11]mathematics, [12]organization, [13]teacher

[14]Math Blog Directory

tags: [15]blog, [16]list, [17]mathematics

[18]NYC HOLD National on Mathematics Education Reform

tags: [19]education, [20]mathematics

[21]Mathematics Education Resources on the Internet

tags: [22]education, [23]links, [24]mathematics, [25]resources

[26]Mathematical Sciences Education Board

tags: [27]education, [28]mathematics, [29]organization, [30]science

[31]American Mathematical Society

tags: [32]mathematics, [33]organization

[34]2 plus 2: The Home of Mathematically Correct

tags: [35]education, [36]mathematics

1. http://www.nychold.com/myths-050504.html

2. http://www.diigo.com/user/rmosvold/education

3. http://www.diigo.com/user/rmosvold/mathematics

4. http://www.terc.edu/

5. http://www.diigo.com/user/rmosvold/education

6. http://www.diigo.com/user/rmosvold/mathematics

7. http://www.diigo.com/user/rmosvold/research

8. http://www.diigo.com/user/rmosvold/science

9. http://www.atm.org.uk/

10. http://www.diigo.com/user/rmosvold/education

11. http://www.diigo.com/user/rmosvold/mathematics

12. http://www.diigo.com/user/rmosvold/organization

13. http://www.diigo.com/user/rmosvold/teacher

14. http://www.blogged.com/directory/education/math

15. http://www.diigo.com/user/rmosvold/blog

16. http://www.diigo.com/user/rmosvold/list

17. http://www.diigo.com/user/rmosvold/mathematics

18. http://www.nychold.com/

19. http://www.diigo.com/user/rmosvold/education

20. http://www.diigo.com/user/rmosvold/mathematics

21. http://www.istl.org/03-summer/internet.html

22. http://www.diigo.com/user/rmosvold/education

23. http://www.diigo.com/user/rmosvold/links

24. http://www.diigo.com/user/rmosvold/mathematics

25. http://www.diigo.com/user/rmosvold/resources

26. http://www7.nationalacademies.org/mseb

27. http://www.diigo.com/user/rmosvold/education

28. http://www.diigo.com/user/rmosvold/mathematics

29. http://www.diigo.com/user/rmosvold/organization

30. http://www.diigo.com/user/rmosvold/science

31. http://www.ams.org/

32. http://www.diigo.com/user/rmosvold/mathematics

33. http://www.diigo.com/user/rmosvold/organization

34. http://www.mathematicallycorrect.com/

40 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

35. http://www.diigo.com/user/rmosvold/education

36. http://www.diigo.com/user/rmosvold/mathematics

Mathematics education research links 02/17/2008 (2008-02-17 14:31)

[1]Trends in International Mathematics and Science Study (TIMSS) - Overview

tags: [2]education, [3]mathematics, [4]research, [5]timss

[6]CSME - Centre for the Study of Mathematics Education

tags: [7]center, [8]education, [9]mathematics, [10]research

1. http://nces.ed.gov/timss

2. http://www.diigo.com/user/rmosvold/education

3. http://www.diigo.com/user/rmosvold/mathematics

4. http://www.diigo.com/user/rmosvold/research

5. http://www.diigo.com/user/rmosvold/timss

6. http://www.nottingham.ac.uk/csme

7. http://www.diigo.com/user/rmosvold/center

8. http://www.diigo.com/user/rmosvold/education

9. http://www.diigo.com/user/rmosvold/mathematics

10. http://www.diigo.com/user/rmosvold/research

Educational Researcher – Table of Contents (January/February 2008, 37 [1]) (2008-02-17 20:52)

[1]Educational Researcher has released their ﬁrst issue of the year, and the [2]list of contents can be found online.

Although not a journal within our ﬁeld precisely, the articles herein focus on issues that are at least indirectly

related to research in mathematics education. The feature article in this issue is:

Robert E. Slavin

Perspectives on Evidence-Based Research in Education÷What Works? Issues in Synthesizing Educational Pro-

gram Evaluations

Educational Researcher 2008 37: 5-1

1. http://edr.sagepub.com/

2. http://edr.sagepub.com/current.dtl

Math growth from kindergarten through third grade (2008-02-19 08:24)

The ﬁrst number of [1]Sociology of Education this year included an article by J.E. Cheadle, called: [2]Educational

Investment, Family Context, and Children’s Math and Reading Growth from Kindergarten Through the Third

Grade. The article draws on data from the Early Childhood Longitudinal Study, and (quoting the abstract):

The results indicate that educational investments are an important mediator of socioeconomic and

racial/ethnic disparaties, completely explaining the black-white reading gap at kindergarten entry and

consistently explaining 20 percent to 60 percent and 30 percent to 50 percent of the black-white and

c 2011 ’http://mathedresearch.wordpress.com’ 41

BlogBook 1.1. February

Hispanic-white disparities in the growth parameters, respectively, and approximately 20 percent of the

socioeconomic gradients.

The assessments in the study included mathematics areas such as number sense, properties, operations, measure-

ment, geometry and spatial sense, data analysis, statistics, probability, patterns, algebra, and functions (p. 7).

Reference:

Cheadle, Jacob, E. (2008). Educational investment, family context, and children’s math and reading growth from

kindergarten through the third grade. Sociology of Education, 81(1):1-31.

1. http://www.ingentaconnect.com/content/asoca/soe;jsessionid=110pl51jqjh74.victoria

2. http://www.ingentaconnect.com/content/asoca/soe/2008/00000081/00000001/art00001

Closing of MES-5 (2008-02-20 14:53)

Tomorrow is the ﬁnal day of the [1]MES-5 conference, but the ordinary lectures end today. The plenary lecture to-

day is held by Ole Ravn Christensen of Aalborg University (see [2]his article). In his presentation, he is discussing

a connection between the philosophy of mathematics and mathematics education research. His theoretical point of

departure, when it comes to the philosophy of mathematics, is Wittgenstein. He presents us with an argument:

(...) that the later Wittgenstein presents us with an unreservedly social interpretation of mathe-

matics that favours a certain direction for our research on mathematics education. According to this

interpretation, mathematics could be considered to be constituted exclusively in complex social pro-

cesses, in which case any conception of it mirroring a pre-existing world of mathematical objects is

rejected. To contrast with the Wittgensteinian position, a Platonist position is presented and the two

philosophical positions are discussed in relation to their signiﬁcance for mathematics education (from

the abstract).

1. http://www.mes5.learning.aau.dk/

2. http://www.mes5.learning.aau.dk/Plenaries/Christensen.pdf

ZDM - online ﬁrst article (2008-02-21 08:24)

[1]ZDM recently published another (online ﬁrst) article, called:

[2]Comparing theoretical frameworks enacted in experimental research: TELMA experience. The article is written

by M. Cerulli, J. Trgalova, M. Maracci, G. Psycharis and J.-P. Georget. In the article, they present a methodology

developed by six European research teams. The methodology is:

based on a cross-experimentation, showing how it gave insight to the

understanding of each team`s research and on the relationship between

theoretical frameworks and experimental research (from the abstract).

1. http://springerlink.metapress.com/content/120453/?p=9c2c986b78754d2c83a6401561ce6262&pi=0

2. http://springerlink.metapress.com/content/lum7149752750g20/

IJSME - online ﬁrst article (2008-02-21 08:30)

A new (online ﬁrst) article has been published by [1]International Journal of Science and Mathematics Education,

called [2]Number Sense Strategies Used by Pre-Service Teachers in Taiwan. The article was written by Der-Ching

42 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

Yang, R.E. Reys and B.J. Reys.

In this interesting article, the researchers describe an examination of strategies and misconceptions regarding num-

ber sense with 280 pre-service elementary teachers from Taiwan. In the test, these pre-service teachers responded

to a series of real-life problems. In the following, I quote the abstract:

About one-ﬁfth of the pre-service teachers applied number sense-based

strategies (such as using benchmarks appropriately or recognizing the

number magnitude) while a majority of pre-service teachers relied on

rule-based methods. This ﬁnding is consistent with earlier studies in

Taiwan that ﬁfth, sixth, and eighth grade students tended to rely

heavily on written methods rather than using number sense-based

strategies. This study documents that the performance of pre-service

elementary teachers on number sense is low. If we want to improve

elementary students` knowledge and use of number sense, then action

should be taken to improve the level of their future teachers` number

sense.

1. http://springerlink.metapress.com/content/111141/?p=90b4070185d34c2b94da82a2213f2fee&pi=0

2. http://springerlink.metapress.com/content/f3v31v4gw7368280/

Mathematics education research links 02/22/2008 (2008-02-22 14:31)

[1]JEM - Joining Educational Mathematics | eContentPlus Thematic Network

tags: [2]education, [3]mathematics, [4]research

1. http://jem-thematic.net/

2. http://www.diigo.com/user/rmosvold/education

3. http://www.diigo.com/user/rmosvold/mathematics

4. http://www.diigo.com/user/rmosvold/research

JRME, issue 2, 2008 (2008-02-24 21:05)

[1]Journal of Research in Mathematics Education (JRME) has published its second issue of this year. The list of

contents contains the following research articles:[2]

[3]Studying the Effects of Professional Development: The Case of the NSF’s Local Systemic Change Through

Teacher Enhancement Initiative

Daniel J. Heck, Eric R. Banilower, Iris R. Weiss and Sharyn L. Rosenberg

[4]

First-Grade Basic Facts: An Investigation Into Teaching and Learning of an Accelerated, High-Demand Memo-

rization Standard

Valerie J. Henry and Richard S. Brown

[5]

Standards-based Mathematics Curricula and Middle-Grades Students’ Performance on Standardized Achievement

Tests

Thomas R. Post, Michael R. Harwell, Jon D. Davis, Yukiko Maeda, Arnie Cutler, Edwin Andersen, Jeremy A.

Kahan and Ke Wu Norman

[6]

BOOK REVIEW: Looking Inside Chinese Mathematics Education: A Review of How Chinese Learn Mathemat-

ics: Perspectives from Insiders

Jon R. Star and Kuo-Liang Chang

c 2011 ’http://mathedresearch.wordpress.com’ 43

BlogBook 1.1. February

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=1

2. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-03-113a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-03-113a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-03-153a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-03-184a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-03-213a&from=B

Teaching Mathematics and its Applications, issue 1, 2008 (2008-02-24 21:16)

[1]Teaching Mathematics and its Applications has just published their ﬁrst issue this year. The issue presents the

following articles:

Chun-Yi Lee and Ming-Puu Chen Bridging the gap between mathematical conjecture and proof through computer-

supported cognitive conﬂicts

Teaching Mathematics and its Applications Advance Access published on October 1, 2007

Teaching Mathematics Applications 2008 27: 1-10; doi:10.1093/teamat/hrm014 [2][Abstract] [3][PDF] [4][Re-

quest Permissions]

Kris Green and Allen Emerson Reorganizing freshman business mathematics I: background and philosophy

Teaching Mathematics and its Applications Advance Access published on November 21, 2007

Teaching Mathematics Applications 2008 27: 11-23; doi:10.1093/teamat/hrm017 [5][Abstract] [6][PDF] [7][Re-

quest Permissions]

Bulent Guven Using dynamic geometry software to convey real-world situations into the classroom: the experi-

ence of student mathematics teachers with a minimum network problem

Teaching Mathematics and its Applications Advance Access published on December 11, 2007

Teaching Mathematics Applications 2008 27: 24-37; doi:10.1093/teamat/hrm018 [8][Abstract] [9][PDF] [10][Re-

quest Permissions]

Billy J. Duke, Jerry F. Dwyer, Jennifer Wilhelm, and Barbara Moskal Complex variables in junior high school: the

role and potential impact of an outreach mathematician

Teaching Mathematics and its Applications Advance Access published on December 3, 2007

Teaching Mathematics Applications 2008 27: 38-47; doi:10.1093/teamat/hrm019 [11][Abstract] [12][PDF]

[13][Request Permissions]

Chris Heys

Getting the best out of Excel

Teaching Mathematics and its Applications Advance Access published on August 6, 2007

Teaching Mathematics Applications 2008 27: 48-52; doi:10.1093/teamat/hrm013

[14][Abstract] [15][PDF] [16][Request Permissions]

1. http://teamat.oxfordjournals.org/

2. http://teamat.oxfordjournals.org/cgi/content/abstract/27/1/1

3. http://teamat.oxfordjournals.org/cgi/reprint/27/1/1

4. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Bridging+the+gap+between+mathematical+conjecture+and+proof+through+computer-supported+

cognitive+conflicts&publicationDate=March+2008&author=Chun-Yi+Lee,+et.+al.©right=

Copyright+%28c%29+2008+by+the+Institute+of+Mathematics+and+its+Applications.&contentID=

10.1093/teamat/hrm014&volumeNum=27&issueNum=1&startPage=1&endPage=10&issn=0268-3679&eissn=

1471-6976&orderBeanReset=true

5. http://teamat.oxfordjournals.org/cgi/content/abstract/27/1/11

6. http://teamat.oxfordjournals.org/cgi/reprint/27/1/11

44 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

7. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Reorganizing+freshman+business+mathematics+I%3A+background+and+philosophy&publicationDate=

March+2008&author=Kris+Green,+et.+al.©right=Copyright+%28c%29+2008+by+the+Institute+

of+Mathematics+and+its+Applications.&contentID=10.1093/teamat/hrm017&volumeNum=27&issueNum=

1&startPage=11&endPage=23&issn=0268-3679&eissn=1471-6976&orderBeanReset=true

8. http://teamat.oxfordjournals.org/cgi/content/abstract/27/1/24

9. http://teamat.oxfordjournals.org/cgi/reprint/27/1/24

10. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Using+dynamic+geometry+software+to+convey+real-world+situations+into+the+classroom%3A+the+

experience+of+student+mathematics+teachers+with+a+minimum+network+problem&publicationDate=

March+2008&author=Bulent+Guven©right=Copyright+%28c%29+2008+by+the+Institute+of+

Mathematics+and+its+Applications.&contentID=10.1093/teamat/hrm018&volumeNum=27&issueNum=

1&startPage=24&endPage=37&issn=0268-3679&eissn=1471-6976&orderBeanReset=true

11. http://teamat.oxfordjournals.org/cgi/content/abstract/27/1/38

12. http://teamat.oxfordjournals.org/cgi/reprint/27/1/38

13. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Complex+variables+in+junior+high+school%3A+the+role+and+potential+impact+of+an+outreach+

mathematician&publicationDate=March+2008&author=Billy+J.+Duke,+et.+al.©right=Copyright+

%28c%29+2008+by+the+Institute+of+Mathematics+and+its+Applications.&contentID=10.1093/

teamat/hrm019&volumeNum=27&issueNum=1&startPage=38&endPage=47&issn=0268-3679&eissn=

1471-6976&orderBeanReset=true

14. http://teamat.oxfordjournals.org/cgi/content/abstract/27/1/48

15. http://teamat.oxfordjournals.org/cgi/reprint/27/1/48

16. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Getting+the+best+out+of+Excel&publicationDate=March+2008&author=Chris+Heys©right=

Copyright+%28c%29+2008+by+the+Institute+of+Mathematics+and+its+Applications.&contentID=

10.1093/teamat/hrm013&volumeNum=27&issueNum=1&startPage=48&endPage=52&issn=0268-3679&eissn=

1471-6976&orderBeanReset=true

IEJME, number 1, 2008 (2008-02-24 21:26)

[1]International Electronic Journal of Mathematics Education has delivered its ﬁrst of three issues this year. The

list of contents displays the following articles:

Examining 'Mathematics For Teaching¨ Through An Analysis Of Teachers` Perceptions Of Student 'Learning

Paths¨

Donna Kotsopoulos and Susan Lavigne, Canada

Revisiting the Inﬂuence of Numerical Language Characteristics on Mathematics Achievement: Comparison

among China, Romania, and U.S.

Jian Wang, Emily Lin, Madalina Tanase, and Midena Sas, USA

The Effects Of Grade Level, Gender, And Ethnicity On Attitude And Learning Environment In Mathematics In

High School

Thienhuong N. Hoang , USA

Teacher Instructional Methods and Student Attitudes towards Mathematics

M. K. Akinsola, Botswana and F.b. Olowojaiye, Nigeria

The download links don’t appear to work at the time of writing this, but that will hopefully be ﬁxed soon!

1. http://www.iejme.com/

CMEG-5 (2008-02-25 14:27)

Yesterday, the [1]CMEG-5 conference started. The 5th International Conference on Creativity in Mathematics and

the Education of Gifted Students is held in Israel, and it closes on Thursday. One of the interesting plenary lectures

c 2011 ’http://mathedresearch.wordpress.com’ 45

BlogBook 1.1. February

is held by [2]Gerald Goldin of Rutgers University, USA. The title of his presentation is "The Affective Dimension

of Mathematical Inventiveness", and here is the abstract with references:

The affective domain includes emotional feelings, attitudes, beliefs, and values, as well as many complex psycho-

logical and social constructs in which these occur.

Recent research points to the fundamental importance of affect in mathematical learning and problem solving.

Some aspects of the structure of mathematics, as a disciplined way of generating knowledge and as a traditional

school subject, can raise high affective barriers to students` curiosity and inventiveness.

In this talk I shall ﬁrst highlight some theoretical ideas important in current research, including: affect as an in-

ternal, interactive representational system; affective pathways; meta-affect; mathematical intimacy, integrity, and

personal identity; and archetypal affective structures. I shall then discuss how we can develop affective processes

and structures ÷ in our students and in ourselves ÷ that foster mathematical ability and mathematical creativity.

References:

DeBellis, V. A. & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representa-

tional perspective. Educational Studies in Mathematics, 63 (2), 131-147.

Epstein, Y., Schorr, R. Y., Goldin, G. A., Warner, L., Arias, C., Sanchez, L., Dunn, M., & Cain, T. R. (in press).

Studying the affective/social dimension of an inner-city mathematics class. Proceedings of the 29th Annual Con-

ference of PME-NA (Lake Tahoe, Nevada, November 2007).

Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical

Thinking and Learning, 2, 209-219.

Goldin, G. A. (2002). Affect, meta-affect, and mathematical belief structures. InLeder, G., Pehkonen, E., &

Törner, G. (Eds.), Beliefs: A Hidden Variable in Mathematics Education? Dordrecht: Kluwer (pp. 59-72).

P.S. Goldin’s article can be read in its entirety in the [3]conference proceedings, which is freely available as a

[4]downloadable PDF!

1. http://www.cmeg-5.edu.haifa.ac.il/

2. http://www.physics.rutgers.edu/people/pips/Goldin.html

3. http://www.cmeg-5.edu.haifa.ac.il/conference_proceedings.htm

4. http://www.cmeg-5.edu.haifa.ac.il/Part%201%20-%20Plenary%20-Cmeg5%20proceedings.pdf

Mathematics Teaching - March, 2008 (2008-02-26 11:21)

The March issue of [1]Mathematics Teaching has been published, and it presents the following feature articles:

• A congruence challenge, by Francis Lopez-Real

• Farewell coursework! by Loraine Rigglesford

• [2]Learning about primes, by Alec McEachran (this is the centre feature, and is freely available!)

Other articles that are freely available in this issue:

• [3]The city of mathematics, by Adrian Watts and Class 4A

• [4]Functioning with geometry and fractions, by Dereck Ball and Barbara Ball

The issue also presents four research articles, but none of them are freely available for download.

46 c 2011 ’http://mathedresearch.wordpress.com’

1.1. February BlogBook

1. http://www.atm.org.uk/mt/index.html

2. http://www.atm.org.uk/mt/archive/mt207files/ATM-MT207-23-25.pdf

3. http://www.atm.org.uk/mt/archive/mt207files/ATM-MT207-20-21.pdf

4. http://www.atm.org.uk/mt/archive/mt207files/ATM-MT207-35-37.pdf

Mathematics Teaching in the Middle School, February 2008 (2008-02-26 11:29)

The February issue of [1]Mathematics Teaching in the Middle School has several interesting articles. The free

preview article in this issue is "[2]Teaching Algebra without Algebra", by Richard S. Kalman. He is executive

director of the [3]Mathematical Olympiads for Elementary and Middle Schools. The abstract presents the contents

of the article as follows:

Article discusses the value of problem solving in setting the stage for future math studies and

thoroughly discusses three problems that can be solved verbally and algebraically.

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=3

2. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-02-334a&from=B

3. http://www.moems.org/

Some interesting new articles (2008-02-27 08:38)

Some of the main journals have published new (online ﬁrst) articles that might be interesting to some:

• Heinz Steinbring wrote an article in [1]ZDM, called: "[2]Changed views on mathematical knowledge in

the course of didactical theory development÷independent corpus of scientiﬁc knowledge or result of social

constructions?" In this article he shows how the didactical tradition in Germany has evolved in order to

respond to new ideas and approaches in mathematics education.

• Jeff C. Marshall et al. wrote an article in [3]International Journal of Science and Mathematics Education,

called "[4]K-12 Science and Mathematics Teachers` Beliefs About and Use of Inquiry in the Classroom".

Here they describe howthey made and used a survey instrument in order to measure mathematics and science

teachers’ beliefs about and use of inquiry in the classroom.

• Vanessa Ramos-Christian et al. wrote an article in [5]Early Childhood Education Journal, called "[6]Math

Fluency: Accuracy Versus Speed in Preoperational and Concrete Operational First and Second Grade Chil-

dren". They present a study that aims to investigate the relationship between cognitive ability and math

ﬂuency with 38 ﬁrst and second grade elementary aged children.

• Ana Isabel Sacristán and Richard Noss wrote an article in [7]International Journal of Computers for Math-

ematical Learning, called "[8]Computational Construction as a Means to Coordinate Representations of

Inﬁnity". They describe a design experiment aimed at helping students to explore and develop concepts of

inﬁnite processes and objects.

1. http://springerlink.metapress.com/content/120453/?p=e1fb156a524c4ddba81f156cd27f911d&pi=0

2. http://springerlink.metapress.com/content/6q41196494x22550/

3. http://springerlink.metapress.com/content/111141/?p=8b63561a4fbd40f0a4d2e6c076a1d89f&pi=0

4. http://springerlink.metapress.com/content/288464x416n77468/

5. http://www.springerlink.com/content/105549/?p=2a1c335411a149c8a4c8da3745a713fb&pi=0

6. http://www.springerlink.com/content/f120970936m4vt27/

7. http://springerlink.metapress.com/content/102910/?p=2d657f32ca1947bdb41d4384f9422d87&pi=0

8. http://springerlink.metapress.com/content/b821l68u078rg473/

c 2011 ’http://mathedresearch.wordpress.com’ 47

BlogBook 1.1. February

Social norms in problem-solving (2008-02-27 12:47)

Konstantinos Tatsis and Eugenia Koleza published an article called "[1]Social and socio-mathematical norms in

collaborative problem-solving" in the latest issue of [2]European Journal of Teacher Education. Here is a copy of

the abstract:

Based on the notions of social and socio-mathematical norms we

investigate how these are established during the interactions of

pre-service teachers who solve mathematical problems. Norms identiﬁed

in relevant studies are found in our case too; moreover, we have found

norms related to particular aspects of the problems posed. Our results

show that most of these norms, once established, enhance the

problem-solving process. However, exceptions do exist, but they have a

local orientation and a relatively small inﬂuence.

1. http://www.informaworld.com/smpp/content%7Econtent=a790941899%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713421837%7Edb=all

Analyzing students’ difﬁculties in vector space theory (2008-02-28 08:25)

Mirko Maracci has written an article that has recently been published (online ﬁrst) by [1]ZDM. The article is called

"[2]Combining different theoretical perspectives for analyzing students` difﬁculties in vector spaces theory", and it

originates in a doctorate research project investigating the errors and difﬁculties in vector space theory of graduate

and undergraduate students. The data was analyzed with two different theoretical frameworks:

• Efraim Fischbein’s (founder of PME) [3]theory of tacit models

• [4]Anna Sfard’s process/object duality theory

1. http://springerlink.metapress.com/content/120453/?p=c7947121091f48218d1d89b177648a77&pi=0

2. http://springerlink.metapress.com/content/n8u464n43282v0h3/

3. http://www.springerlink.com/content/kx751c595h34jrwb/

4. http://www.msu.edu/%7Esfard/

SIGMAA conference starts today (2008-02-28 08:39)

Another conference starts today - [1]SIGMA on RUME 2008. The acronym(s) translate(s): Special Interest Group

of the Mathematical Association of America (SIGMA) on Research in Undergraduate Mathematics Education

(RUME). The plenary speaker on this opening day is [2]John Mason from The Open University & Oxford Univer-

sity. Mason’s talk is entitled "[3]Phenomenal Mathematics at University Level". The other plenary speakers and

their subjects are:

• [4]Judith Grabiner, "[5]Why should historical truth matter to math teachers?"

• [6]David Hammer, "[7]Attending and responding to students’ epistemologies in physics instruction"

• [8]Anna Sierpinska, "[9]Institutional perspective in research in mathematics education"

48 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

An impressive gathering of keynote speakers, and a very interesting program indeed. Watch out for the proceed-

ings, they are going to be electronic!

1. http://cresmet.asu.edu/crume2008/

2. http://www.mcs.open.ac.uk/People/j.h.mason

3. http://cresmet.asu.edu/crume2008/Mason-Abstract.html

4. http://www.pitzer.edu/academics/faculty/grabiner/index.asp

5. http://cresmet.asu.edu/crume2008/Grabiner-Abstract.html

6. http://www2.physics.umd.edu/%7Edavidham/

7. http://cresmet.asu.edu/crume2008/Hammer-Abstract.html

8. http://www.asjdomain.ca/

9. http://cresmet.asu.edu/crume2008/Sierpinska-Abstract.html

1.2 March

Some new (online ﬁrst) articles (2008-03-03 09:06)

Three of the big Springer journals have published new (online ﬁrst) articles:

• Bingolbali, E. & Monaghan, J. (2008). [1]Concept image revisited. [2]Educational Studies in Mathematics.

Published online 29 February 2008.

• Norton, A.H. & McCloskey, A. (2008). [3] Teaching experiments and professional development. [4]Journal

of Mathematics Teacher Education. Published online 29 February 2008.

• Schur, Y. & Galili, I. (2008). [5] Thinking Journey - a New Mode of Teaching Science. [6]International

Journal of Science and Mathematics Education. Published online 29 February 2008.

• Bleicher, R.E. (2008). [7] Variable Relationships among Different Science Learners in Elementary Science-

Methods Courses. [8]International Journal of Science and Mathematics Education. Published online 29

February 2008.

1. http://springerlink.metapress.com/content/ru70010251r23550/

2. http://springerlink.metapress.com/content/102875/?p=dd0f8144dc3f444db0e3b7c750da9010&pi=0

3. http://springerlink.metapress.com/content/t685q5jj6725w7r7/

4. http://springerlink.metapress.com/content/102941/?p=4ad0c3b3b04946fdb3eaefb802589590&pi=0

5. http://springerlink.metapress.com/content/u8uhj156546p7072/

6. http://springerlink.metapress.com/content/111141/?p=52dd84b809804fcd9581c5e845896580&pi=0

7. http://springerlink.metapress.com/content/l218714271541784/

8. http://springerlink.metapress.com/content/111141/?p=52dd84b809804fcd9581c5e845896580&pi=0

Symposium in Rome (2008-03-04 08:50)

Celebrating the 100th anniversary of [1]ICMI, a [2]symposium will be held in Rome under the title: "The First

Century of the International Commission on Mathematical Instruction (1908-2008) Reﬂecting and Shaping the

World of Mathematics Education". This symposium is addressed to a selected group of participants, including

many of the "big" names in our ﬁeld. The International Programme Committee is chaired by Ferdinando Arzarello

(Italy), and also includes names like Michèle Artigue, Hyman Bass, Jo Boaler, Fulvia Furinghetti, Jeremy Kilpa-

trik, Mogens Niss and Gert Schubring, to mention some.

A core component of the program of the symposium is ﬁve work groups, where several of the participants have

posted interesting articles for download. The themes of the working groups are:

c 2011 ’http://mathedresearch.wordpress.com’ 49

BlogBook 1.2. March

• WG1 - [3]Disciplinary mathematics and school mathematics

• WG2 - [4]The professional formation of teachers

• WG3 - [5]Mathematics education and society

• WG4 - [6]Resources and technology throughout the history of ICMI

• WG5 - [7]Mathematics education: an ICMI perspective

The symposium also includes nine plenary sessions:

• [8]PL0: Moments of the life of ICMI [Opening Plenary]

• [9]PL1: The development of mathematics education as an academic ﬁeld

• [10]PL2: Intuition and rigor in mathematics education

• [11]PL3: Perspectives on the balance between application & modelling and ’pure’ mathematics in the teach-

ing and learning of mathematics

• [12]PL4: The relationship between research and practice in mathematics education: international examples

of good practice

• [13]PL5: The origins and early incarnations of ICMI

• [14]PL6: ICMI Renaissance: the emergence of new issues in mathematics education

• [15]PL7: Centres and peripheries in mathematics education

• [16]PL8 (Closing Plenary): ICMI: One century at the interface between mathematics and mathematics edu-

cation ÷ Reﬂections and perspectives

The conference starts tomorrow, and it is closing on Saturday. So if you don’t have the opportunity to be there,

take a look at the webpage! There are lots of interesting material there.

1. http://www.mathunion.org/ICMI/

2. http://www.unige.ch/math/EnsMath/Rome2008/

3. http://www.unige.ch/math/EnsMath/Rome2008/WG1/WG1.html

4. http://www.unige.ch/math/EnsMath/Rome2008/WG2/WG2.html

5. http://www.unige.ch/math/EnsMath/Rome2008/WG3/WG3.html

6. http://www.unige.ch/math/EnsMath/Rome2008/WG4/WG4.html

7. http://www.unige.ch/math/EnsMath/Rome2008/WG5/WG5.html

8. http://www.unige.ch/math/EnsMath/Rome2008/PL0/PL0.html

9. http://www.unige.ch/math/EnsMath/Rome2008/PL1/PL1.html

10. http://www.unige.ch/math/EnsMath/Rome2008/PL2/PL2.html

11. http://www.unige.ch/math/EnsMath/Rome2008/PL3/PL3.html

12. http://www.unige.ch/math/EnsMath/Rome2008/PL4/PL4.html

13. http://www.unige.ch/math/EnsMath/Rome2008/PL5/PL5.html

14. http://www.unige.ch/math/EnsMath/Rome2008/PL6/PL6.html

15. http://www.unige.ch/math/EnsMath/Rome2008/PL7/PL7.html

16. http://www.unige.ch/math/EnsMath/Rome2008/PL8/PL8.html

50 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

Mental representations of inferential statistics (2008-03-05 13:12)

[1]The Journal of Mathematical Behavior has published an online article called "[2]Exploring college students’

mental representations of inferential statistics". The article is written by N.C. Lavigne, S.J. Salkind and J. Yan,

and it reports a case study of how three college students made mental representations of their knowledge about

inferential statistics. In the article, they discuss how this knowledge was connected and how it was applied in two

problem solving situations. The researchers found that the representations of the students were based on incom-

plete statistical understanding, and their ﬁndings suggest that it could be useful as a diagnostic tool to modify the

task format in certain ways.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4S044JP-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=2950659f376bb8797b4f638f3aa4b200

RCML Annual conference (2008-03-05 21:19)

[1]

The [2]annual conference of [3]Research Council on Mathematics Learning (RCML) starts tomorrow in Okla-

homa. The keynote speaker tomorrow is [4]Anne Reynolds from K[5]ent State University, and the theme for her

lecture is "Meaningful mathematics for all students: The place of imagery". See the [6]program (pdf) for more

information about the conference. The overall theme of the conference is "Math for all", and the conference de-

scription links this to the slogan "[7]No child left behind".

1. http://www.unlv.edu/RCML/Oklahoma%20City1.gif

2. http://www.unlv.edu/RCML/conference2008

3. http://www.unlv.edu/RCML/index.html

4. http://www.google.com/url?sa=t&ct=res&cd=2&url=http%3A%2F%2Fwww.ehhs.kent.edu%2Fvita.cfm%

3Fid%3D236&ei=4PHOR8CdN6e-0QTDm8zxDw&usg=AFQjCNE1RfP4S-BtlHkIiFzvc-cRNNJWTA&sig2=

UusRWTh2RiFtZWShlWEEpQ

5. http://www.kent.edu/index.cfm

6. http://www.unlv.edu/RCML/08Program.pdf

7. http://en.wikipedia.org/wiki/No_Child_Left_Behind

New articles from JMTE and ZDM (2008-03-06 08:39)

[1]Journal of Mathematics Teacher Education (JMTE) and [2]ZDM have published some new and interesting on-

line articles:

c 2011 ’http://mathedresearch.wordpress.com’ 51

BlogBook 1.2. March

• "[3]Recruiting and retaining secondary mathematics teachers: lessons learned from an innovative four-year

undergraduate program", is a JMTE-article written by A.F. Artzt and F.R. Curcio. They describe some of

the innovative aspects of a NSF funded program (TIME 2000), that was started as a response to the critical

shortage of qualiﬁed mathematics teachers in the U.S.

• "[4]Imagination as a tool in mathematics teacher education" was written by O. Chapman for JMTE. Chap-

man describes some of the theory within this ﬁeld, and he also makes a description of some of his own

experiences with a class of prospective mathematics teachers, before he makes connections between other

related articles in this forthcoming issue.

• "[5]How are theoretical approaches expressed in research practices? A report on an experience in comparing

theoretical approaches with respect to the construction of research problems" is an article written for ZDM

by S. Prediger. She explores the idea that theoretical approaches might be usefully compared in terms of the

ways in which they lead researchers to construe commonsense classroom problems (quote from the abstract).

• "[6]Toward networking three theoretical approaches: the case of social interactions" was written by I. Kidron

et al. and published online (in ZDM) Tuesday, March 4 (all four articles were published at the same date).

The discussions in this article was initiated at [7]CERME4 and continued at [8]CERME5, and the focus is

on comparing, contrasting and combining different theoretical frameworks that are currently used in mathe-

matics education.

1. http://springerlink.metapress.com/content/102941/?p=431df927aff74694a283c571f11b5afb&pi=0

2. http://springerlink.metapress.com/content/120453/?p=77209fb0a9d748168a232429c5cc94b4&pi=1

3. http://springerlink.metapress.com/content/f63665875gh7010r/

4. http://springerlink.metapress.com/content/7h172656hj33v436/

5. http://springerlink.metapress.com/content/e1835727qh739362/

6. http://springerlink.metapress.com/content/w24763x187876151/

7. http://ermeweb.free.fr/CERME4/

8. http://ermeweb.free.fr/Cerme5.pdf

Appropriating mathematical tools through problem solving in collaborative small-group settings

(2008-03-06 09:27)

This is the title of a new [1]PhD thesis in mathematics education, written by Martin Carlsen, [2]University of

Agder. Carlsen defended his thesis last Friday (February 29).

A main element in this thesis is the perspectives on learning mathematics through collaborative problem solving.

This perspective has received attention by several of Carlsen’s colleagues in Agder in the past (see e.g. Bjuland,

2004; Borgersen, 1994; Borgersen, 2004). Carlsen presents an analysis of how upper secondary students engage in

problem-solving processes in order to achieve mathematical understanding, and he presents four separate studies

within this ﬁeld.

References:

Bjuland, R. (2004). Student teachers’ reﬂections on their learning process through collaborative problem solving

in geometry. Educational Studies in Mathematics, 55(1):199-225.

Borgersen, H. E. (1994). Open ended problem solving in geometry. Nordisk Matematikkdidaktikk, 2(2): 6-35.

Borgersen, H. E. (2004). Open ended problem solving in geometry re-visited. Nordisk Matematikkdidaktikk, 9(3),

35-65.

Carlsen, M. (2008). Appropriating mathematical tools through problem solving in collaborative small-group set-

tings. PhD thesis, University of Agder, Faculty of Engineering and Science, Kristiansand, Norway.

1. http://no.citeulike.org/user/rmosvold/article/2477453

2. http://www.uia.no/

52 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

Sketchpad in Topogeometry (2008-03-07 08:53)

A. Hawkins and N. Sinclair have written an article that has been published (online ﬁrst) by [1]International Journal

of Computers for Mathematical Learning. The article is entitled "[2]Explorations with Sketchpad in Topogeome-

try", and the authors describe how they created several microworlds of topological surfaces using [3]The Geome-

ter’s Sketchpad. Among the surfaces described are: [4]the Moebius strip, [5]the torus and [6]the Klein bottle. The

article contain lots of interesting examples and information about topological geometry, as well as about using this

particular software.

(See also this [7]list of interactive geometry software!)

1. http://springerlink.metapress.com/content/102910/?p=f0d69aabf31d4b958ee987d343cf8293&pi=0

2. http://springerlink.metapress.com/content/qg377240078565rm/

3. http://en.wikipedia.org/wiki/The_Geometer%27s_Sketchpad

4. http://en.wikipedia.org/wiki/M%C3%B6bius_strip

5. http://en.wikipedia.org/wiki/Torus

6. http://en.wikipedia.org/wiki/Klein_bottle

7. http://en.wikipedia.org/wiki/Interactive_geometry_software

What counts as algebra? (2008-03-07 12:59)

"[1]What counts as algebra in the eyes of preservice elementary teachers?" is the title of an article written by Ana

C. Stephens for [2]the Journal of Mathematical Behavior. The abstract describes an interesting article, and is en-

closed below:

This study examined conceptions of algebra held by 30 preservice

elementary teachers. In addition to exploring participants` general

'deﬁnitions¨ of algebra, this study examined, in particular, their

analyses of tasks designed to engage students in relational thinking or

a deep understanding of the equal sign as well as student work on these tasks. Findings from this study

suggest that preservice elementary

teachers` conceptions of algebra as subject matter are rather narrow.

Most preservice teachers equated algebra with the manipulation of

symbols. Very few identiﬁed other forms of reasoning ÷ in particular,

relational thinking ÷ with the algebra label. Several participants made comments implying that student

strategies that demonstrate traditional

symbol manipulation might be valued more than those that demonstrate

relational thinking, suggesting that what is viewed as algebra is what

will be valued in the classroom. This possibility, along with

implications for mathematics teacher education, will be discussed.

1. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4S0HBY4-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=38fa7d52552b3f2b498cbc1e4c9ff3f5

2. http://www.sciencedirect.com/science/journal/07323123

Mathematics Teacher, March 2008 (2008-03-10 09:08)

The March issue of [1]Mathematics Teacher is out, with several interesting articles:

• [2] Teaching Algebra and Geometry Concepts by Modeling Telescope Optics by Lauren M. Siegel, Gail

Dickinson, Eric J. Hooper and Mark Daniels

c 2011 ’http://mathedresearch.wordpress.com’ 53

BlogBook 1.2. March

• [3] Tangent Lines without Calculus by Jeffrey M. Rabin

• [4]The Dreaded "Work" Problems Revisited: Connections through Problem Solving from Basic Fractions to

Calculus by Felice S. Shore and Matthew Pascal (Free preview)

• <!–[5] Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry Maria Lorelei

Fernández –> [6] Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry by

Maria Lorelei Fernández

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=2

2. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-03-490a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-03-499a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-03-504a&from=B

5. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8260&from=

B

6. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-03-534a&from=B

Articles at IEJME are ﬁnally there! (2008-03-11 09:18)

[1]International Electronic Journal of Mathematics Education published their ﬁrst issue this year a while ago (see

[2]my post about it). Now, the articles and abstracts are ﬁnally available as well! The abstracts are available in

plain HTML format, whereas the articles can be freely downloaded in PDF format. I ﬁnd one of the articles partic-

ularly interesting, as it concerns the same area of research as I am involved in myself (teacher thinking and teacher

knowledge). The article was written by Donna Kotsopoulos and Susan Lavigne, and it is entitled: [3]Examining

'Mathematics For Teaching¨ Through An Analysis Of Teachers` Perceptions Of Student 'Learning Paths¨

I enclose a copy of the abstract here:

Abstract: How teachers think about student thinking informs the ways in which teachers teach. By examining

teachers` anticipation of student thinking we can begin to unpack the assumptions teachers make about teaching

and learning. Using a 'mathematics for teaching¨ framework, this research examines and compares the sorts of

assumptions teachers make in relation to 'student content knowledge¨ versus actual 'learning paths¨ taken by

students. Groups of teachers, who have advanced degrees in mathematics, education, and mathematics education,

and tenth grade students engaged in a common mathematical task. Teachers were asked to model, in their com-

pletion of the task, possible learning paths students might take. Our ﬁndings suggest that teachers, in general, had

difﬁculty anticipating student learning paths. Furthermore, this difﬁculty might be attributed to their signiﬁcant

'specialized content knowledge¨ of mathematics. We propose, through this work, that examining student learning

paths may be a fruitful locus of inquiry for developing both pre-service and in-service teachers` knowledge about

mathematics for teaching.

1. http://www.iejme.com/

2. http://mathedresearch.blogspot.com/2008/02/iejme-number-1-2008.html

3. http://www.iejme.com/012008/ab1.htm

RME, issue 1, 2008 (2008-03-13 09:24)

[1]Research in Mathematics Education is the ofﬁcial journal of the [2]British Society for Research into Learning

Mathematics. As of this year, the journal is included in the Routledge system, and it is quite easy to track the latest

news from the journal. It has now published the ﬁrst issue of 2008, which includes several interesting papers. Here

is a list of the research papers in issue 1, 2008:

• [3]"I would rather die": reasons given by 16-year-olds for not continuing their study of mathematics by M.

Brown, P. Brown and T. Bibby

54 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

• [4]The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning by S. Dole

and M. Shield

• [5]"If you can count to ten you can count to inﬁnity really": fostering conceptual mathematical thinking in

the ﬁrst year of primary school by P. Iannone and A.D. Cockburn

• [6]Student perspectives on the relationship between a curve and its tangent in the transition from Euclidean

Geometry to Analysis by I. Biza, C. Christou and T. Zachariades

• [7]The role of affect in learning Real Analysis: a case study by K. Weber

1. http://www.tandf.co.uk/journals/titles/14794802.asp

2. http://www.bsrlm.org.uk/

3. http://www.informaworld.com/smpp/content%7Econtent=a790795947%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a790793136%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a790795808%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a790793387%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a791203822%7Edb=all%7Eorder=page

Mathematics education research links 03/13/2008 (2008-03-13 14:31)

[1]CORMEA

tags: [2]adults, [3]education, [4]mathematics, [5]research

1. http://www.cormea.org/index.html

2. http://www.diigo.com/user/rmosvold/adults

3. http://www.diigo.com/user/rmosvold/education

4. http://www.diigo.com/user/rmosvold/mathematics

5. http://www.diigo.com/user/rmosvold/research

Mathematical knowledge constituted in the classroom (2008-03-17 20:48)

M. Kaldrimidou, H. Sakonidis and M. Tzekaki have written an article that has recently been published online in

[1]ZDM. The article is entitled "[2]Comparative readings of the nature of the mathematical knowledge under con-

struction in the classroom", and it makes an attempt to:

(...) empirically identify the epistemological status of mathematical knowledge interactively con-

stituted in the classroom. To this purpose, three relevant theoretical constructs are employed in order

to analyze two lessons provided by two secondary school teachers. The aim of these analyses was to

enable a comparative reading of the nature of the mathematical knowledge under construction. The

results show that each of these three perspectives allows access to speciﬁc features of this knowledge,

which do not coincide. Moreover, when considered simultaneously, the three perspectives offer a

rather informed view of the status of the knowledge at hand (from the abstract).

1. http://springerlink.metapress.com/content/120453/?p=15e14ff938d64b64b73a261a474337cc&pi=0

2. http://springerlink.metapress.com/content/0u1k273974157620/

Mathematical knowledge for teaching (2008-03-17 20:53)

[1]Journal of Mathematics Teacher Education (JMTE) recently published an (online ﬁrst) article by A.J. Stylianides

and Deborah L. Ball entitled "[2]Understanding and describing mathematical knowledge for teaching: knowledge

about proof for engaging students in the activity of proving". The article has a particular focus on knowledge about

proof:

c 2011 ’http://mathedresearch.wordpress.com’ 55

BlogBook 1.2. March

This article is situated in the research domain that investigates what mathematical knowledge is

useful for, and usable in, mathematics teaching. Speciﬁcally, the article contributes to the issue of

understanding and describing what knowledge about proof is likely to be important for teachers to

have as they engage students in the activity of proving. We explain that existing research informs the

knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this

knowledge should be complemented by what we call knowledge of situations for proving. This form

of knowledge is essential as teachers mobilize proving opportunities for their students in mathematics

classrooms. We identify two sub-components of the knowledge of situations for proving: knowledge

of different kinds of proving tasks and knowledge of the relationship between proving tasks and prov-

ing activity. In order to promote understanding of the former type of knowledge, we develop and

illustrate a classiﬁcation of proving tasks based on two mathematical criteria: (1) the number of cases

involved in a task (a single case, multiple but ﬁnitely many cases, or inﬁnitely many cases), and (2)

the purpose of the task (to verify or to refute statements). In order to promote understanding of the

latter type of knowledge, we develop a framework for the relationship between different proving tasks

and anticipated proving activity when these tasks are implemented in classrooms, and we exemplify

the components of the framework using data from third grade. We also discuss possible directions for

future research into teachers` knowledge about proof (quoted from the abstract).

1. http://springerlink.metapress.com/content/102941/?p=9a6e286097ff4cd3abcd9de6a6a8a405&pi=0

2. http://springerlink.metapress.com/content/a4211k627j105856/

NORMA 08 - online publications (2008-03-18 08:45)

The [1]Norma-08 conference is approaching, and all accepted papers are now [2]published online. Below is an

overview of the regular papers in theme B. The reason for displaying the papers in this particular group is a selﬁsh

one of course, as it contains an article a colleague and I have written:

Regular papers theme B: Education and identity of mathematics teachers

IS THERE ALWAYS TRUTH IN EQUATION[3]? Iiris Attorps and Timo Tossavainen

[4]THE CONSTITUTION OF MATHEMATICS TEACHER IDENTITY Raymond Bjuland

[5]IDENTITY AND GENRE LITERACY IN STUDENT TEACHERS? MATHEMATICAL TEXTS. Hans Jørgen

Braathe

[6]TEACHERS’ BELIEFS AND KNOWLEDGE ABOUT THE PLACE VALUE SYSTEM Janne Fauskanger and

Reidar Mosvold

[7]TEACHING DEVELOPMENT THROUGH DISCUSSION: A CULTURAL-HISTORICAL ACTIVITY THE-

ORY PERSPECTIVE Simon Goodchild and Espen Daland

[8]MATHEMATICS TEACHERS: BELIEFS ABOUT TEACHING AND LEARNING MATHEMATICS AND

CONSTRAINTS INFLUENCING THEIR TEACHING PRACTICE. Bodil Kleve

[9]STUDYING FRENCH PRESERVICE ELEMENTARY TEACHERS’ RELATION TO GEOMETRY

THROUGH THEIR DISCOURSE Bernard Parzysz

[10]EXAMINING PROSPECTIVE TEACHERS REASONING OF FUNCTIONS: A FEEDBACK PERSPEC-

TIVE Örjan Hansson

[11]COLLABORATION AND INQUIRY IN MATHEMATICS PRACTICE, Marit Johnsen Høines

[12]LEARNING ANALYSIS: STUDENTS’ STARTING POINT, Kristina Juter

1. http://www.dpu.dk/site.aspx?p=10797

2. http://www.dpu.dk/site.aspx?p=11694

56 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

3. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/regular%20papers/

20080211105518/CurrentVersion/Attorps

4. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/regular%20papers/

20080211115412/CurrentVersion/Bjuland%28B%29.rtf

5. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/regular%20papers/

20080211130120/CurrentVersion/Braathe%28B%29.doc

6. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/regular%20papers/

20080211132252/CurrentVersion/Fauskanger

7. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/regular%20papers/

20080211135233/CurrentVersion/Goodchild

8. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/reg%20papaer/20080306154145/

CurrentVersion/Kleve%28B%29.rtf

9. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/reg%20papaer/20080306154215/

CurrentVersion/Parzysz_Jore%28B%29.doc

10. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/reg%20papaer/

20080213153253/CurrentVersion/Hansson%28B%29.doc

11. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/reg%20papaer/

20080213153312/CurrentVersion/H%C3%83%C2%B8iness%28none.B%29.doc

12. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/reg%20papaer/

20080213153354/CurrentVersion/Juter%28B%29.doc

The inﬂuence of theory (2008-03-20 14:54)

Christer Bergsten has wrote an article called "[1]On the inﬂuence of theory on research in mathematics education:

the case of teaching and learning limits of functions", which was recently published (online ﬁrst) by [2]ZDM. Here

is the abstract of the article:

After an introduction on approaches, research frameworks and theories in mathematics education research, three

didactical research studies on limits of functions with different research frameworks are analysed and compared

with respect to their theoretical perspectives. It is shown how a chosen research framework deﬁnes the world in

which the research lives, pointing to the difﬁcult but necessary task to compare research results within a common

ﬁeld of study but conducted within different frameworks.

1. http://springerlink.metapress.com/content/cltq464811271v7g/

2. http://springerlink.metapress.com/content/120453/?p=62ca3192148944ef81027914ee66775c&pi=0

New doctoral thesis from Sweden (2008-03-20 22:49)

Eva Riesbeck from [1]Linköping University is defending her thesis on April 11. The thesis is written in Swedish,

with an English summary, and the title is "[2]På tal om matematik: matematiken, vardagen och den matematik-

didaktiska diskursen". The main aim of the thesis is to analyze how discourse can be used as a theoretical and

didactical concept to help advance knowledge about the teaching of mathematics. Riesbeck has used a socio-

cultural perspective, and discourse analysis has been a theoretical point of departure. The thesis is freely available

in PDF format. Here is the abstract in its entirety:

The aim of this dissertation is to describe and analyze how discourse as a theoretical and didactical

concept can help in advancing knowledge about the teaching of mathematics in school. The disserta-

tion has been written within a socio-cultural perspective where active participation and support from

artefacts and mediation are viewed as important contributions to the development of understanding.

Discourse analysis was used as a theoretical point of departure to grasp language use, knowledge con-

struction and mathematical content in the teaching practises. The collection of empirical data was

c 2011 ’http://mathedresearch.wordpress.com’ 57

BlogBook 1.2. March

made up of video and audio tape recordings of the interaction of teachers and pupils in mathematics

classrooms when they deal with problem-solving tasks, as well as discussions between student teach-

ers as they engage in planning a teaching situation in mathematics. Discourse analysis was used as a

tool to shed light upon how pupils learn and develop understanding of mathematics.

The results of my studies demonstrate that discussions very often are located in either a mathematical

or in an every-day discourse. Furthermore, the results demonstrate how change between every-day

and mathematical language often takes place unknowingly. Also the results underline that a speciﬁc

and precise dialogue can contribute towards teachers` and pupils` conscious participation in the learn-

ing process. Translated into common vocabulary such as speak, think, write, listen and read teachers

and pupils would be able to interact over concepts, signs, words, symbols, situations and phenomena

in every-day discourse and its mathematical counterpart. When teachers and pupils become aware of

discursive boundary crossing in mathematics an understanding of mathematical phenomena can start

to develop. Teachers and pupils can construct a meta-language leading to new knowledge and new

learning in mathematics.

1. http://www.liu.se/en/

2. http://www.ep.liu.se/abstract.xsql?dbid=11337

Proofs as bearers of mathematical knowledge (2008-03-22 23:25)

[1]This article by Gila Hanna and Ed Barbeau was published online two days ago in [2]ZDM. The article examines

a main idea from [3]an article by Yehuda Rav in [4]Philosophia Mathematica, that it is 'proofs rather than theo-

rems that are the bearers of mathematical knowledge¨. An interesting theme of an article, with strong implications.

Here is the entire abstract:

Yehuda Rav`s inspiring paper 'Why do we prove theorems?¨ published in Philosophia Mathematica (1999, 7, pp.

5÷41) has interesting implications for mathematics education. We examine Rav`s central ideas on proof÷that

proofs convey important elements of mathematics such as strategies and methods, that it is 'proofs rather than

theorems that are the bearers of mathematical knowledge¨and thus that proofs should be the primary focus of

mathematical interest÷and then discuss their signiﬁcance for mathematics education in general and for the teach-

ing of proof in particular.

1. http://springerlink.metapress.com/content/l811525732721706/

2. http://springerlink.metapress.com/content/120453/?p=e789ff43a19f4fe98bdee9fbaca3e9d5&pi=0

3. http://philmat.oxfordjournals.org/cgi/content/abstract/7/1/5?ck=nck

4. http://philmat.oxfordjournals.org/

Two didactic approaches (2008-03-23 10:06)

Ferdinando Arzarello, Marianna Bosch, Josep Gascón and Cristina Sabena have written an article called "[1]The

ostensive dimension through the lenses of two didactical approaches", that has recently been published (online

ﬁrst) in [2]ZDM. Here is the abstract.

The paper presents how two different theories÷the APC-space and the ATD÷can frame in a complementary way

the semiotic (or ostensive) dimension of mathematical activity in the way they approach teaching and learning

phenomena. The two perspectives coincide in the same subject: the importance given to ostensive objects (ges-

tures, discourses, written symbols, etc.) not only as signs but also as essential tools of mathematical practices.

On the one hand, APC-space starts from a general semiotic analysis in terms of 'semiotic bundles¨ that is to be

integrated into a more speciﬁc epistemological analysis of mathematical activity. On the other hand, ATD proposes

a general model of mathematical knowledge and practice in terms of 'praxeologies¨ that has to include a more

58 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

speciﬁc analysis of the role of ostensive objects in the development of mathematical activities in the classroom.

The articulation of both theoretical perspectives is proposed as a contribution to the development of suitable frames

for Networking Theories in mathematics education.

1. http://springerlink.metapress.com/content/940084469h811j22/

2. http://springerlink.metapress.com/content/120453/?p=e41a02926383472e86f7f0a6fa985d41&pi=0

AERA 2008 - Annual meeting (2008-03-24 15:30)

Yesterday, [1]the 2008 annual meeting of [2]AERA started. Although this is not only a mathematics education

conference, it has a lot of interesting presentations for our ﬁeld as well. A brief search through the searchable pro-

gram gave [3]353 hits on individual presentations with the word "math" in the title. There are also several paper

sessions with themes related to mathematics education. Today, for instance, there is a session entitled "[4]Address-

ing Mathematics Education in Special Education", which has the following participants:

[5]Beyond Either/Or: Enhancing the Computation and Problem-Solving Skills of Low-Achieving Adoles-

cents

*[6]Brian A. Bottge (University of Kentucky), [7]Jorge Enrique Rueda-Sarmiento (University of

Wisconsin - Madison), [8]Ana C. Stephens (University of Wisconsin - Madison)

[9]Calculators, Friend or Foe? Calculators as Assessment Accommodations for Students With Disabilities

*[10]Emily C. Bouck (Purdue University)

[11]Interventions to Enhance Math Problem Solving and Number Combinations Fluency for Third-Grade

Students With Math Difﬁculties: A Field-Based Randomized Control Trial

*[12]Lynn S. Fuchs (Vanderbilt University), *[13]Sarah Rannells Powell (Vanderbilt University),

*[14]Pamela M. Seethaler (Vanderbilt University), *[15]Rebecca O’Rand Zumeta (Vanderbilt Univer-

sity), [16]Douglas Fuchs (Vanderbilt University)

[17]The Effects of Conceptual Model-Based Instruction on Solving Word-Problems With Various Contexts:

'Transfer in Pieces¨

*[18]Yanping Xin (Purdue University), *[19]Dake Zhang (Perdue University)

[20]The Effects of Two Manipulative Devices on Hundreds Place-Value Instruction

*[21]Amy Scheuermann (Bowling Green State Univeristy)

1. http://www.aera.net/meetings/Default.aspx?menu_id=342&id=2936

2. http://www.aera.net/

3. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=3

4. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+Search+

Search+Load+Session&session_id=45664&PHPSESSID=a803f73b7eab799522c6526cddd38359

5. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=

Multi+Search+Search+Load+Publication+For+Extra&publication_id=213175&PHPSESSID=

a803f73b7eab799522c6526cddd38359

6. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+Search+

Load+Person&people_id=994233&PHPSESSID=a803f73b7eab799522c6526cddd38359

7. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+Search+

Load+Person&people_id=1019404&PHPSESSID=a803f73b7eab799522c6526cddd38359

c 2011 ’http://mathedresearch.wordpress.com’ 59

BlogBook 1.2. March

8. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+Search+

Load+Person&people_id=984024&PHPSESSID=a803f73b7eab799522c6526cddd38359

9. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=

Multi+Search+Search+Load+Publication+For+Extra&publication_id=217872&PHPSESSID=

a803f73b7eab799522c6526cddd38359

10. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=975249&PHPSESSID=a803f73b7eab799522c6526cddd38359

11. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=

Multi+Search+Search+Load+Publication+For+Extra&publication_id=213271&PHPSESSID=

a803f73b7eab799522c6526cddd38359

12. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1006832&PHPSESSID=a803f73b7eab799522c6526cddd38359

13. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1034142&PHPSESSID=a803f73b7eab799522c6526cddd38359

14. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1034144&PHPSESSID=a803f73b7eab799522c6526cddd38359

15. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1023351&PHPSESSID=a803f73b7eab799522c6526cddd38359

16. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1009954&PHPSESSID=a803f73b7eab799522c6526cddd38359

17. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=

Multi+Search+Search+Load+Publication+For+Extra&publication_id=227590&PHPSESSID=

a803f73b7eab799522c6526cddd38359

18. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=990843&PHPSESSID=a803f73b7eab799522c6526cddd38359

19. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1170232&PHPSESSID=a803f73b7eab799522c6526cddd38359

20. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=

Multi+Search+Search+Load+Publication+For+Extra&publication_id=217205&PHPSESSID=

a803f73b7eab799522c6526cddd38359

21. http://convention2.allacademic.com/one/aera/aera08/index.php?click_key=1&cmd=Multi+

Search+Load+Person&people_id=1049090&PHPSESSID=a803f73b7eab799522c6526cddd38359

NCME Annual Meeting (2008-03-24 20:37)

Yesterday, [1]NCME (National Council on Measurement in Education) started their [2]annual meeting. NCME’s

mission is among other things to "Advance the science of measurement in the ﬁeld of education", so the focus is

not on mathematics education solely. There are, however several presentations that deal with mathematics in the

program. Here are the ones that I could ﬁnd:

• Shelley Ragland, James Madison University, Christina Schneider, CTB/McGraw- Hill, Ching Ching Yap,

University of South Carolina, Pamela Kaliski, James Madison University: The Effect of Classroom Assess-

ment Professional Development on English Language Arts and Mathematics Student Achievement: Year 2

Results

• Carol Parke, Duquesne University, Gibbs Kanyongo, Duquesne University, Steven Kachmar, Duquesne Uni-

versity: Examining Relationships among Large-Scale Mathematics Assessment Performance, Grade Point

Average, and Coursework in Urban High Schools

• Michelle Boyer, CTB/McGraw-Hill, Enrique Froemel, Ofﬁce of Student Assessment, Evaluation Institute,

Supreme Education Council, State of Qatar, Richard Schwarz, CTB/McGraw-Hill: Obtaining Comparable

Scores for Arabic and English Tests of Mathematics and Science Administered under the Qatar Comprehen-

sive Educational Assessment Program

60 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

• Catherine Taylor, University of Washington, Yoonsun Lee, Washington State Department of Education:

Analyses of Gender DIF in Reading and Mathematics Items from Tests with Mixed Item Formats

• Saw Lan Ong, Universiti Sains Malaysia: Effects of Test Language on Students` Mathematics Performance

• Bryce Pride, University of South Florida, Yi-Hsin Chen, University of South Florida, Teresa Chavez, Univer-

sity of South Florida, Corina Owens, University of South Florida, Yuh-Chyn Leu, National Taipei University

of Education: An Exploration of Cognitive Skills and Knowledge underlying the TIMSS-2003 Fourth Grade

Mathematics Items

• Richard Sudweeks, Brigham Young University, Maria Assunta Forgione, Brigham Young University, Robert

Bullough, Brigham Young University, Damon Bahr, Brigham Young University, Eula Monroe, Brigham

Young University, Scott Thayn, Brigham Young University: Constructing Vertically Scaled Mathematics

Tests for Tracking Student Growth in Value-Added Studies of Teacher Effectiveness

• Samantha Burg, Metametrics, Inc.: An Investigation of Dimensionality across Grade Levels for Grades 3-8

Mathematics Achievement Tests

1. http://www.ncme.org/

2. http://www.ncme.org/meeting/index.cfm

Useless arithmetic (2008-03-25 09:13)

Linda Pilkey-Jarvis and Orrin H. Pilkey have written [1]an article in [2]Public Administration Review about the

use of mathematical models in environmental decision making. Mathematical models are used extensively in the

context of environmental issues and natural resources, and when these methods were ﬁrst used, they were thought

to represent a bridge to a better and more foreseeable future. There has also been much controversy in this respect,

and the authors pose the question whether the optimism about the use of these models were ever realistic. In this

article, they review the two main types of such models: quantitative and qualitative.

Although both present us with a generalized perspective on a natural problem, they are not equal in terms of

predictive power. The ﬁrst type÷quantitative models÷can be used as a surrogate for nature, whereas the sec-

ond÷qualitative models÷do the same but with less accuracy.

After a review of these types of models, they provide a list of ten lessons that policy makers should learn when it

comes to quantitative mathematical modeling:

1. The outcome of natural processes on the earth`s surface cannot be absolutely predicted.

2. Examine the excuses for predictive model failures with great care and skepticism.

3. Did the model really work? Examine claims of past "successes" with the same level of care and skepticism

that "excuses" are given.

4. Calibration of models doesn`t work either.

5. Constants in the equations may be coefﬁcients or fudge factors.

6. Describing nature mathematically is linking a natural ﬂexible, dynamic system with a wooden, inﬂexible

one.

7. Models may be used as "ﬁg leaves" for politicians, refuges for scoundrels, and ways for consultants to ﬁnd

the truth according to their clients` needs.

8. The only show in town may not be a good one.

c 2011 ’http://mathedresearch.wordpress.com’ 61

BlogBook 1.2. March

9. The mathematically challenged need not fear models and can learn how to talk with a modeler.

10. When humans interact with the natural system, accurate predictive mathematical modeling is even more

impossible.

These points are directed at policy makers, but I think several of them are also relevant for students at university

level (and perhaps also upper secondary). In a simpliﬁed form, I think some of these points might even be relevant

for younger pupils.

In the wrapping up of the article, they clarify their main argument:

Our argument in this article has been that mathematical models are wooden and inﬂexible next to the beautifully

complex and dynamic nature of our earth. Quantitative models can condense large amounts of difﬁcult data into

simple representations, but they cannot give an accurate answer, predict correct scenario consequences, or accom-

modate all possible confounding variables, especially human behavior.

Reference:

Pilkey-Jarvis, L. & Pilkey, O.H. (2008). Useless Arithmetic: Ten Points to Ponder When Using Mathematical

Models in Environmental Decision Making. Public Administration Review 68 (3) , 470÷479 doi:10.1111/j.1540-

6210.2008.00883 _2.x

1. http://www.blackwell-synergy.com/doi/full/10.1111/j.1540-6210.2008.00883_2.x?cookieSet=1

2. http://www.blackwell-synergy.com/toc/puar/68/3

Mathematics Teacher, April 2008 (2008-03-25 10:01)

The [1]April issue of [2]Mathematics Teacher has arrived, and it contains the following three articles:

• [3]Digital Images + Interactive Software = Enjoyable, Real Mathematics Modeling by Andy Ventress

• <!–[4] Investigating the Mathematical Process with Nonlinear Asymptotes Michael J. Bossé, Karen A.

DeUrquidi, David L. Edwards and N. R. Nandakumar –> [5]Investigating the Mathematical Process with

Nonlinear Asymptotes by Michael J. Bossé, Karen A. DeUrquidi, David L. Edwards and N.R. Nandakumar

• [6]Using Technology to Promote Mathematical Discourse Concerning Women in Mathematics by Lyn Phy

The last article is a free preview article, and is downloadable for everyone. The author has a focus on women

in mathematics, and she discusses her use of cooperative groups, Blackboard (a course managment system) and

the internet as means to facilitate meaningful mathematical discourse. The venue for examining these types of

mathematical discourse is a course called "Women in Mathematics", which the author developed in her university.

They studied the following women mathematicians in the course:

• [7]Hypatia

• [8]Maria Agnesi

• [9]Sophie Germain

• [10]Sonia Kovalevsky

• [11]Emmy Noether

• [12]Irene Hueter

62 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

All in all, this is an interesting description of an interesting university course. At a meta-level, this article also

address issues of how to use history of mathematics in your teaching. At the end of the article, the writer proposes

that anecdotes and activities about women mathematicians can be used in "ordinary" mathematics courses, and

this indicates a certain "direct" use of history.

1. http://my.nctm.org/eresources/toc.asp?journal_id=2

2. http://my.nctm.org/eresources/journal_home.asp?journal_id=2

3. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-04-568a&from=B

4. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8317&from=

B

5. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-04-574a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-04-582a&from=B

7. http://en.wikipedia.org/wiki/Hypatia_of_Alexandria

8. http://en.wikipedia.org/wiki/Maria_Agnesi

9. http://en.wikipedia.org/wiki/Sophie_germain

10. http://en.wikipedia.org/wiki/Sonia_Kovalevsky

11. http://en.wikipedia.org/wiki/Emmy_noether

12. http://www.scottlan.edu/Lriddle/WOMEN/hueter.htm

National Mathematics Advisory Panel (2008-03-26 14:51)

In the U.S., [1]the National Mathematics Advisory Panel (on request from the President himself) has delivered a

report to the President and the U.S. Secretary of Education. This ﬁnal report was delivered on March 13, and is

freely available for anyone to download ([2]pdf or [3]Word document). I know this is old news already, but I will

still present some of the highlights from the report here. Be also aware that there will be a [4]live video webcast of

a discussion of the key ﬁndings and principle messages in the report. The webcast will be held tomorrow, Thursday

March 26, 10-11.30 a.m. Eastern Time. This discussion will be lead by Larry R. Faulkner (Chair of the Panel) and

Raymond Simon (U.S. Deputy Secretary of Education).

A key element of the report is a set of "Principal Messages" for mathematics education. This set of messages

consists of six main elements (quoted from pp. xiii-xiv):

• The mathematics curriculum in Grades PreK-8 should be streamlined and should emphasize a well-deﬁned

set of the most critical topics in the early grades.

• Use should be made of what is clearly known from rigorous research about how children learn, especially

by recognizing a) the advantages for children in having a strong start; b) the mutually reinforcing beneﬁts of

conceptual understanding, procedural ﬂuency, and automatic (i.e., quick and effortless) recall of facts; and

c) that effort, not just inherent talent, counts in mathematical achievement.

• Our citizens and their educational leadership should recognize mathematically knowledgeable classroom

teachers as having a central role in mathematics education and should encourage rigorously evaluated ini-

tiatives for attracting and appropriately preparing prospective teachers, and for evaluating and retaining

effective teachers.

• Instructional practice should be informed by high-quality research, when available, and by the best profes-

sional judgment and experience of accomplished classroom teachers. High-quality research does not support

the contention that instruction should be either entirely "student centered" or "teacher directed." Research

indicates that some forms of particular instructional practices can have a positive impact under speciﬁed

conditions.

• NAEP and state assessments should be improved in quality and should carry increased emphasis on the most

critical knowledge and skills leading to Algebra.

• The nation must continue to build capacity for more rigorous research in education so that it can inform

policy and practice more effectively.

c 2011 ’http://mathedresearch.wordpress.com’ 63

BlogBook 1.2. March

During their 20 month long work, the Panel split in ﬁve task groups, where they analyzed the available evidence in

the following areas:

• Conceptual knowledge and skills

• Learning processes

• Instructional practices

• Teachers and teacher education

• Assessment

These groups are visible in the main chapter headings of the report.

After having presented their principle messages, the panel present 45 main ﬁndings and recommendations for the

further development of mathematics education in the U.S. These 45 ﬁndings and recommendations are split in the

following main groups (strongly resembling the list of task groups above):

• Curricular content

• Lesson processes

• Teachers and teacher education

• Instructional practices

• Instructional materials

• Assessment

• Research policies and mechanisms

These are the main issues in the forthcoming video webcast. All in all, it is an interesting report, so go ahead and

read it!

1. http://www.ed.gov/about/bdscomm/list/mathpanel/index.html

2. http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

3. http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.doc

4. http://www.connectlive.com/events/deptedumathpanel0308/

JMTE, April 2008 (2008-03-27 09:00)

The [1]April issue of [2]Journal of Mathematics Teacher Education has been published. The following articles are

enclosed:

[3]Imagination as a tool in mathematics teacher education

[4]Olive Chapman

[5]Investigating teachers` images of mathematics [6]Gladys Sterenberg

[7]Learning to observe: using video to improve preservice mathematics teachers` ability to notice

[8]Jon R. Star and [9]Sharon K. Strickland

[10]Development of a performance assessment task and rubric to measure prospective secondary

school mathematics teachers` pedagogical content knowledge and skills [11]Hari P. Koirala, [12]Mar-

sha Davis and [13]Peter Johnson

[14]The relationship among elementary teachers` content knowledge, attitudes, beliefs, and practices

[15]Jesse L. M. Wilkins

64 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

[16]This is an interesting collection of articles, addressing a multitude of perspectives from the use of video in

teacher education in the article by Jon R. Star and Sharon K. Strickland to Jesse L.M. Wilkins’ focus on the rela-

tionship between content knowledge, attitudes, beliefs and practices by elementary teachers. I ﬁnd the latter article

especially interesting, since it aims at analyzing relationships between knowledge, beliefs, attitudes and practices

at the same time. All four are large ﬁelds of research, and this is therefore a brave attempt. I would like to question

the choice of investigating the teachers’ practice through self-reporting in a survey though.

1. http://www.springerlink.com/content/w41507h5pw5n/?p=9f0f9f3208644ed49916c667614adb4a&pi=0

2. http://www.springerlink.com/content/102941/?p=29ce612903ac481ab6093f95057b64c1&pi=0

3. http:

//www.springerlink.com/content/7h172656hj33v436/?p=091a31554f7f43d8bb6d716b8f85253a&pi=0

4. http://www.springerlink.com/content/?Author=Olive+Chapman

5. http:

//www.springerlink.com/content/a82404551k752471/?p=091a31554f7f43d8bb6d716b8f85253a&pi=1

6. http://www.springerlink.com/content/?Author=Gladys+Sterenberg

7. http:

//www.springerlink.com/content/7g5331kk174t5324/?p=091a31554f7f43d8bb6d716b8f85253a&pi=2

8. http://www.springerlink.com/content/?Author=Jon+R.+Star

9. http://www.springerlink.com/content/?Author=Sharon+K.+Strickland

10. http:

//www.springerlink.com/content/2651647h8q02493t/?p=091a31554f7f43d8bb6d716b8f85253a&pi=3

11. http://www.springerlink.com/content/?Author=Hari+P.+Koirala

12. http://www.springerlink.com/content/?Author=Marsha+Davis

13. http://www.springerlink.com/content/?Author=Peter+Johnson

14. http:

//www.springerlink.com/content/q82x8x08747851l1/?p=091a31554f7f43d8bb6d716b8f85253a&pi=4

15. http://www.springerlink.com/content/?Author=Jesse+L.+M.+Wilkins

16. http://www.springerlink.com/content/?Author=Jesse+L.+M.+Wilkins

Norma 08 - ﬁnal program (2008-03-27 14:42)

The ﬁnal program of the [1]Norma 08 conference has arrived ([2]download as pdf). I am not going to repeat the

entire program here, but I will point at the plenary lectures that will be presented at the conference:

1. Monday, April 21, 16:30-17:30 - Jeppe Skott (Theme B)

2. Tuesday, April 22, 11:00-12:00 - Paul Drijvers (Theme C)

3. Wednesday, April 23, 11:00-12:00 - Eva Jablonka (Theme D)

4. Thursday, April 24, 11:00-12.00 - Michèle Artigue (Theme A)

1. http://www.dpu.dk/site.aspx?p=10797

2. http://www.dpu.dk/Everest/Publications/Medarbejdere/mmi/norma/20080327122847/

CurrentVersion/NORMA08-programme.pdf

Promoting student collaboration (2008-03-28 08:20)

Megan E. Staples wrote an article called: "[1]Promoting student collaboration in a detracked, heterogeneous sec-

ondary mathematics classroom". The article was published online in [2]Journal of Mathematics Teacher Education

on Wednesday. Here is the abstract of the article:

c 2011 ’http://mathedresearch.wordpress.com’ 65

BlogBook 1.2. March

Detracking and heterogeneous groupwork are two educational practices that have been shown to have promise

for affording all students needed learning opportunities to develop mathematical proﬁciency. However, teachers

face signiﬁcant pedagogical challenges in organizing productive groupwork in these settings. This study offers an

analysis of one teacher`s role in creating a classroom system that supported student collaboration within groups

in a detracked, heterogeneous geometry classroom. The analysis focuses on four categories of the teacher`s work

that created a set of affordances to support within group collaborative practices and links the teacher`s work with

principles of complex systems.

Several researchers have addressed the issue of collaboration and group work, and Staples analyzes the role of

one teacher in this respect. Staples observed 39 lessons in the study, and data was collected through ﬁeld notes,

reﬂective memos, and 26 lessons were also video-taped. She also conducted interviews with most of the students

and the teacher, and she collected curriculum documents, etc. During the data analysis, four categories emerged

that were critical for understanding the teacher’s role (p. 8):

1. Promoting individual and group accountability

2. Promoting positive sentiment among group members

3. Supporting student÷student exchanges with tools and resources

4. Supporting student mathematical inquiry in direct interaction with groups

These categories are used as point of departure for the organization and presentations of the results in the article.

The classroom is a complex system, and this is something Staples discuss a lot in the article. Understanding this

complexity and being able to analyze it, is something she emphasizes as being important for both future and current

teachers.

And interesting article. In the theoretical foundations, she refers (among others) to the works of researchers like

E. Cohen and J. Boaler.

1. http://springerlink.metapress.com/content/810420rx00780882/

2. http://springerlink.metapress.com/content/102941/?p=77141a3894d14ef4a6323ff7d44f26e4&pi=0

When, how, and why prove theorems? (2008-03-28 08:27)

The full title of this new [1]ZDM article is: "[2]When, how, and why prove theorems? A methodology for studying

the perspective of geometry", and it is written by P. Herbst and T. Miyakawa.

Every theorem has a proof, but not every theorem presented in schools (not only in the U.S., although this is the

focus of the article). Why is that? Here is the abstract of the article, which truly raises some important questions:

While every theorem has a proof in mathematics, in US geometry classrooms not every theorem is proved. How

can one explain the practitioner`s perspective on which theorems deserve proof? Toward providing an account of

the practical rationality with which practitioners handle the norm that every theorem has a proof we have designed

a methodology that relies on representing classroom instruction using animations. We use those animations to trig-

ger commentary from experienced practitioners. In this article we illustrate how we model instructional situations

as systems of norms and how we create animated stories that represent a situation. We show how the study of those

stories as prototypes of a basic model can help anticipate the response from practitioners as well as suggest issues

to be considered in improving a model.

Blogged with the [3]Flock Browser

1. http://springerlink.metapress.com/content/120453/?p=3bdf3b9bf2e6444498370510c1dc1609&pi=0

2. http://springerlink.metapress.com/content/wu329522420726h1/

3. http://www.flock.com/blogged-with-flock

66 c 2011 ’http://mathedresearch.wordpress.com’

1.2. March BlogBook

The role of scaling up research (2008-03-29 20:53)

A new article has been published online at [1]Educational Studies in Mathematics. The article is entitled: "[2]The

role of scaling up research in designing for and evaluating robustness", and it is written by J. Roschelle, D. Tatar,

N. Shechtman and J. Knudsen. Here is the abstract of the article:

One of the great strengths of Jim Kaput`s research program was his relentless drive towards scaling up his innova-

tive approach to teaching the mathematics of change and variation. The SimCalc mission, 'democratizing access

to the mathematics of change,¨ was enacted by deliberate efforts to reach an increasing number of teachers and

students each year. Further, Kaput asked: What can we learn from research at the next level of scale (e.g., beyond

a few classrooms at a time) that we cannot learn from other sources? In this article, we develop an argument that

scaling up research can contribute important new knowledge by focusing researchers` attention on the robustness of

an innovation when used by varied students, teachers, classrooms, schools, and regions. The concept of robustness

requires additional discipline both in the design process and in the conduct of valid research. By examining a pro-

gression of three studies in the Scaling Up SimCalc program, we articulate how scaling up research can contribute

to designing for and evaluating robustness.

1. http://springerlink.metapress.com/content/102875/?p=283f44aa38844f9cb6ec8f352deff6b1&pi=0

2. http://springerlink.metapress.com/content/5j32g5u436724054/

Essential skills for a math teacher (2008-03-29 21:23)

[1]Education Week has [2]an interesting article about the uncertainties about the skills that are needed to be a

successful mathematics teacher. The point of departure for the article is the [3]recent report by the National Math-

ematics Advisory Panel in the U.S. The report has several suggestions about the curriculum, cognition, instruction,

etc. When it comes to the skills that are needed to become a good mathematics teacher, though, the answers were

fewer:

Research does not show conclusively which professional credentials demonstrate whether math teachers are ef-

fective in the classroom, the report found. It does not show what college math content and coursework are most

essential for teachers. Nor does it show what kinds of preservice, professional-development, or alternative educa-

tion programs best prepare them to teach.

One of the panel members, Deborah Loewenberg Ball, was interviewed in the article, and she believed that it was

in the area of improving teaching that the emphasis should be set in the years to come:

'We should put a lot of careful effort over the next decade into this issue so that we can be in a much different

place 10 years from now.¨

There appears to be a lot of work and research to do within this area. There is much agreement that the teacher is

important, and the quality of the math teacher has an impact on the students’ results.

But the 90-page report also says it is hard to determine what credentials and training have the strongest effect on

preparing math teachers to teach, and teach well. Research has not provided 'consistent or convincing¨ evidence,

for instance, that students of certiﬁed math teachers beneﬁt more than those whose teachers do not have that licen-

sure, it found.

So, the question that Ball and her team has focused a lot on in their research still remains important for researchers

in the future: What kind of knowledge is it that teachers need?

1. http://www.edweek.org/

2. http://www.edweek.org/ew/articles/2008/04/02/31math_ep.h27.html

3. http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

c 2011 ’http://mathedresearch.wordpress.com’ 67

BlogBook 1.3. April

Mathematics education research links 03/31/2008 (2008-03-31 14:31)

[1]ATM º Conference 2008 - Keele University

tags: [2]conference, [3]education, [4]mathematics, [5]research

1. http://www.atm.org.uk/conferences/conference2008.html

2. http://www.diigo.com/user/rmosvold/conference

3. http://www.diigo.com/user/rmosvold/education

4. http://www.diigo.com/user/rmosvold/mathematics

5. http://www.diigo.com/user/rmosvold/research

1.3 April

Excellent math blog (2008-04-01 08:26)

There are many academic journals in our ﬁeld, and there are many articles to read if you want to keep up. On

some occasions though, a couple of days might pass by without any new publications from the major journals. On

instances like that, you might want to take a look at some of the mathematics related blogs on the internet. One

of my favorites is [1]Wild About Math! by Sol Lederman. This blog presents [2]several interesting articles about

mathematics and how to learn "[3]to get wild about Math", and a regular feature of the blog is the "Monday Math

Madness contest" (Sol loves mathematical problems and puzzles). You can also ﬁnd a [4]list of links to other web

pages with mathematical problems and puzzles.

1. http://wildaboutmath.com/

2. http://wildaboutmath.com/articles/

3. http://wildaboutmath.com/2007/10/15/10-ways-to-get-wild-about-math/

4. http://wildaboutmath.com/math-contest-problem-web-links/

IJMEST, vol. 39, issue 3 (2008-04-02 11:30)

[1]International Journal of Mathematical Education in Science and Technology has published their [2]third issue

(of 8) this year. In the table of contents, we ﬁnd the following original articles:

[3]Mathematics instruction and the tablet PC

[4]285 ÷ 292

Authors: K. Renee Fister; Maeve L. McCarthy

DOI: 10.1080/00207390701690303

[5]Predicting mathematical aptitude for higher education

[6]293 ÷ 299

Author: Betty McDonald

DOI: 10.1080/00207390701688141

[7]Comparison among different patterns of priority vectors estimation

methods

[8]301 ÷ 311

Author: Stan Lipovetsky

DOI: 10.1080/00207390701639532

[9]Behind the scenes of pseudo-proportionality

[10]313 ÷ 324

Authors: Modestina Modestou; Iliada Elia; Athanasios Gagatsis; Giorgos

Spanoudis

DOI: 10.1080/00207390701691541

68 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

[11]How does one assess the accuracy of academic success predictors?

ROC analysis applied to university entrance factors

[12]325 ÷ 340

Authors: Juana-Maria Vivo; Manuel Franco

DOI: 10.1080/00207390701691566

[13]Computer-aided assessment questions in engineering mathematics

using MapleTA®

[14]341 ÷ 356

Author: I. S. Jones

DOI: 10.1080/00207390701734523

[15]Estimation of return values of wave height: consequences of

missing observations

[16]357 ÷ 363

Author: Jesper Rydén

DOI: 10.1080/00207390701639508

1. http://www.tandf.co.uk/journals/tf/0020739X.html

2. http://www.informaworld.com/smpp/title%7Econtent=g791766918%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a783987432%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a783987432%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a783986723%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a783986723%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a783987059%7Edb=all%7Eorder=page

8. http://www.informaworld.com/smpp/content%7Econtent=a783987059%7Edb=all%7Eorder=page

9. http://www.informaworld.com/smpp/content%7Econtent=a783987212%7Edb=all%7Eorder=page

10. http://www.informaworld.com/smpp/content%7Econtent=a783987212%7Edb=all%7Eorder=page

11. http://www.informaworld.com/smpp/content%7Econtent=a788415544%7Edb=all%7Eorder=page

12. http://www.informaworld.com/smpp/content%7Econtent=a788415544%7Edb=all%7Eorder=page

13. http://www.informaworld.com/smpp/content%7Econtent=a788416350%7Edb=all%7Eorder=page

14. http://www.informaworld.com/smpp/content%7Econtent=a788416350%7Edb=all%7Eorder=page

15. http://www.informaworld.com/smpp/content%7Econtent=a788415120%7Edb=all%7Eorder=page

16. http://www.informaworld.com/smpp/content%7Econtent=a788415120%7Edb=all%7Eorder=page

"Joined Up Mathematics" (2008-04-02 12:03)

The Annual Conference 2008 of the [1]MA/[2]ATM, entitled "[3]Joined Up Mathematics" starts today at [4]Keele

University, UK. The conference is closing on Saturday. The opening speaker of today’s program is Anne Watson.

Her presentation has been given the title: "Fragments and Coherence". Other keynote speakers are John Mason,

Rob Eastaway and Mike Askew.

1. http://www.m-a.org.uk/

2. http://www.atm.org.uk/

3. http://www.ncetm.org.uk/Default.aspx?page=20&module=cpd&mode=100&cpdid=3661

4. http://www.keele.ac.uk/

Testing, testing and comparing test results... (2008-04-02 20:13)

In 2003 (in the U.S.), the [1]National Assessment of Educational Progress ([2]NAEP) administered assessments

in reading and mathematics for grades 4 and 8. Representative samples of students were made from about 100

c 2011 ’http://mathedresearch.wordpress.com’ 69

BlogBook 1.3. April

public schools in each state. A research report called "[3]Comparison Between NAEP and State Mathematics

Assessment Results: 2003" now focus on the question whether these results are comparable to the results published

by individual state testing programs. The entire report is available online (only!), and can be downloaded in PDF

format ([4]Vol I and [5]II).

The introduction contains some interesting historical remarks about achievement testing in the U.S., and this might

be interesting to non-Americans (like myself).

1. http://en.wikipedia.org/wiki/National_Assessment_of_Educational_Progress

2. http://nces.ed.gov/nationsreportcard/

3. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008475

4. http://nces.ed.gov/pubs2008/2008475_1.pdf

5. http://nces.ed.gov/pubs2008/2008475_2.pdf

Implementing Kaput’s research programme (2008-04-03 06:41)

[1]Celia Hoyles and [2]Richard Noss recently published an article called "[3]Next steps in implementing Kaput’s

research programme" in [4]Educational Studies in Mathematics. These two distinguished professors have written

a multitude of books and articles together in the past, so you might have come across something written by "Hoyles

and Noss" before. In this particular article, they explore and discuss some key ideas from Jim Kaput and connect

them to their own research. Here is the abstract of the article:

We explore some key constructs and research themes initiated by Jim

Kaput, and attempt to illuminate them further with reference to our own

research. These 'design principles` focus on the evolution of digital

representations since the early 1990s, and we attempt to take forward

our collective understanding of the cognitive and cultural affordances

they offer. There are two main organising ideas for the paper. The

ﬁrst centres around Kaput`s notion of outsourcing of processing power,

and explores the implications of this for mathematical learning. We

argue that a key component for design is to create visible, transparent

views of outsourcing, a transparency without which there may be as many

pitfalls as opportunities for mathematical learning. The second

organising idea is Kaput`s notion of communication and the importance

of designing for communication in ways that recognise the mutual

inﬂuence of tools for communication and for mathematical expression.

1. http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4381&4381_0=5196

2. http://www.lkl.ac.uk/rnoss/

3. http://springerlink.metapress.com/content/e7q1v48138232250/

4. http://springerlink.metapress.com/content/102875/?p=2e6c2d5aab20499e882a51fd837927be&pi=0

Aztec math (2008-04-04 09:45)

Both [1]National Geographic and [2]Scientiﬁc American published articles about Aztec mathematics yesterday.

The article in National Geographic focused on a specialized arithmetic that Aztec mathematicians developed to

measure tracts of taxable land. In this arithmetic they used symbols like hearts, hands and arrows, which probably

had a relation to the human body. The article refers to a study that was reported in this week’s issue of [3]Science.

Science covers the topic in a [4]news story as well as the [5]research article. The Scientiﬁc American article also

focus on the hearts and arrows, and they also refer to [6]another article (in Science) about the [7]Aztec number

system. So, for those interested in [8]Aztec mathematics in particular, and history of mathematics in general, there

70 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

are lots of interesting and up to date articles to read here!

1. http://news.nationalgeographic.com/news/2008/04/080403-aztec-math.html

2. http://www.sciam.com/article.cfm?id=aztec-math-uses-hearts-and-arrows&sc=rss

3. http://www.sciencemag.org/

4. http://sciencenow.sciencemag.org/cgi/content/full/2008/403/2

5. http://www.sciencemag.org/cgi/content/short/320/5872/72

6. http://www.sciencemag.org/cgi/content/abstract/210/4469/499?ck=nck

7. http://www.math.temple.edu/%7Ezit/Native%20American/9%20Aztecs_num.pdf

8. http://en.wikipedia.org/wiki/Aztec

Awards and medals (2008-04-04 11:20)

According to [1]the Math Forum, the following people have been given awards in our ﬁeld recently:

• Anna Sfard has received the Hans Freudenthal Medal for 2007 ([2]see this post for more information)

• Jeremy Kilpatrick has received the Felix Klein Medal for 2007 ([3]see this post for more information)

Both news were posted at the request of Mogens Niss, who is Chair of the ICMI Awards Committee. The posts

linked above give a nice overview of the research efforts of these two distinguished scholars.

1. http://mathforum.org/

2. http://mathforum.org/kb/thread.jspa?messageID=6163237&tstart=0#6163237

3. http://mathforum.org/kb/thread.jspa?messageID=6163236&tstart=0#6163236

From static to dynamic mathematics (2008-04-07 11:50)

[1]Educational Studies in Mathematics recently published an article called: "[2]From static to dynamic mathe-

matics: historical and representational perspectives". The article is written by Luis Moreno-Armella, Stephen J.

Hegedus and James J. Kaput. The point of departure for this article is the issue of new digital technologies, their

capacities, issues concerning design and use of them, etc. They build upon one of Kaput’s works on notations and

representations, in order to:

(...) present new theoretical perspectives on the design and use of digital technologies, especially dynamic mathe-

matics software and 'classroom networks.¨

In the article they present some interesting perspectives on the historical development on media, from static to

dynamic, and they discuss some dynamical perspectives related to variation and geometry (dynamic geometry, like

[3]Cabri, [4]Geometer’s Sketchpad, etc.). Here is the abstract of this interesting article:

The nature of mathematical reference ﬁelds has substantially evolved with the advent of new types of digital

technologies enabling students greater access to understanding the use and application of mathematical ideas and

procedures. We analyze the evolution of symbolic thinking over time, from static notations to dynamic inscriptions

in new technologies. We conclude with new perspectives on Kaput`s theory of notations and representations as

mediators of constructive processes.

1. http://springerlink.metapress.com/content/102875/?p=10c7da59cf544ee887e7660fecbd8979&pi=0

2. http://springerlink.metapress.com/content/673574370n380675/

3. http://www.cabri.com/

4. http://www.dynamicgeometry.com/

c 2011 ’http://mathedresearch.wordpress.com’ 71

BlogBook 1.3. April

After the Math Panel (2008-04-08 07:39)

A little less than a month ago, [1]the National Mathematics Advisory Panel published their [2]ﬁnal report on the

future of mathematics education in the U.S. The report has raised much discussion in the U.S., and today I came

across an interesting blog called [3]After the Math Panel. In this blog, an educator and mom gives us her opinions

and analyses of the report. The blog contains some interesting and readable summaries of the report, and I think it

is worth reading!

1. http://www.ed.gov/about/bdscomm/list/mathpanel/index.html

2. http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

3. http://afterthemathpanel.blogspot.com/

Mathematics Teaching in the Middle School, April 2008 (2008-04-08 08:13)

The April issue of [1]Mathematics Teaching in the Middle School has arrived, and it presents the following arti-

cles:

[2]

By Way of Introduction: Developing Mathematical Understanding through Representations

[3]

Developing Mathematical Understanding through Multiple Representations by Preety N. Tripathi (free preview

article)

[4]

Promoting Mathematics Accessibility through Multiple Representations Jigsaws by Wendy Pelletier Cleaves

[5]

Oranges, Posters, Ribbons, and Lemonade: Concrete Computational Strategies for Dividing Fractions by Christo-

pher M. Kribs-Zaleta[6]

[7]Student Representations at the Center: Promoting Classroom Equity by Kara Louise Imm, Despina A. Stylianou

and Nabin Chae

[8]

Analyzing Students’ Use of Graphic Representations: Determining Misconceptions and Error Patterns for Instruc-

tion by Amy Scheuermann and Delinda van Garderen

[9]

Developing Meaning for Algebraic Symbols: Possibilities and Pitfalls by John K. Lannin, Brian E. Townsend,

Nathan Armer, Savanna Green and Jessica Schneider

[10]

Sense-able Combinatorics: Students’ Use of Personal Representations by Lynn D. Tarlow

[11]

The Role of Representations in Fraction Addition and Subtraction by Kathleen Cramer, Terry Wyberg and Seth

Leavitt

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=3

2. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-436a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-438a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-446a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-453a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-458a&from=B

7. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-458a&from=B

8. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-471a&from=B

9. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-478a&from=B

10. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-484a&from=B

11. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-04-490a&from=B

72 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

Teaching Children Mathematics, April 2008 (2008-04-08 08:16)

NCTM journal: [1]Teaching Children Mathematics has published the April issue of this year, and it has the fol-

lowing contents (articles):

<!–[2] Alice in Numberland: Through the Standards in Wonderland

Donna Christy, Karen Lambe, Christine Payson, Patricia Carnevale and Debra Scarpelli –> [3]Alice in Number-

land: Through the Standards in Wonderland by Donna Christy, Karen Lambe, Christine Payson, Patricia Carnevale

and Debra Scarpelli

<!–[4] Learning Our Way to One Million

David J. Whitin –> [5]Learning Our Way to One Million by David J. Whitin

<!–[6] Problem-Solving Support for English Language Learners

Lynda R. Wiest –> [7]Problem-Solving Support for English Language Learners by Lynda R. Wiest (free preview

article)

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=4

2. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8306&from=

B

3. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-04-436a&from=B

4. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8307&from=

B

5. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-04-448a&from=B

6. file://localhost/mnt/ext/blogbooker/tmp/bw96gvtk/article_summary.asp?article_id=8308&from=

B

7. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-04-479a&from=B

Analyticity without differentiability (2008-04-09 20:00)

A new article has appeared in [1]International Journal of Mathematical Education in Science and Technology. The

article is written by E. Kirillova and K. Spindler, and it is entitled: [2]Analyticity without differentiability. Her is

the abstract of the article:

In this article we derive all salient properties of analytic functions,

including the analytic version of the inverse function theorem, using

only the most elementary convergence properties of series. Not even the

notion of differentiability is required to do so. Instead, analytical

arguments are replaced by combinatorial arguments exhibiting properties

of formal power series. Along the way, we show how formal power series

can be used to solve combinatorial problems and also derive some

results in calculus with a minimum of analytical machinery.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a792036656%7Edb=all%7Ejumptype=rss

Student presentations in the classroom (2008-04-09 20:02)

David L. Farnsworth has written an article called [1]Student presentations in the classroom. The article was pub-

lished in [2]International Journal of Mathematical Education in Science and Technology today. Here is the abstract:

For many years, the author has been involving his students in classroom

teaching of their own classes. The day-to-day practice is described,

c 2011 ’http://mathedresearch.wordpress.com’ 73

BlogBook 1.3. April

and the advantages and disadvantages for both the instructor and the

students are discussed. Comparisons with the Moore Method of teaching

are made.

1. http://www.informaworld.com/smpp/content%7Econtent=a792036692%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Stability of teachers’ classroom activity (2008-04-09 20:06)

M. Pariès, A. Robert and J. Rogalski recently published an article called "[1]Analyses de séances en classe et

stabilité des pratiques d`enseignants de mathématiques expérimentés du second degré" in [2]Educational Studies

in Mathematics. The article is in French, but here is the abstract in English:

In this paper we tackle the issue of an eventual stability of teachers`

activity in the classroom. First we explain what kind of stability is

searched and how we look for the chosen characteristics: we analyse the

mathematical activity the teacher organises for students during

classroom sessions and the way he manages the relationship between

students and mathematical tasks. We analyse three one-hour sessions for

different groups of 11 year old students on the same content and with

the same teacher, and two other sessions for 14 year old and 15 year

old students, on analogous contents, with the same teacher (another

one). Actually it appears in these two examples that the main

stabilities are tied with the precise management of the tasks, at a

scale of some minutes, and with some subtle characteristic touches of

the teacher`s discourse. We present then a discussion and suggest some

inferences of these results.

1. http://springerlink.metapress.com/content/93149p81502m6428/

2. http://springerlink.metapress.com/content/102875/?p=7960ae7179ee42ae9ec20692d1377943&pi=0

NCTM Annual Meeting (2008-04-09 20:19)

The [1]NCTM [2]Annual Meeting started today in Salt Lake City, Utah. The theme for the conference is "Becom-

ing Certain About Uncertainty". The conference has lots of interesting sessions and exhibitions. The program is

[3]downloadable as a pdf, but if you want the [4]full program, it is 17,3 MB! You might also want to take a look at

the rather impressive list of [5]featured speakers.

1. http://www.nctm.org/

2. http://www.nctm.org/conferences/content.aspx?id=11662

3. http://www.nctm.org/conferences/content.aspx?id=13370

4. http://www.nctm.org/uploadedFiles/Conferences/Annual_Meetings/Salt_Lake_City/slc_

FullProgrambook.pdf

5. http://www.nctm.org/conferences/content.aspx?id=12832

Rounded fractals (2008-04-10 08:34)

[1]International Journal of Computers for Mathematical Learning has a column called "Computational Diver-

sions". Michael Eisenberg recently wrote an article/entry in this column called "[2]Rounded Fractals". The article

74 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

is both practical and interesting, and it provides several examples concerning the generation of fractal designs. In

the beginning of the article, he mentions turtle geometry ([3]Logo), but the examples are made by making use of

the method of [4]iterated function systems. The article also contains a challenge, so anyone interested in fractals

might want to take a look.

1. http://springerlink.metapress.com/content/102910/?p=8ec0f95cea534070b88d662e1704510a&pi=0

2. http://springerlink.metapress.com/content/4401003262l01885/

3. http://en.wikipedia.org/wiki/Logo_%28programming_language%29

4. http://en.wikipedia.org/wiki/Iterated_function_system

Studying new forms of participation (2008-04-13 19:58)

Stephen J. Hegedus and William R. Penuel wrote an article that was recently published online in [1]Educational

Studies in Mathematics. The article is called "[2]Studying new forms of participation and identity in mathematics

classrooms with integrated communication and representational infrastructures", and here is the abstract of the

article:

Wireless networks are fast becoming ubiquitous in all aspects of

society and the world economy. We describe a method for studying the

impacts of combining such technology with dynamic,

representationally-rich mathematics software, particularly on

participation, expression and projection of identity from a local to a

public, shared workspace. We describe the types of mathematical

activities that can utilize such unique combinations of technologies.

We outline speciﬁc discourse analytic methods for measuring

participation and methodologies for incorporating measures of identity

and participation into impact studies.

1. http://springerlink.metapress.com/content/102875/?p=d6884157f28f4b9dace9b38f87f24b2c&pi=0

2. http://springerlink.metapress.com/content/a12300h373003225/

NOMAD, March 2008 (2008-04-14 11:11)

The ﬁrst issue of [1]NOMAD this year has ﬁnally arrived, at least the web page has ﬁnally been updated to indi-

cate that. Unfortunately, the articles are not available online, but you can read the abstracts (and the editorial in its

entirety). The issue contains the following articles:

• [2]The International Commission on Mathematical Instruction: a centenary of history and a future to con-

struct by M. Blomhøj and P. Valero (editorial)

• [3]Word problems in upper secondary algebra in Sweden over the years 1960÷2000 by T. Jakobsson-Åhl

• [4]Växelverkan mellan intuitiva idéer och formella resonemang ÷ en fallstudie av universitetsstudenters

arbete med en analysuppgift by K. Pettersson

• [5]Classroom settings, self-regulated learning skills and grades in mathematics by J. Samuelsson

• [6]The ﬁfth year of the Nordic Graduate School by B. Grevholm (available in its entirety)

c 2011 ’http://mathedresearch.wordpress.com’ 75

BlogBook 1.3. April

1. http://ncm.gu.se/node/959

2. http://ncm.gu.se/node/2669

3. http://ncm.gu.se/node/2670

4. http://ncm.gu.se/node/2671

5. http://ncm.gu.se/node/2672

6. http://ncm.gu.se/node/2673

JRME, May 2008 (2008-04-14 11:14)

The May issue of [1]Journal for Research in Mathematics Education (JRME) has already arrived, and it contains

the following articles:

[2]

ZPC and ZPD: Zones of Teaching and Learning

Anderson Norton and Beatriz S. D’Ambrosio

[3]

The Impact of Middle-Grades Mathematics Curricula and the Classroom Learning Environment on Student

Achievement

James E. Tarr, Robert E. Reys, Barbara J. Reys, Óscar Chávez, Jeffrey Shih and Steven J. Osterlind

[4]

[5]Learning to Use Fractions: Examining Middle School Students’ Emerging Fraction Literacy

Debra I. Johanning

[6]

[7]The Linear Imperative: An Inventory and Conceptual Analysis of Students’ Overuse of Linearity

Wim Van Dooren, Dirk De Bock, Dirk Janssens and Lieven Verschaffel

[8]

[9]Teaching With Games of Chance: A Review of The Mathematics of Games and Gambling

Laurie Rubel

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=1

2. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-220a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-247a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-281a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-281a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-311a&from=B

7. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-311a&from=B

8. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-343a&from=B

9. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-05-343a&from=B

Argumentation and algebraic proof (2008-04-15 07:29)

B. Pedemonte has written an article that has recently been published (online ﬁrst) in [1]ZDM. The article has a

focus on a "core activity" in mathematics, and it is called: "[2]Argumentation and algebraic proof". Here is the

abstract of the article:

This paper concerns a study analysing cognitive continuities and distances between argumentation

supporting a conjecture and its algebraic proof, when solving open problems involving properties of

numbers. The aim of this paper is to show that, unlike the geometrical case, the structural distance

between argumentation and proof (from an abductive argumentation to a deductive proof) is not one

of the possible difﬁculties met by students in solving such problems. On the contrary, since algebraic

proof is characterized by a strong deductive structure, abductive steps in the argumentation activity

can be useful in linking the meaning of the letters used in the algebraic proof with numbers used in the

argumentation. The analysis of continuities and distances between argumentation and proof is based

76 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

on the use of Toulmin`s model combined with ck¢ model.

Algebra is used in several different domains in mathematics, but this article has a focus on the algebra that is taught

and learned in secondary school (Grade 12 and 13). After having elaborated and presented a theoretical framework

for her analysis of proofs, Pedemonte presents some data that has been collected from prospective primary school

teachers. These students were attending a course at the University, and their solutions to two open problems were

analyzed according to the theoretical framework (the solutions of 7 students’ solutions to each of the two problems

were analyzed).

1. http://springerlink.metapress.com/content/120453/?p=68a83562a62d4470a17cef2455b5fb61&pi=0

2. http://springerlink.metapress.com/content/f44t829343745575/

Teaching Statistics, May 2008 (2008-04-15 07:47)

The [1]May issue of [2]Teaching Statistics has arrived. This is not a journal I have followed in the past, I must

admit, but there are some interesting articles in this issue. One article is entitled: "[3]Inspired by Statistics?" The

introduction to the article at least made me think:

What do you think of when you hear the word 'statistics`?

Before

reading any further, give an instant view on how statistics makes you

feel and how your learners may feel. Why do you think the way you do

about statistics?

The article goes on to discuss views on statistics, before the author describes one of her favorite tasks about Mi-

nard’s map (a famous combined map, graph and chart that documents the losses suffered

by Napoleon’s army in his disastrous Russian campaign of 1812). She describes the way she planned and worked

with this task in her teaching, and then ﬁnishes off with a discussion about inspiration for future tasks.

1. http://www.blackwell-synergy.com/toc/test/30/2

2. http://www.blackwell-synergy.com/loi/test

3. http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-9639.2008.00312.x?mi=0&af=

R&prevSearch=allfield%253A%2528mathematics%2529&filter=all

New ZDM-articles (2008-04-18 08:15)

Two new articles has recently been published (online ﬁrst) by [1]ZDM. The ﬁrst article is written by Man-Keung

Siu, and it is entitled "[2]Proof as a practice of mathematical pursuit in a cultural, socio-political and intellectual

context". Here is the abstract of the article:

Through examples we explore the practice of mathematical pursuit, in particular on the notion of

proof, in a cultural, socio-political and intellectual context. One objective of the discussion is to show

how mathematics constitutes a part of human endeavour rather than standing on its own as a technical

subject, as it is commonly taught in the classroom. As a 'bonus¨, we also look at the pedagogical

aspect on ways to enhance understanding of speciﬁc topics in the classroom.

c 2011 ’http://mathedresearch.wordpress.com’ 77

BlogBook 1.3. April

The other article is called "[3]Networking strategies and methods for connecting theoretical approaches: ﬁrst steps

towards a conceptual framework", and it is written by Susanne Prediger, Angelika Bikner-Ahsbahs and Ferdinando

Arzarello. The article has a focus on the diversity of theories in mathematics education research, and how we can

deal with that. Here is the abstract:

The article contributes to the ongoing discussion on ways to deal with the diversity of theories

in mathematics education research. It introduces and systematizes a collection of case studies using

different strategies and methods for networking theoretical approaches which all frame (qualitative)

empirical research. The term 'networking strategies` is used to conceptualize those connecting strate-

gies, which aim at reducing the number of unconnected theoretical approaches while respecting their

speciﬁcity. The article starts with some clariﬁcations on the character and role of theories in general,

before proposing ﬁrst steps towards a conceptual framework for networking strategies. Their applica-

tion by different methods as well as their contribution to the development of theories in mathematics

education are discussed with respect to the case studies in the ZDM-issue.

1. http://springerlink.metapress.com/content/120453/?p=8dddf732314542b29e3cd6a9b04b87ee&pi=0

2. http://springerlink.metapress.com/content/0617128626848j20/

3. http://springerlink.metapress.com/content/y060584750817876/

Learning from group discussions (2008-04-18 08:26)

Keith Weber, Carolyn Maher, Arthur Powell and Hollylynne Stohl Lee has written an article called "[1]Learning

opportunities from group discussions: warrants become the objects of debate" that has recently been published on-

line by [2]Educational Studies in Mathematics. The article deals with the interesting issues concerning discourse

and learning opportunities in group discussions. Here is the abstract of the article:

In the mathematics education literature, there is currently a debate about the mechanisms by which

group discussion can contribute to mathematical learning and under what conditions this learning is

likely to occur. In this paper, we contribute to this debate by illustrating three learning opportunities

that group discussions can create. In analyzing a videotaped episode of eight middle school students

discussing a statistical problem, we observed that these students frequently challenged the arguments

that their colleagues presented. These challenges invited students to be explicit about what mathe-

matical principles, or warrants, they were implicitly using as a basis for their mathematical claims,

in some cases recognize the modes of reasoning they were using were invalid and reject these modes

of reasoning, and in other cases, attempt to provide deductive support to justify why their modes of

reasoning were appropriate. We then describe what social and environmental conditions allowed the

discussion analyzed in this paper to occur.

Interestingly enough, they use [3]Toulmin’s [4]model of argumentation as a part of the theoretical framework for

their analyses. The research that they report and discuss in this article occurred in the context of a research project

called "Informal Mathematics Learning", which is a project supported by the [5]NSF.

1. http://springerlink.metapress.com/content/36734r5k21312054/

2. http://springerlink.metapress.com/content/102875/?p=2c70247117714c369d4f955a8898789b&pi=0

3. http://en.wikipedia.org/wiki/Stephen_Toulmin

4. http://changingminds.org/disciplines/argument/making_argument/toulmin.htm

5. http://www.nsf.gov/

78 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

Norma08 - Day 1 (2008-04-22 11:04)

Plenary - J. Skott

The [1]Norma 08 Conference takes place in Copenhagen this week, and I am attending. I will therefore have a

focus on this conference this week. The ﬁrst plenary lecture was presented by Danish researcher Jeppe Skott,

and here are my notes from the presentation (which was very interesting by the way). I also plan on covering the

conference on [2]twitter, so take a look there as well for live reports!

Title: "The education and identity of mathematics teachers"

Research on mathematics teachers has grown tremendously during the past 20-30 years. Skott starts with a pre-

sentation about publications, journals, monographs, etc.

Two main concerns:

• Teachers’ knowledge

• Teachers’ beliefs

In the 1980s - a shift in the view of learning, mathematics, etc. changed the whole ﬁeld of school mathematics

(fallibilism, social constructivism). Teachers placed in a new role, as opposed to before. Teachers supposed to

understand what students are doing, and to guide their learning. New role: planned unpredictability (interesting

concept!)

Teachers’ knowledge

Displays a couple of examples from the literature that displays teachers’ (lack of) knowledge about mathematics

(for teaching). Perhaps pre-service education is not what it should have been?

The importance of Shulman’s work. The article "Those who understand..." A main idea: content matters! Two of

Shulman’s concepts important:

• Content knowledge

• Pedagogical content knowledge

What is it that teachers’ should know about? (content knowledge)

What is it that makes a topic difﬁcult? (pedagogical content knowledge)

The mathematics of the classroom - the mathematics of the mathematician.

Liping Ma - asked teachers in China and the US lots of questions concerning basic mathematics. Many teach-

ers (esp. the US teachers) weren’t able to solve the problems. A basic question for her - What is the relevant

knowledge needed by teachers? American teachers - list of disconnected procedures. Chinese teachers - alle these

procedures were related. "Understanding with bredth."

D. Ball, H. Bass et al. Classroom based approach. Mathematical challenges from the classroom. (Elements from

the LMT measurements) D. Ball calls it "unpacking mathematical knowledge" - digging deeply into the conceptual

issues.

A shift in the area of developing a knowledge base for teaching:

• From - number of courses

• to - knowledge of school mathematics (L. Ma)

• to - knowing in action (D. Ball)

Beliefs research in math education

In order for any reform to have an impact there needs to be a change in the teachers’ beliefs.

Developing and changing beliefs. Several suggestions and attempts (see points in slide).

Relationship between beliefs and practice.

c 2011 ’http://mathedresearch.wordpress.com’ 79

BlogBook 1.3. April

A moral so far: There is a need for contextualizing mathematics education to the act of teaching.

Discussion of the relationship (or expected relationship) between development of curriculum and curriculum ma-

terial and teaching practice.

As researchers, a main issue is the one of theorizing practice.

Poses an interesting question: In what sense is mathematics education an applied ﬁeld?

Points at an interesting quote by P. Cobb about the issue of mathematics education (research).

Interesting model about the dimensions of research (by Stokes).

A main issue for research in math education is maybe not about theorizing, but about having impact on practice.

The end of the talk ﬁlled with intriguing questions and interesting metaphors. (Thaetetus’ ship - if you replace a

plank, and then another plank, when is it no longer Thaetetus’ ship, but a new one?)

All in all a very interesting presentation! Hopefully these notes could be deciphered by others as well...

1. http://www.dpu.dk/site.aspx?p=10797

2. http://www.twitter.com/rmosvold

Norma 08 - Day 2 (2008-04-22 11:49)

Plenary lecture - P. Drijvers

Title: "Tools and tests"

Drijvers starts off giving some introductory notes about [1]the Freudenthal Institute.

"Tools" = technological tools in this connection.

Why use tools and tests? The teaching and learning should be reﬂected in the assessment, and assessment should

be driven by teaching and learning.

What are we actually assessing? Tools skills or mathematical skills?

Tests with tools, why would we do it?

• Prepare students

• Allows for different types of questions

• Assessments should reﬂect learning

• etc.

Drijvers goes on to present some examples from other countries (France, Germany, etc.) of tasks where techno-

logical tools are involved. The use of tools in the tasks is often questionable (or non-existent). In some examples,

graphing calculators are allowed, but the tasks do not indicate any usage of these tools. Drijvers also presents some

examples that are interesting to discuss from the point of view of "realism" and "authenticity", and he takes up this

discussion in a few cases. Ends the section of examples with an example from the Netherlands, and he makes a

humorous comment about this being the perfect example of a really good task. In discussing this example, Dri-

jvers continually come back to the issue that this is something that you can imagine. And in the Dutch vocabulary,

"realism" means something that you can imagine. Within a Dutch context, a realistic task is therefore a task that

the students can imagine.

He then brings the discussion to a meta-level, introducing concepts like artifacts and instruments, and goes on with

a presentation of what is called instrumental genesis.

Conclusions so far:

• Assessment with technology is an issue in many countries

• Reasoning, interpretation and explanation is also asked about (not just ICT-output)

• Different ways of dealing with technology (discusses some trends)

80 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

Tools for digital assessments. Why digital assessment?

Discusses some of the limitations of software, types of feedback, etc.

All in all, an interesting presentation with several important issues being raised.

1. http://www.fi.uu.nl/en/

Video-based curriculum (2008-04-22 21:27)

S.L. Stockero has written an article that has recently been published in [1]Journal of Mathematics Teacher Ed-

ucation. The article is entitled: [2]Using a video-based curriculum to develop a reﬂective stance in prospective

mathematics teachers. Here is the abstract of the article:

Although video cases are increasingly being used in teacher education as a means of situating learning and de-

veloping habits of reﬂection, there has been little evidence of the outcomes of such use. This study investigates

the effects of using a coherent video-case curriculum in a university mathematics methods course by addressing

two issues: (1) how the use of a video-case curriculum affects the reﬂective stance of prospective teachers (PTs);

and (2) the extent to which a reﬂective stance developed while reﬂecting on other teachers` practice transfers for

reﬂecting on one`s own practice. Data sources include videotapes of course sessions and PTs` written work from a

middle school mathematics methods course that used a video-case curriculum as a major instructional tool. Both

qualitative and quantitative analytical methods were used, including comparative and chi-square contingency table

analyses. The PTs in this study showed changes in their level of reﬂection, their tendency to ground their analyses

in evidence, and their focus on student thinking. In particular, they began to analyze teaching in terms of how it

affects student thinking, to consider multiple interpretations of student thinking, and to develop a more tentative

stance of inquiry. More signiﬁcantly, the reﬂective stance developed via the video curriculum transferred to the

PTs` self-reﬂection in a course ﬁeld experience. The results of this study speak to the power of using a video-case

curriculum as a means of developing a reﬂective stance in prospective mathematics teachers.

1. http://springerlink.metapress.com/content/102941/?p=aa8d68eb7de94964b1f9767bead224f4&pi=0

2. http://springerlink.metapress.com/content/0ut1m74001u1754h/

Norma 08 - Day 3 (2008-04-25 10:42)

A bit late, but here are my notes from the plenary lecture from the third day at Norma08:

Plenary lecture - Eva Jablonka

PART 1 - "Mathematics for all. Why? What? When?"

Math as a core subject in compulsory education (empirical fact). Industrialised countries provide basic maths for

all (in school). BUT - many children don’t go to school in several countries around the world. It varies between

countries when children can stop taking mathematics courses.

Mathematics for all, beyond primary level - why?

Goals as an apologetic discourse.

Common list of justiﬁcations:

• Skills for everyday life and activities for workplaces (useful)

• Sharing cultural heritage

• Learning to think critically (formative goal)

Examples of critical thinking in classrooms (Harols Fawcett, 1938)

• Selecting signiﬁcant words and phrases, careful deﬁnition

c 2011 ’http://mathedresearch.wordpress.com’ 81

BlogBook 1.3. April

• Require evidence to support conclusions

• Analyzing evidence

• Recognize hidden assumptions

• Evaluate the argument itself

• etc.

"Everybody counts" (National Academy of Sciences, 1989)

Help develop critical habits of mind, understand chance, value proof etc. (p. 8).

The notion of "thinking critically" - what is it?

Fawcett - precision of language

Swedish example - relation to environment, etc. (global view, more vague)

Is there an epistemic quality of mathematics that is linked to thinking critically? (interesting question!)

Recent descriptions - renaissance of formative and methodological goals

- Communicating mathematically (discuss, advantages, disadvantages, etc.)

Communicating freely and critical thinking takes place in some sort of an ideal democratic environment.

Are mathematics classrooms ideal speech communities?

- Learning to model and solve problems mathematically

Danger of overemphasizing utility (connections with engineering, social science departments, etc.)

- Recruitment into the mathematics, science and engineering pipeline as justiﬁcation (economic development in a

country, etc.)

There has to be a "critical mass" from which to select future mathematicians. (similar argument to sports, being

successful in sports)

How successful are the students in compulsory mathematics courses for all?

International tests (PISA, TIMSS, etc.) - only a small percentage will reach the highest level. Discussions of

"average achievements", comparisons between countries.

Conclusions

Compulsory mathematics, not for all. Global failure of math education?

Which groups of students are successful/less successful? (interesting question)

PART 2 - "Mathematics for all!" (mission statement)

Challenges:

• Demographic development (declining number of students, in many industrialised countries)

• "Learning to leave?" - Successful students often end up moving away (from their country, local area, etc.) -

How can a mathematics curriculum serve the local needs of local communities?

• Organization of participation - students’ choices. Why do so many students choose not to pursue further

studies in mathematics after the compulsory course? To what extent should we "force" them to choose

mathematics?

• Changes in social contexts

• Increased stress on instrumental knowledge and of the marketability of skills. Danger of oppositions between

rationales for mathematics and liberal arts for instance.

• Professional groups ﬁghting against the "contamination of mathematical knowledge". Consequence of shift

towards process skills in the curricula. (Back to basics movement, math wars, etc.)

• A widening gap of mathematical knowledge between constructors and consumers of mathematics (Skovs-

mose, 2006) - threat to democracy (you have to rely on the experts).

• The "de-mathematizing" and restricting effects of mathematical technology. Use of technology liberates us

from the details of mathematics.

82 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

• Confrontations of local knowledge and mathematical knowledge acquired at school. (Students don’t appear

to use the mathematics they learned in school outside the classroom)

Research is addressing some of these challenges:

• Classroom research looking into these speech communities

• Concern about "mathematical literacy"

• Empirical studies of local mathematical practices at work-places (and local communities)

• Students’ goals and motives

• Consequences of changes in students’ backgrounds

• Problem of transition between different tracks of mathematics education

Jablonka doesn’t think there will be a universal curriculum for all.

Norma 08 - Day 4 (2008-04-25 10:47)

Plenary lecture: Michèle Artigue

Title: Didactical Design in Mathematics Education

Current context

Increasing interest in design issues. Reﬂection on the value of the outcomes of didactical research, and impact of

research on educational practices.

Motivation: external and internal

• math education is a sensitive domain for our societies

• increasing pressure of international evaluations, tests, etc.

• increasing debates about curriculum reforms and the supposed inﬂuence of didactical research on these

External side (Burkhardt and Schoenfeld, 2003)

• Start from evidence that educational research does not often lead directly to practical advances

• Development of "engineering research"

• Design experiments - promising model of interaction

Internal side (Cobb, 2007)

• Multiplicity of theoretical frame

• Two criteria proposed

• Multi-level vision of design

• Experimental design has to be its unique methodology

c 2011 ’http://mathedresearch.wordpress.com’ 83

BlogBook 1.3. April

Didactical design - mathematics education

Diversity of perspectives

• Didactical design as research tool

• Didactical design as development tool

• Math education as design experiment

Didactical engineering (emerge in the early eighties)

Initial distinction between phenomenotechnique and didactical engineering

Didactical engineering as a research tool, shaped by theoretical foundations

- Inﬂuence of the theory of didactical situations (Brousseau)

Learning processes as adaptation processes (Piaget)

Focus on situation and milieu

Distinction between different functionalities of mathematics knowledge (acting, expressing and communicating,

proving)

The teacher role

Didactical engineering - the predominant research methodology in the French didactic culture (esp. in the eighties)

Relationships between research and practice

• Relationship that is not under theoretical control

• Products communicated in different arenas (publications, teacher formation, etc.)

Relationships between research and practice

• Relationship that is not under theoretical control

• Products communicated in different arenas (publications, teacher formation, etc.)

• Results reproduced, used in textbooks, etc.

Subsequent evolution

• Better understanding of teachers’ practices

• Development of less invasive research methodologies

• New theoretical constructions

• Substantial body of research that impacts the vision of didactical design

Didactical design today

• Still a tool widely used

• Same epistemological sensitivity

• Importance of interaction with the milieu, more sophisticated vision of the teacher role

• Same importance to the a priori analysis

84 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

• (Differences on the view of the teacher in France and Italy, for instance)

• Didactical engineering still a research tool

Praxeology

• Practical part - type of task (technique)

• Theoretical part - technicological discourse (theory)

New articles (2008-04-26 15:55)

A couple of new articles have been published online in [1]International Journal of Mathematical Education in Sci-

ence and Technology:

• "[2]Improving senior secondary school students’ attitude towards mathematics through self and cooperative-

instructional strategies" by S. A. Ifamuyiwa and M. K. Akinsola. Abstract: This study investigated the effects

of self and cooperative-instructional strategies on senior secondary school students’ attitude towards Math-

ematics. The moderating effects of locus of control and gender were also investigated. The study adopted

pre-test and post-test, control group quasi-experimental design using a 3 × 2 × 2 factorial matrix with two

experimental groups and one control group. Three hundred and ﬁfty SSS II students from six purposively

selected secondary schools in Ijebu-North Local Government Area of Ogun State were the subjects. Three

instruments were developed, validated and used for data collection. Analysis of Covariance (ANCOVA)

and Scheffé post hoc analysis were the statistics used for data analysis. Findings showed that the treat-

ments had signiﬁcant main effect on students’ attitude towards Mathematics. The participants exposed to

self-instructional strategy had the highest post-test mean attitude score. The study found no signiﬁcant main

effects of locus of control and gender on the participants’ attitude towards Mathematics. It was concluded

that Mathematics teachers should be trained to use self and cooperative learning packages in the classroom,

since the strategies are more effective in improving students’ attitude towards Mathematics than the conven-

tional method.

• "[3]Algorithmic contexts and learning potentiality: a case study of students’ understanding of calculus" by

Kerstin Pettersson and Max Scheja. Abstract: The study explores the nature of students’ conceptual under-

standing of calculus. Twenty students of engineering were asked to reﬂect in writing on the meaning of the

concepts of limit and integral. A sub-sample of four students was selected for subsequent interviews, which

explored in detail the students’ understandings of the two concepts. Intentional analysis of the students’

written and oral accounts revealed that the students were expressing their understanding of limit and integral

within an algorithmic context, in which the very ’operations’ of these concepts were seen as crucial. The

students also displayed great conﬁdence in their ability to deal with these concepts. Implications for the

development of a conceptual understanding of calculus are discussed, and it is argued that developing under-

standing within an algorithmic context can be seen as a stepping stone towards a more complete conceptual

understanding of calculus.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a792667410%7Edb=all%7Ejumptype=rss

3. http://www.informaworld.com/smpp/content%7Econtent=a792537063%7Edb=all%7Ejumptype=rss

New ESM-articles (2008-04-28 07:20)

A couple of new (online ﬁrst) articles have been published by [1]Educational Studies in Mathematics:

c 2011 ’http://mathedresearch.wordpress.com’ 85

BlogBook 1.3. April

• David Tall has written an obituary of Jim Kaput: "[2]James J. Kaput (1942÷2005) imagineer and futurologist

of mathematics education". Abstract: Jim Kaput lived a full life in mathematics education and we have

many reasons to be grateful to him, not only for his vision of the use of technology in mathematics, but also

for his fundamental humanity. This paper considers the origins of his 'big ideas` as he lived through the most

amazing innovations in technology that have changed our lives more in a generation than in many centuries

before. His vision continues as is exempliﬁed by the collected papers in this tribute to his life and work.

• Roberta Y. Schorr and Gerald A. Goldin have written an article called "[3]Students` expression of affect in

an inner-city simcalc classroom". Abstract: This research focuses on some of the affordances provided by

SimCalc software, suggesting that its use can have important consequences for students` mathematical affect

and motivation. We describe an episode in an inner-city SimCalc environment illustrating our approach to

the study of affect in the mathematics classroom. We infer students` development of new, effective affective

pathways and structures as they participate in conceptually challenging mathematical activities. Our work

highlights the roles of dignity and respect in creating an emotionally safe environment for mathematical

engagement, and makes explicit some of the complexity of studying affect.

• Richard Lesh, James A. Middleton, Elizabeth Caylor and Shweta Gupta have written an article entitled:

"[4]A science need: Designing tasks to engage students in modeling complex data". Abstract: In this in-

formation age, the capacity to perceive structure in data, model that structure, and make decisions regarding

its implications is rapidly becoming the most important of the quantitative literacy skills. We build on Ka-

put`s belief in a Science of Need to motivate and direct the development of tasks and tools for engaging

students in reasoning about data. A Science of Need embodies the utility value of mathematics, and engages

students in seeing the importance of mathematics in both their current and their future lives. An extended

example of the design of tasks that require students to generate, test, and revise models of complex data is

used to illustrate the ways in which attention to the contributions of students can aid in the development of

both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as

Fathom are shown as democratizing agents in making data modeling more expressive and intimate, aiding

in the development of deeper and more applicable mathematical understanding.

1. http://springerlink.metapress.com/content/102875/?p=543e8514b56140d0beb8b02e1405977b&pi=0

2. http://springerlink.metapress.com/content/a56ux4237r2nk68v/

3. http://springerlink.metapress.com/content/2nj6j289770llq71/

4. http://springerlink.metapress.com/content/h808n1l2226x7218/

Students’ encounter with proof (2008-04-28 07:23)

Kirsti Hemmi from Stockholm University has written an article that was recently published (online ﬁrst) in

[1]ZDM. The article is entitled: "[2]Students` encounter with proof: the condition of transparency". Here is

the abstract of the article:

The condition of transparency refers to the intricate dilemma in the teaching of mathematics about

how and how much to focus on various aspects of proof and how and how much to work with proof

without a focus on it. This dilemma is illuminated from a theoretical point of view as well as from

teacher and student perspectives. The data consist of university students` survey responses, transcripts

of interviews with mathematicians and students as well as protocols of the observations of lectures,

textbooks and other instructional material. The article shows that the combination of a socio-cultural

perspective, Lave and Wenger`s and Wenger`s social practice theories and theories about proof offers

a fresh framework for studies concerning the teaching and learning of proof.

1. http://springerlink.metapress.com/content/120453/?p=c75eb5d7e1374415ae329a71edca367d&pi=0

2. http://springerlink.metapress.com/content/2527r1k346329401/

86 c 2011 ’http://mathedresearch.wordpress.com’

1.3. April BlogBook

ESM, May 2008 (2008-04-28 07:34)

The May issue of [1]Educational Studies in Mathematics has appeared, with the following articles:

• [2]Deep intuition as a level in the development of the concept image

• [3]Concept image revisited

• [4]The power of Colombian mathematics teachers` conceptions of social/institutional factors of teaching

• [5]Analyses de séances en classe et stabilité des pratiques d`enseignants de mathématiques expérimentés du

second degré

1. http://springerlink.metapress.com/content/102875/?p=10d352e162d048c79c4b50f34531fcc0&pi=0

2. http://springerlink.metapress.com/content/e4tn5018724g1616/?p=

3e5fc7d767b04223a183c055801e091b&pi=0

3. http://springerlink.metapress.com/content/ru70010251r23550/?p=

3e5fc7d767b04223a183c055801e091b&pi=1

4. http://springerlink.metapress.com/content/c171q848668580p6/?p=

3e5fc7d767b04223a183c055801e091b&pi=2

5. http://springerlink.metapress.com/content/93149p81502m6428/?p=

3e5fc7d767b04223a183c055801e091b&pi=3

MTL, Issue 2, 2008 (2008-04-28 19:42)

[1]Issue 2 of [2]Mathematical Thinking and Learning has appeared with the following articles:

• [3]Proof in School Mathematics: Insights from Psychological Research into Students’ Ability for Deductive

Reasoning by Gabriel J. Stylianides and Andreas J. Stylianides

• [4]Revoicing in a Multilingual Classroom by Noel Enyedy, Laurie Rubel, Viviana Castellón, Shiuli

Mukhopadhyay, Indigo Esmonde and Walter Secada

• [5]Teaching Mathematics with a New Curriculum: Changes to Classroom Organization and Interactions by

Gwendolyn M. Lloyd

The issue also includes an editorial and a [6]book review of the new book on the KappAbel mathematics competi-

tion by Tine Wedege and Jeppe Skott.

1. http://www.informaworld.com/smpp/title%7Econtent=g792672547?jumptype=alert&alerttype=new_

issue_alert,email

2. http://www.informaworld.com/smpp/title%7Econtent=t775653685%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a792592429%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a792593039%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a792672200%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a792592888%7Edb=all%7Eorder=page

Mathematics Teaching in the Middle School, May 2008 (2008-04-30 07:51)

The May issue of [1]Mathematics Teaching in the Middle School has arrived, and it contains the following articles:

[2]

Teaching and Learning Mathematics through Hurricane Tracking

Maria L. Fernandez and Robert C. Schoen

c 2011 ’http://mathedresearch.wordpress.com’ 87

BlogBook 1.3. April

[3]

The Importance of Equal Sign Understanding in the Middle Grades

Eric J. Knuth, Martha W. Alibali, Shanta Hattikudur, Nicole M. McNeil and Ana C. Stephens

[4]

Exploring Segment Lengths on the Geoboard

Mark W. Ellis and David Pagni

[5]

What Do Students Need to Learn about Division of Fractions?

Yeping Li

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=3

2. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-05-500a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-05-514a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-05-520a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=MTMS2008-05-546a&from=B

Teaching Children Mathematics, May 2008 (2008-04-30 07:54)

The May issue of [1]Teaching Children Mathematics has also appeared, and it contains the following articles:

[2]

Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collabo-

ration

Darrell Earnest and Aadina A. Balti

[3]

Insights into Our Understandings of Large Numbers

Signe E. Kastberg and Vicki Walker

The ﬁrst article is a free preview article.

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=4

2. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-05-518a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=TCM2008-05-530a&from=B

Mathematics Teacher, May 2008 (2008-04-30 08:00)

The May issue of Mathematics Teacher has also arrived. The list of contents presents the following articles,

whereas the last one is a free preview article:

[1]Deep Thoughts on the River Crossing Game

Dan Canada and Dave Goering

[2]The Power of Investigative Calculus Projects

John Robert Perrin and Robert J. Quinn

[3]Why Aren’t They Called Probability Intervals?

Thomas F. Devlin

1. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-05-632a&from=B

2. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-05-640a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=MT2008-05-647a&from=B

88 c 2011 ’http://mathedresearch.wordpress.com’

1.4. May BlogBook

1.4 May

New ZDM-articles (2008-05-02 06:14)

Four new articles has been published online in [1]ZDM recently:

• [2]Strategies to foster students` competencies in constructing multi-steps geometric proofs: teaching exper-

iments in Taiwan and Germany by Aiso Heinze, Ying-Hao Cheng, Stefan Ufer, Fou-Lai Lin and Kristina

Reiss. Abstract: In this article, we discuss the complexity of geometric proofs with respect to a theoret-

ical analysis and empirical results from studies in Taiwan and Germany. Based on these ﬁndings in both

countries, speciﬁc teachings experiments with junior high school students were developed, conducted, and

evaluated. According to the different classroom and learning culture in East Asia and Western Europe, the

interventions differed in their way of organizing the learning activities during regular mathematics lessons.

The statistical analysis of the pre÷post-test data indicated that both interventions were successful in fostering

students` proof competence.

• [3]Connecting theories in mathematics education: challenges and possibilities by Luis Radford. Abstract:

This paper is a commentary on the problem of networking theories. My commentary draws on the papers

contained in this ZDM issue and is divided into three parts. In the ﬁrst part, following semiotician Yuri

Lotman, I suggest that a network of theories can be conceived of as a semiosphere, i.e., a space of encounter

of various languages and intellectual traditions. I argue that such a networking space revolves around two

different and complementary 'themes¨÷integration and differentiation. In the second part, I advocate con-

ceptualizing theories in mathematics education as triplets formed by a system of theoretical principles, a

methodology, and templates of research questions, and attempt to show that this tripartite view of theories

provides us with a morphology of theories for investigating differences and potential connections. In the

third part of the article, I discuss some examples of networking theories. The investigation of limits of con-

nectivity leads me to talk about the boundary of a theory, which I suggest deﬁning as the 'limit¨ of what a

theory can legitimately predicate about its objects of discourse; beyond such an edge, the theory conﬂicts

with its own principles. I conclude with some implications of networking theories for the advancement of

mathematics education.

• [4]A networking method to compare theories: metacognition in problem solving reformulated within the

Anthropological Theory of the Didactic by Esther Rodríguez, Marianna Bosch and Josep Gascón. Ab-

stract: An important role of theory in research is to provide new ways of conceptualizing practical ques-

tions, essentially by transforming them into scientiﬁc problems that can be more easily delimited, typiﬁed

and approached. In mathematics education, theoretical developments around 'metacognition` initially ap-

peared in the research domain of Problem Solving closely related to the practical question of how to learn

(and teach) to solve non-routine problems. This paper presents a networking method to approach a notion as

'metacognition` within a different theoretical perspective, as the one provided by the Anthropological The-

ory of the Didactic. Instead of trying to directly 'translate` this notion from one perspective to another, the

strategy used consists in going back to the practical question that is at the origin of 'metacognition` and show

how the new perspective relates this initial question to a very different kind of phenomena. The analysis

is supported by an empirical study focused on a teaching proposal in grade 10 concerning the problem of

comparing mobile phone tariffs.

• [5]Comparing, combining, coordinating-networking strategies for connecting theoretical approaches by Su-

sanne Prediger, Ferdinando Arzarello, Marianna Bosch and Agnès Lenfant. This is the editorial for the next

issue, and it does not have an abstract.

1. http://springerlink.metapress.com/content/120453/?p=7740671b8334467da6ef1e582ea8b4f3&pi=0

2. http://springerlink.metapress.com/content/4776x71346723546/

3. http://springerlink.metapress.com/content/l462p151l25t05x3/

4. http://springerlink.metapress.com/content/ck320m61704357t2/

5. http://springerlink.metapress.com/content/uv043147t0310513/

c 2011 ’http://mathedresearch.wordpress.com’ 89

BlogBook 1.4. May

Animating an equation (2008-05-02 06:25)

A new article called "[1]Animating an equation: a guide to using FLASH in mathematics education" has recently

been published in [2]International Journal of Mathematical Education in Science and Technology. The article is

written by Ezzat G. Bakhoum. Here is the abstract of the article:

Macromedia’s FLASH development system can be a great tool for mathematics education. This

article presents detailed Flash tutorials that were developed and taught by the author to a group of

mathematics professors in a summer course in 2005. The objective was to educate the teachers in the

techniques of animating equations and mathematical concepts in Flash. The course was followed by a

2-year study to assess the acceptance of the technology by the teachers and to gauge its effectiveness

in improving the quality of mathematics education. The results of that 2-year study are also reported

here.

1. http://www.informaworld.com/smpp/content%7Econtent=a792667210%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Is There a Role for Executive Functions in the Development of Mathematics Ability?

(2008-05-02 08:57)

[1]Blackwell Synergy - Mind Brain Education, Volume 2 Issue 2 Page 80-89, June 2008 (Article Abstract):

This article examines the role of working memory, attention shifting, and inhibitory control ex-

ecutive cognitive functions in the development of mathematics knowledge and ability in children. It

suggests that an examination of the executive cognitive demand of mathematical thinking can com-

plement procedural and conceptual knowledge-based approaches to understanding the ways in which

children become proﬁcient in mathematics. Task analysis indicates that executive cognitive functions

likely operate in concert with procedural and conceptual knowledge and in some instances might act

as a unique inﬂuence on mathematics problem-solving ability. It is concluded that consideration of

the executive cognitive demand of mathematics can contribute to research on best practices in mathe-

matics education.

1. http://www.blackwell-synergy.com/doi/abs/10.1111/j.1751-228X.2008.00036.x?mi=0&af=

R&prevSearch=allfield%253A%2528mathematics%2529&filter=all

Fibonacci numbers (2008-05-02 13:06)

Sergei Abramovich and Gennady A. Leonov have written an article called "[1]Fibonacci numbers revisited:

technology-motivated inquiry into a two-parametric difference equation", which was recently published in [2]In-

ternational Journal of Mathematical Education in Science and Technology. Here is the abstract:

This article demonstrates how within an educational context, supported by the notion of hidden

mathematics curriculum and enhanced by the use of technology, new mathematical knowledge can be

discovered. More speciﬁcally, proceeding from the well-known representation of Fibonacci numbers

through a second-order difference equation, this article explores its two-parametric generalization us-

ing computer algebra software and a spreadsheet. Combined with the use of calculus, matrix theory

and continued fractions, this technology-motivated approach allows for the comprehensive investiga-

tion of the qualitative behaviour of the orbits produced by the so generalized difference equation. In

90 c 2011 ’http://mathedresearch.wordpress.com’

1.4. May BlogBook

particular, loci in the plane of parameters where different types of behaviour of the cycles of arbi-

trary integer period formed by generalized Golden Ratios realize have been constructed. Unexpected

connections among the analytical properties of the loci, Fibonacci numbers and binomial coefﬁcients

have been revealed. Pedagogical, mathematical and epistemological issues associated with the pro-

posed approach to the teaching of mathematics are discussed.

1. http://www.informaworld.com/smpp/content%7Econtent=a792662285%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Real-world examples and transfer of learning (2008-05-05 07:24)

Jennifer A. Kaminski, Vladimir M. Sloutsky and Andrew F. Heckler wrote an article that was published in [1]Sci-

ence last week. The article is called: "[2]Learning theory: The advantage of abstract examples in learning math".

A main issue discussed in the article is whether students who learn mathematics through real-world examples are

able to apply this knowledge to other situations or not (the old problem about transfer of knowledge from one

context to another). The article claims that their ﬁndings:

(...) cast doubt on a long-standing belief in education. The belief in using concrete examples is

very deeply ingrained, and hasn’t been questioned or tested.

They also discuss the issue of word problems, and they claim that:

[Word] problems could be an incredible instrument for testing what was learned. But they are bad

instruments for teaching.

If, like me, you don’t have full access to the articles in Science magazine, you could read a [3]nice summary of the

article with comments on Nobel Intent.

1. http://www.sciencemag.org/

2. http://www.sciencemag.org/cgi/content/summary/320/5875/454

3. http://arstechnica.com/journals/science.ars/2008/04/30/

when-teaching-math-the-real-world-doesnt-help

School mathematics - everyday mathematics (2008-05-05 07:29)

Christian Greiffenhagen and Wes Sharrock have written an article that was published in [1]Educational Studies in

Mathematics on Friday. The article is entitled "[2]School mathematics and its everyday other? Revisiting Lave`s

'Cognition in Practice`". Here is the abstract of the article:

In the last three decades there have been a variety of studies of what is often referred to as 'ev-

eryday` or 'street` mathematics. These studies have documented a rich variety of arithmetic practices

involved in activities such as tailoring, carpet laying, dieting, or grocery shopping. More importantly,

these studies have helped to rectify outmoded models of rationality, cognition, and (school) instruc-

tion. Despite these important achievements, doubts can be raised about the ways in which theoretical

conclusions have been drawn from empirical materials. Furthermore, while these studies rightly criti-

cised prevalent theories of rationality and cognition as too simplistic to account for everyday activities,

c 2011 ’http://mathedresearch.wordpress.com’ 91

BlogBook 1.4. May

it seems that some of the proposed alternatives suffer from similar ﬂaws (i.e., are straightforward in-

versions of the to-be-opposed theories, rather than more nuanced views on complicated issues). In

this article we illustrate our sceptical view by discussing four case studies in Jean Lave`s pioneering

and inﬂuential 'Cognition in Practice` (1988). By looking at the case studies in detail, we investigate

how Lave`s conclusions relate to the empirical materials and offer alternative characterisations. In

particular, we question whether the empirical studies demonstrate the existence of two different kinds

of mathematics ('everyday` and 'school,` or 'formal` and 'informal`) and whether school instruction

tries to replace the former with the latter.

1. http://springerlink.metapress.com/content/102875/?p=9ec26e2b55474d5b9bf74fd6ce4fe0b2&pi=0

2. http://springerlink.metapress.com/content/3v443ul5j3405860/

Mathematics Teaching - pdf archive (2008-05-06 07:23)

The [1]ATM journal [2]Mathematics Teaching has a very nice (and growing) [3]archive where several back issues

are available in PDF format. Some articles/issues are only available to ATM members, while others (quite a few,

actually!) are available to all, for free. In the archive, you can even take a closer look at the [4]ﬁrst issue (ever) of

the journal, from 1955.

So, if you are interested in mathematics teaching in general (and in the UK in particular), you should deﬁnitely

take a look! Hopefully, the archive will continue growing, and I wish other journals would follow up and do the

same thing (preferably with a large collection of freely available back issues)!

1. http://www.atm.org.uk/

2. http://www.atm.org.uk/mt/

3. http://www.atm.org.uk/mt/archive.html

4. http://www.atm.org.uk/mt/archive/mt001files/mt001.pdf

Some interesting reading (2008-05-07 13:36)

[1]Education Week has a couple of interesting articles relating to mathematics education this week:

• [2]Why the Best Math Curriculum Won`t Be a Textbook is an article that takes up discussions about mathe-

matics curriculum standards and textbooks. One of the recommendations from the [3]report of the National

Mathematics Advisory Panel was shorter, more focused and more coherent textbooks, and this is discussed

in the article.

• [4]Math Group Tries to Help Young Teachers Stay the Course takes up the problem of young teachers that

quit from the teaching profession, and an effort made by [5]NCTM to help in that respect.

Both these articles are unfortunately only available to subscribers of Education Week, but they address interesting

issues related to mathematics education.

The third and last reading tips in this connection, is a post from the "[6]Let’s play math!" blog. The post is entitled

"[7]How to teach math to a struggling student", and it starts off this important discussion with a practical example.

If you don’t agree with the advice given in the post, you might consider dropping a comment in the blog, because

this is an important and interesting discussion!

1. http://www.edweek.org/

2. http://www.edweek.org/login.html?source=http%3A%2F%2Fwww.google.com%2Freader%2Fview%

2F&destination=http%3A%2F%2Fwww.edweek.org%2Few%2Farticles%2F2008%2F05%2F07%2F36patton.h27.

html&levelId=2100&baddebt=false

3. http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

92 c 2011 ’http://mathedresearch.wordpress.com’

1.4. May BlogBook

4. http://www.edweek.org/login.html?source=http%3A%2F%2Fwww.google.com%2Freader%2Fview%

2F&destination=http%3A%2F%2Fwww.edweek.org%2Few%2Farticles%2F2008%2F05%2F07%

2F36mathteachers_ep.h27.html&levelId=1000&baddebt=false

5. http://www.nctm.org/

6. http://letsplaymath.wordpress.com/

7. http://letsplaymath.wordpress.com/2008/05/06/struggling-math-student/

BSHM Bulletin, Issue 2, 2008 (2008-05-10 19:35)

[1]Journal of the British Society for the History of Mathematics has published the [2]second issue of this year.

It contains several interesting features, and an original article called "[3]Mistakes concerning a chance encounter

between Francis Galton and John Venn". Here is the abstract of this article:

A chance encounter at Bournemouth between Francis Galton and John Venn has lain in some ob-

scurity because of a slip by Galton himself and a second mistake by Karl Pearson. The contact with

Venn provides insight into the development of Galton’s perception of statistical dispersion, his disen-

chantment with the notion of ’probable error’ and adoption of population variability.

1. http://www.informaworld.com/smpp/title%7Econtent=t741771156%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=g793006829?jumptype=alert&alerttype=new_

issue_alert,email

3. http://www.informaworld.com/smpp/content%7Econtent=a793000167%7Edb=all%7Eorder=page

IJSME - New online articles (2008-05-13 07:25)

Two interesting new articles have recently been published online in [1]International Journal of Science and Math-

ematics Education:

• [2]HISTORY AS A PLATFORM FOR DEVELOPING COLLEGE STUDENTS` EPISTEMOLOGICAL

BELIEFS OF MATHEMATICS by Po-Hung Liu combines two of my own main research interests: use

of the history of mathematics and (epistemological) beliefs. Abstract: The present study observed how

Taiwanese college students` epistemological beliefs about mathematics evolved during a year-long historical

approach calculus course. On the basis of the characteristics of initial accounts, seven students were invited

to participate in this study and were divided into two groups. An open-ended questionnaire, mathematics

biographies, in-class reports, and follow-up semi-structured interviews served as instruments for identifying

their epistemological beliefs. Furthermore, four randomly selected students from another calculus class

constituted the control group. Results indicated that most of the students receiving this course exhibited

relatively signiﬁcant changes in their epistemological beliefs of mathematics, but trends and extents in their

epistemological development varied across groups as well as individuals. This study identiﬁes the potential

relationships among the course features, initial beliefs, and the tendency of belief development, followed by

a discussion of the mechanism of belief change and an afterthought on HPM approach.

• [3]METASYNTHESES OF QUALITATIVE RESEARCH STUDIES IN MATHEMATICS AND SCIENCE

EDUCATION by Larry D. Yore and Stephen Lerman. This article is without abstract.

1. http://springerlink.metapress.com/content/111141/?p=1845ced760af4f448c9bce6065903105&pi=0

2. http://springerlink.metapress.com/content/d202g3754256m527/

3. http://springerlink.metapress.com/content/m2201uq34245670g/

c 2011 ’http://mathedresearch.wordpress.com’ 93

BlogBook 1.4. May

Two new ZDM articles (2008-05-13 07:29)

Last week, two new articles were published online in [1]ZDM as well:

• [2]Building a local conceptual framework for epistemic actions in a modelling environment with experiments

by Stefan Halverscheid. Abstract: A local conceptual framework for the construction of mathematical

knowledge in learning environments with experiments is developed. For this purpose, the mathematical

modelling framework and the epistemic action model for abstraction in context are used simultaneously.

In a case study, experiments of pre-service teachers with the motion of a ball on a circular billiard table

are analysed within the local conceptual framework. The role of the experiments for epistemic actions of

mathematical abstractions is described. In the case study, two different types of students` approaches to the

role of experiments can be distinguished.

• [3]Indirect proof: what is speciﬁc to this way of proving? by Samuele Antonini and Maria Alessandra Mar-

iotti. Abstract: The study presented in this paper is part of a wide research project concerning indirect

proofs. Starting from the notion of mathematical theorem as the unity of a statement, a proof and a the-

ory, a structural analysis of indirect proofs has been carried out. Such analysis leads to the production of

a model to be used in the observation, analysis and interpretation of cognitive and didactical issues related

to indirect proofs and indirect argumentations. Through the analysis of exemplar protocols, the paper dis-

cusses cognitive processes, outlining cognitive and didactical aspects of students` difﬁculties with this way

of proving.

1. http://springerlink.metapress.com/content/120453/?p=e3798eb78b7b4c399b521e4b1c9742d1&pi=0

2. http://springerlink.metapress.com/content/w58348421483v455/

3. http://springerlink.metapress.com/content/mn70j2r6m4865k50/

Mathematical language in early childhood settings (2008-05-15 22:03)

Loretta C. Rudd, Matthew c. Lambert, Macy Satterwhite and Amani Zaier have written an article that has recently

been published (online ﬁrst) in [1]Early Childhood Education Journal. The article is entitled: "[2]Mathematical

Language in Early Childhood Settings: What Really Counts?" and it presents a study of what kinds of mathemati-

cal language that was used in six kindergarten classrooms (ages 0-6). Here is the abstract of the article.

Previous research indicates that, prior to entering kindergarten, most children are exposed to some

type of formal or direct mathematics instruction. However, the type of mathematical language and the

frequency of its use vary greatly in terms of its emphasis on academic content. This study investigated

the types and frequency of mathematical language used in six classrooms for children ranging in age

from birth to ﬁve years. The study site was a quality early childhood setting at a state university in

Southwest. Results indicated that utterances pertaining to spatial relations exceeded any other type

of mathematical concepts by approximately twice the frequency. In addition, there was a paucity of

higher level mathematical concepts observed. These data suggest a need for enhanced attention to

higher level mathematical concepts explored in early childhood settings.

1. http://www.springerlink.com/content/105549/?p=ab90bfaa72bc4ddbaecc447c491df4b8&pi=0

2. http://www.springerlink.com/content/w3484107172112r1/

New IJSME articles (2008-05-19 07:16)

Two more articles have been published online in the [1]International Journal of Science and Mathematics Educa-

tion:

94 c 2011 ’http://mathedresearch.wordpress.com’

1.4. May BlogBook

• [2]The Factors Related to Preschool Children and Their Mothers on Children`s Intuitional Mathematics

Abilities is written by Yildiz Güven. Abstract: The aim of this study is to assess the factors that are

related to preschool children and their mothers on children`s` intuitional mathematics abilities. Results of

the study showed that there were signiﬁcant differences in children`s intuitional mathematics abilities when

children are given the opportunity to think intuitionally and to make estimations, and when their mothers

believe in the importance of providing such opportunities in the home setting. Children who tended to think

fast and to examine details of objects had signiﬁcantly higher scores. Also, the working mothers aimed

to give opportunities to their children more often than non-working mothers. The mothers whose children

received preschool education tended to give more opportunities to their children to think intuitionally and to

make estimations. When incorrect intuitional answers or estimations were made by children, lower-educated

mothers tended to scold their children much more than higher educated mothers. Mothers having at least

a university degree explained more often to the children why they were in error than did the less-educated

mothers.

• [3]The Power of Learning Goal Orientation in Predicting Student Mathematics Achievement is written by

Chuan-Ju Lin et al. Abstract: The teaching and learning of mathematics in schools has drawn tremen-

dous attention since the education reform in Taiwan. In addition to assessing cognitive abilities, Taiwan

Assessment of Student Achievement in Mathematics (TASA-MAT) collects background information to help

depict average student achievement in schools in an educational context. The purpose of this study was to

investigate the relationships between student achievement in mathematics and student background charac-

teristics. The data for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main

Survey in Taiwan. The average age of the sixth-grade students in Taiwan is 11 years old, as was the sample

for the 2005 TASA-MAT. Student socioeconomic status (SES) and student learning-goal orientation were

speciﬁed as predictor variables of student performance in mathematics. The results indicate that the better

performance in mathematics tended to be associated with a higher SES and stronger mastery goal orienta-

tion. The SES factor accounted for 4.98 % of the variance, and student learning-goal orientation accounted

for an additional 10.61 % of the variance. The major implication obtained from this study was that goal

orientation was much more signiﬁcant than SES in predicting student performance in mathematics. In ad-

dition, the Rasch model treatment of the ordinal response-category data is a novel approach to scoring the

goal-orientation items, with the corresponding results in this study being satisfactory.

1. http://springerlink.metapress.com/content/111141/?p=cb7c038a0a3e488f94135e0a9a9bfd48&pi=0

2. http://springerlink.metapress.com/content/p2465017287m233r/

3. http://springerlink.metapress.com/content/fw12516770454053/

Everyday Mathematics and ’cognition in practice’ (2008-05-19 07:19)

David W. Carraher has written an article that was recently published (online ﬁrst) in [1]Educational Studies in

Mathematics. The article is entitled: [2]Beyond 'blaming the victim` and 'standing in awe of noble savages`: a

response to 'Revisiting Lave`s 'cognition in practice`¨. Here is the abstract:

Everyday Mathematics has contributed in important ways to long-standing debates about mathe-

matical concepts, symbolic representation, and the role of contexts in thinking÷the latter topic reach-

ing back at least as far as Kant`s notion of scheme. The descriptive work plays a role, of course. But

it is only by making sense of the observations that science moves forward. If over time the expression

Everyday Mathematics drops from usage, I would be neither surprised nor disappointed. Eventually

the ﬁeld needs to become absorbed into the mainstream traditions of research in mathematics educa-

tion. However it would be disappointing if it is remembered only for its descriptive and proscriptive

aspects, without recognizing the contributions to research, theory, and the cultural context of learning

and thinking.

1. http://springerlink.metapress.com/content/102875/?p=82d881326ef14cc8868ffbbfcc31b462&pi=0

2. http://springerlink.metapress.com/content/c502u2m725814056/

c 2011 ’http://mathedresearch.wordpress.com’ 95

BlogBook 1.4. May

Attrition of mathematics teachers (2008-05-20 10:42)

Gillian Hampden-Thompson, William L. Herring and Gregory Kienzl have written a report called [1]Attrition of

Public School Mathematics and Science Teachers. A 4-page abstract of the report is available as [2]downloadable

PDF. Here is the abstract:

Using data from the Teacher Follow-up Survey (TFS), this Issue Brief reports on trends in the

attrition of public school mathematics and science teachers over a 16-year period and examines the

reasons given by mathematics and science teachers for leaving teaching employment. Findings from

the analysis indicate that the percentage of public school mathematics and science teachers who left

teaching employment did not change measurably between 1988÷89 and 2004÷05. However, the per-

centage of other public school teachers who left teaching employment did increase over the same

period. Differences were found between mathematics and science leavers and other leavers. For ex-

ample, of those teachers with a regular or standard certiﬁcation, a smaller percentage of mathematics

and science teachers than other teachers left teaching employment. In addition, when asked to rate

various reasons for leaving the teaching profession, greater percentages of mathematics and science

leavers than other leavers rated better salary or beneﬁts as very important or extremely important.

1. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008077

2. http://nces.ed.gov/pubs2008/2008077.pdf

ESM, June 2008 (2008-05-21 12:21)

[1]Educational Studies in Mathematics has published the [2]June issue. This issue is in memory of Jim Kaput, and

has a title: Democratizing Access to Mathematics through Technology: Issues of Design, Theory and Implemen-

tation÷ In Memory of Jim Kaput`s Work.

There are several interesting articles in this issue. Here are the headlines:

• [3]Introduction: Building on the vision of Jim Kaput (1942÷2005) by Richard Lesh and Stephen Hegedus

• [4]Next steps in implementing Kaput`s research programme by Celia Hoyles and Richard Noss

• [5]From static to dynamic mathematics: historical and representational perspectives by Luis Moreno-

Armella, Stephen J. Hegedus and James J. Kaput

• [6]A science need: Designing tasks to engage students in modeling complex data by Richard Lesh et al.

• [7]Students` expression of affect in an inner-city simcalc classroom by Roberta Y. Schorr and Gerald A.

Goldin

• [8]The role of scaling up research in designing for and evaluating robustness by J. Roschelle et al.

• [9]Studying new forms of participation and identity in mathematics classrooms with integrated communica-

tion and representational infrastructures by Stephen J. Hegedus and William R. Penuel

• [10]James J. Kaput (1942÷2005) imagineer and futurologist of mathematics education by David Tall

96 c 2011 ’http://mathedresearch.wordpress.com’

1.4. May BlogBook

1. http://www.springerlink.com/content/102875/?p=602b522ea73d4a5d9502d5bdf09d2ab9&pi=0

2. http://www.springerlink.com/content/x2l643m14h16/?p=94381a1eef50478cadf5649283e821a7&

pi=0

3. http://www.springerlink.com/content/?Author=Richard+Lesh

4. http:

//www.springerlink.com/content/e7q1v48138232250/?p=44f33e253c10477f8f7b96e534b2f21f&pi=1

5. http:

//www.springerlink.com/content/673574370n380675/?p=44f33e253c10477f8f7b96e534b2f21f&pi=2

6. http:

//www.springerlink.com/content/h808n1l2226x7218/?p=44f33e253c10477f8f7b96e534b2f21f&pi=3

7. http:

//www.springerlink.com/content/2nj6j289770llq71/?p=44f33e253c10477f8f7b96e534b2f21f&pi=4

8. http:

//www.springerlink.com/content/5j32g5u436724054/?p=44f33e253c10477f8f7b96e534b2f21f&pi=5

9. http:

//www.springerlink.com/content/a12300h373003225/?p=44f33e253c10477f8f7b96e534b2f21f&pi=6

10. http:

//www.springerlink.com/content/a56ux4237r2nk68v/?p=44f33e253c10477f8f7b96e534b2f21f&pi=7

Several new articles (2008-05-23 07:53)

[1]International Journal of Mathematical Education in Science and Technology (IJMEST) has published several

new articles online. Unfortunately, I have been to busy to cover them all, but you can take a look [2]here!

[3]Teaching Mathematics and its Applications has published a new issue (the June issue of 2008), and you can

view these articles and abstracts by following [4]this link.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=g773228193%7Edb=all

3. http://teamat.oxfordjournals.org/

4. http://teamat.oxfordjournals.org/current.dtl

The system of coordinates and the concept of dimension (2008-05-23 07:58)

Constantine Skordoulis et al. have written an article called "[1]The system of coordinates as an obstacle in under-

standing the concept of dimension". This article has recently been published online in [2]International Journal of

Science and Mathematics Education. Here is the abstract of the article:

The concept of dimension, one of the most fundamental ideas in mathematics, is ﬁrmly rooted

in the basis of the school geometry in such a way that mathematics teachers rarely feel the need to

mention anything about it. However, the concept of dimension is far from being fully understood

by students, even at the college level. In this paper, we examine whether the Cartesian x-y plane

is responsible for student difﬁculty in estimating the value of the dimension of an object, or is it

only students misconceptions about dimension that lead them to a false estimation of the value of the

dimension of various objects. A second question discussed in this paper examines whether the system

of coordinates acts as an epistemological obstacle or whether it has only a didactical character.

1. http://springerlink.metapress.com/content/u1u0twgk2406t532/

2. http://springerlink.metapress.com/content/111141/?p=91920ee8492b4eec9e1e111590319f19&pi=0

NCTM and the development of mathematics education in the US (2008-05-27 07:25)

[1]NCTM is a huge organization for teachers of mathematics in the US, and it has certainly had a strong impact

through the years. Michael Paul Goldenberg - author of the blog: [2]Rational Mathematics Education - has written

c 2011 ’http://mathedresearch.wordpress.com’ 97

BlogBook 1.4. May

a very long and [3]interesting article where he criticize this grand organization. For me - a Norwegian researcher

with both legs planted ﬁrmly in Europe - this provides an interesting insight into the US discourse. I recommend

reading the article, whether you agree with his views or not!

1. http://nctm.org/

2. http://rationalmathed.blogspot.com/

3. http://rationalmathed.blogspot.com/2008/05/nctm-blows-big-ones-technology-position.html

Open-ended problems (2008-05-27 07:53)

The [1]International Journal for Mathematics Teaching and Learning has recently published an article called:

"[2]Teaching and Evaluating ’Open-Ended’ Problems". The article is written by Rama Klavir and Sarah Her-

shkovitz, and it is freely available in pdf format. Here is the abstract:

This paper focuses on an open-ended problem. The problem comprises a group of four numbers

from which the students are asked to ﬁnd the one that does not belong. Each of the numbers can be

selected as not belonging, each one for different reasons. The problem was given to 164 ﬁfth-grade

students. The paper suggests tools for teachers to analyze and evaluate the work of their students when

dealing with problems of this kind.

1. http://www.cimt.plymouth.ac.uk/journal/default.htm

2. http://www.cimt.plymouth.ac.uk/journal/klavir.pdf

ESM, July 2008 (2008-05-27 07:58)

[1]Educational Studies in Mathematics has released the [2]July Issue (Volume 68, Number 3). It contains 5 arti-

cles:

• [3]What makes a counterexample exemplary? by Rina Zazkis and Egan J. Chernoff

• [4]The roles of punctuation marks while learning about written numbers by Barbara M. Brizuela and

Gabrielle A. Cayton

• [5]Lacan, subjectivity and the task of mathematics education research by Tony Brown

• [6]Learning opportunities from group discussions: warrants become the objects of debate by Keith Weber et

al.

• [7]An international comparison using a diagnostic testing model: Turkish students` proﬁle of mathematical

skills on TIMSS-R by Enis Dogan and Kikumi Tatsuoka

1. http://springerlink.metapress.com/content/102875/?p=da0bae8dd7d643e4b7a363354573883b&

pi=0

2. http://springerlink.metapress.com/content/r64282171570/?p=

9c6223e07da14288aadd4a8203540b85&pi=0

3. http://springerlink.metapress.com/content/lh626777872168g7/?p=

ba90ffa7dc1b499dacf6bd1be4e0b60f&pi=0

4. http://springerlink.metapress.com/content/wl3371502516735h/?p=

ba90ffa7dc1b499dacf6bd1be4e0b60f&pi=1

5. http://springerlink.metapress.com/content/4370815780gtg37w/?p=

98 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

ba90ffa7dc1b499dacf6bd1be4e0b60f&pi=2

6. http://springerlink.metapress.com/content/36734r5k21312054/?p=

ba90ffa7dc1b499dacf6bd1be4e0b60f&pi=3

7. http://springerlink.metapress.com/content/exw46v2667x73413/?p=

ba90ffa7dc1b499dacf6bd1be4e0b60f&pi=4

How is subjectivity understood? (2008-05-31 20:14)

Tony Brown has written an article that was recently published online in [1]Educational Studies in Mathematics.

The article is entitled "[2]Signifying 'students¨, 'teachers¨ and 'mathematics¨: a reading of a special issue", and

here is the abstract:

This paper examines a Special Issue of Educational Studies in Mathematics comprising research

reports centred on Peircian semiotics in mathematics education, written by some of the major authors

in the area. The paper is targeted at inspecting how subjectivity is understood, or implied, in those

reports. It seeks to delineate how the conceptions of subjectivity suggested are deﬁned as a result

of their being a function of the domain within which the authors reﬂexively situate themselves. The

paper ﬁrst considers how such understandings shape concepts of mathematics, students and teachers.

It then explores how the research domain is understood by the authors as suggested through their im-

plied positioning in relation to teachers, teacher educators, researchers and other potential readers.

1. http://springerlink.metapress.com/content/102875/?p=0e33ec5c032242799185ebfd80e28658&

pi=0

2. http://springerlink.metapress.com/content/x51838k6367w416g/

1.5 June

Structures of argumentation (2008-06-01 07:57)

Christine Knipping wrote an article that was recently published online in [1]ZDM. The article is entitled: [2]A

method for revealing structures of argumentations in classroom proving processes. Here is the abstract:

Proving processes in classrooms follow their own peculiar rationale. Reconstructing structures of argumentations

in these processes reveals elements of this rationale. This article provides theoretical and methodological tools to

reconstruct argumentation structures in proving processes and to shed light to their rationale. Toulmin`s functional

model of argumentation is used for reconstructing local arguments, and it is extended to provide a 'global` model

of argumentation for reconstructing proving processes in the classroom.

1. http://springerlink.metapress.com/content/120453/?p=8aa366d8f2aa47a5ada7d52c0123a3ce&pi=0

2. http://springerlink.metapress.com/content/gw5355938644vh42/

Two IJSME articles (2008-06-01 08:13)

Two articles has recently been published online in [1]International Journal of Science and Mathematics Education.

Here are the titles and abstracts:

c 2011 ’http://mathedresearch.wordpress.com’ 99

BlogBook 1.5. June

• Lene Møller Madsen and Carl Winsløw have written an article called "[2]RELATIONS BETWEEN

TEACHING AND RESEARCH IN PHYSICAL GEOGRAPHY AND MATHEMATICS AT RESEARCH-

INTENSIVE UNIVERSITIES". Abstract: We examine the relationship between research and teaching

practices as they are enacted by university professors in a research-intensive university. First we propose a

theoretical model for the study of this relationship based on Chevallard`s anthropological theory. This model

is used to design and analyze an interview study with physical geographers and mathematicians at the Uni-

versity of Copenhagen. We found signiﬁcant differences in how the respondents from the two disciplines

assessed the relationship between research and teaching. Above all, while geography research practices are

often and smoothly integrated into geography teaching even at the undergraduate level, teaching in mathe-

matics may at best be 'similar` to mathematical research practice, at least at the undergraduate level. Finally,

we discuss the educational implications of these ﬁndings.

• Muammer Çalik, Alipa_a Ayas and Richard K. Coll wrote an article called "[3]INVESTIGATING THE

EFFECTIVENESS OF AN ANALOGY ACTIVITY IN IMPROVING STUDENTS` CONCEPTUAL

CHANGE FOR SOLUTION CHEMISTRY CONCEPTS". Abstract: This paper reports on an investiga-

tion on the use of an analogy activity and seeks to provide evidence of whether the activity enables students

to change alternative conceptions towards views more in accord with scientiﬁc views for aspects of solution

chemistry. We were also interested in how robust any change was and whether these changes in conceptual

thinking became embedded in the students` long-term memory. The study has its theoretical basis in an inter-

pretive paradigm, and used multiple methods to probe the issues in depth. Data collection consisted of two

concept test items, one-on-one interviews, and student self-assessment. The sample consisted of 44 Grade 9

students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews were conducted

with six students selected because of evidence as to their signiﬁcant conceptual change in solution chem-

istry. The research ﬁndings revealed statistically signiﬁcant differences in pre-test and post-test scores, and

pre-test and delayed post-test scores (p<0.05), but no differences between post-test and delayed test scores

(p>0.05). This suggests that the analogy activity is helpful in enhancing students` conceptual understanding

of solution chemistry, and that these changes may be stored in the students` long-term memory.

1. http://springerlink.metapress.com/content/111141/?p=01207f0e88034610ae196872d17f65e6&pi=0

2. http://springerlink.metapress.com/content/w18jn251740x562u/

3. http://springerlink.metapress.com/content/dp3w53077258k670/

The particular and the general (2008-06-01 08:45)

Vicenç Font and Ángel Contreras wrote an article that was recently published in [1]Educational Studies in Math-

ematics. The article is entitled "[2]The problem of the particular and its relation to the general in mathematics

education", and here is the abstract:

Research in the didactics of mathematics has shown the importance of the problem of the particular and its relation

to the general in teaching and learning mathematics as well as the complexity of factors related to them. In par-

ticular, one of the central open questions is the nature and diversity of objects that carry out the role of particular

or general and the diversity of paths that lead from the particular to the general. The objective of this article is to

show how the notion of semiotic function and mathematics ontology, elaborated by the onto-semiotic approach to

mathematics knowledge, enables us to face such a problem.

1. http://springerlink.metapress.com/content/102875/?p=a421c38bb26f4b2ea3ea8cf51a0ca68c&pi=0

2. http://springerlink.metapress.com/content/u8441071121170p1/

The effects of designing Webquests (2008-06-02 12:47)

Erdogan Halat has written an article that has recently been published in [1]International Journal of Mathematical

Education in Science and Technology (IJMEST). The article is entitled: "[2]The effects of designing Webquests

100 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

on the motivation of pre-service elementary school teachers", and here is the abstract:

The purpose of this study was to examine the effects of webquest-based applications on the pre-

service elementary school teachers’ motivation in mathematics. There were a total of 202 pre-service

elementary school teachers, 125 in a treatment group and 77 in a control group. The researcher used

a Likert-type questionnaire consisting of 34 negative and positive statements. This questionnaire was

designed to evaluate a situational measure of the pre-service teachers’ motivation. This questionnaire

was used as pre- and post-tests in the study that took place in two semesters. It was administered to

the participants by the researcher before and after the instruction during a single class period. The

paired-samples t-test, the independent-samples t-test and analysis of covariance with = 0.05

were used to analyse the quantitative data. The study showed that there was a statistically signiﬁcant

difference found in participants’ motivation between treatment and control groups favouring the treat-

ment group. In other words, the participants who designed the webquest-based applications indicated

positive attitudes towards mathematics course than the others who did the regular course work.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a793530769%7Edb=all%7Eorder=pubdate

Children’s arithmetical thinking (2008-06-03 09:17)

Göta Eriksson from Stockholm University has written an article in The Journal of Mathematical Behavior. The

article is entitled: [1]Arithmetical thinking in children attending special schools for the intellectually disabled, and

it was available online yesterday. The entire article is available at the above link, but here is the abstract:

This article focuses on spontaneous and progressive knowledge building in 'the arithmetic of the

child.¨ The aim is to investigate variations in the behavior patterns of eight pupils attending a school

for the intellectually disabled. The study is based on the epistemology of radical constructivism and

the methodology of multiple clinical interviews. Theoretical models elucidate behavior patterns and

the corresponding mental structures underlying them. The individual interviews of the pupils were

video recorded. The results show that the activated behavior patterns, which are responses to well-

adapted contexts presented by the researcher, are compatible with ﬁndings in Swedish compulsory

schools. Six of the pupils` mental structures in the study are numerical. A substantial implication

for special education is the harmonization of the content in teaching with the children’s own ways of

operating, which implies a triadic teaching process.

1. http:

//www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4SN9675-1&_user=1460901&

_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=

1&_urlVersion=0&_userid=1460901&md5=9306f22669e9c882f67a192c20e4a9bd

The Pirie-Kieren theory (2008-06-03 09:21)

Lyndon C. Martin has written an article called [1]Folding back and the dynamical growth of mathematical under-

standing: Elaborating the Pirie÷Kieren Theory. The article is going to be published in The Journal of Mathematical

Behavior, and it was available online yesterday at [2]ScienceDirect. Here is the abstract:

The study reported here extends the work of Pirie and Kieren on the nature and growth of math-

ematical understanding. The research examines in detail a key aspect of their theory, the process of

c 2011 ’http://mathedresearch.wordpress.com’ 101

BlogBook 1.5. June

'folding back`, and develops a theoretical framework of categories and sub-categories that more fully

describe the phenomenon. This paper presents an overview of this 'framework for folding back`, il-

lustrates it with extracts of video data and elaborates on its key features. The paper also considers the

implications of the study for the teaching and learning of mathematics, and for future research in the

ﬁeld.

For another article discussing the Pirie-Kieren theory and related theories, you might want to take a look at [3]this

article by Droujkova et al. from PME29.

1. http:

//www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4SN8V59-1&_user=1460901&

_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=

1&_urlVersion=0&_userid=1460901&md5=40ac223f529653f535e835abeb9e7b4e

2. http://www.sciencedirect.com/

3. http://www.emis.de/proceedings/PME29/PME29RRPapers/PME29Vol2DroujkovaEtAl.pdf

Learning beginning algebra with spreadsheets (2008-06-03 09:25)

Michal Tabach, Rina Hershkowitza and Abraham Arcavi have written an article that was published online by The

Journal of Mathematical Behavior yesterday. The article is entitled [1]Learning beginning algebra with spread-

sheets in a computer intensive environment. Here is the abstract:

This study is part of a large research and development project aimed at observing, describing and

analyzing the learning processes of two seventh grade classes during a yearlong beginning algebra

course in a computer intensive environment (CIE). The environment includes carefully designed alge-

bra learning materials with a functional approach, and provides students with unconstrained freedom

to use (or not use) computerized tools during the learning process at all times. This paper focuses

on the qualitative and quantitative analyses of students` work on one problem, which serves as a win-

dow through which we learn about the ways students worked on problems throughout the year. The

analyses reveal the nature of students` mathematical activity, and how such activity is related to both

the instrumental views of the computerized tools that students develop and their freedom to use them.

We describe and analyze the variety of approaches to symbolic generalizations, syntactic rules and

[2]equation solving and the many solution strategies pursued successfully by the students. On that

basis, we discuss the strengths of the learning environment and the [3]open questions and dilemmas it

poses.

[4]

1. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4SN8V59-2&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=c3882618f295f3bbeacd0337f41c239c

2. http://en.wikipedia.org/wiki/Equation_solving

3. http://en.wikipedia.org/wiki/Open_problem

4. http://www.zemanta.com/

How hints help speed up math performance (2008-06-03 09:39)

[1]Cognitive Daily is an interesting blog that presents articles and posts within the ﬁeld of cognitive psychology.

Yesterday, Dave Munger wrote an interesting post called: [2]How hints help speed up math performance – and

what this says about memory. The post is about the following article:

Campbell, J.I., Fuchs-Lacelle, S., Phenix, T.L. (2006). Identical elements model of arithmetic memory: Extension

102 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

to addition and subtraction. Memory & Cognition, 34(3), 633-647.

1. http://scienceblogs.com/cognitivedaily/

2. http://scienceblogs.com/cognitivedaily/2008/06/how_hints_help_speed_up_math_p.php

The instructional triangle (2008-06-05 08:50)

Kelli Nipper and Paola Sztajn have written an article that was recently published in [1]Journal of Mathematics

Teacher Education. The article is entitled: [2]Expanding the instructional triangle: conceptualizing mathematics

teacher development.

Abstract As mathematics educators think about teaching that

promotes students` opportunities to learn, attention must be given to

the conceptualization of the professional development of teachers and

those who teach teachers. In this article, we generalize and expand the

instructional triangle to consider different interactions in a variety

of teacher development contexts. We have done so by addressing issues

of language for models of teachers` professional development at

different levels and by providing examples of situations in which these

models can be applied. Through the expansion of our understanding and

use of the instructional triangle we can further develop the concept of

mathematics teacher development.

Teachers are professionals with a rich knowledge that is both content speciﬁc and general. They shape instruction

by the way they interpret and respond to students and materials (p. 2). The notion of "the instructional triangle"

is based on the deﬁnition of instruction as (they refer to Cohen and Ball, 1999, p. 5 here): the interaction between

teachers and students around educational material. These ideas are also shared by other researchers. One of

them, Barbara Jaworski, created the teaching triad, consisting of:

• management of student learning

• sensitivity to students

• engagement in challenging mathematics

Nipper and Sztajn describe how they have tried to expand this instructional triangle to teacher education, and as

a response to language issues, they suggest to replace the ordinary triangle: teacher - student - mathematics with

the more general: organizer - participants - content. For a further elaboration of their analysis and theoretical

suggestions, you should dig deeper into the article!

1. http://springerlink.metapress.com/content/102941/?p=62a7ad28942047cc8d32f389689b495c&

pi=0

2. http://springerlink.metapress.com/content/8rg313w48q44n371/

JMTE, Number 3, 2008 (2008-06-06 10:00)

The [1]June issue of [2]Journal of Mathematics Teacher Education has arrived, with lots of interesting articles.

Here is an overview of the 5 main articles in the issue:

c 2011 ’http://mathedresearch.wordpress.com’ 103

BlogBook 1.5. June

• [3]The tension between the general and the speciﬁc in an international mathematics teacher education by

Dina Tirosh

• [4]'Mathematical knowledge for teaching¨: adapting U.S. measures for use in Ireland by Seán Delaney et

al.

• [5]Real-world connections in secondary mathematics teaching by Julie Gainsburg

• [6]Sixth grade mathematics teachers` intentions and use of probing, guiding, and factual questions by Al-

paslan Sahin and Gerald Kulm

• [7]Recruiting and retaining secondary mathematics teachers: lessons learned from an innovative four-year

undergraduate program by Alice F. Artzt and Frances R. Curcio

Lots of interesting reading here, I think! The ﬁrst three articles are closely related to what I am working with now

(Delaney’s article) and what I have been focusing a lot on in the past (the articles by Gainsburg and Tirosh).

1. http://www.springerlink.com/content/x07t85863x83/?p=33d13a4e5a404eca83fee35db5e27b14&pi=0

2. http://www.springerlink.com/content/102941/?p=5530e0a93fa84c85983a4b670afabdae&pi=0

3. http:

//www.springerlink.com/content/7042n6433357686m/?p=baf0b33556974037925e9e18a24918b2&pi=0

4. http:

//www.springerlink.com/content/t46066428r673730/?p=baf0b33556974037925e9e18a24918b2&pi=1

5. http:

//www.springerlink.com/content/lx36jh65500033l4/?p=baf0b33556974037925e9e18a24918b2&pi=2

6. http:

//www.springerlink.com/content/4753170lh7h43238/?p=baf0b33556974037925e9e18a24918b2&pi=3

7. http:

//www.springerlink.com/content/f63665875gh7010r/?p=baf0b33556974037925e9e18a24918b2&pi=4

IJMEST, new articles (2008-06-06 10:35)

Some new (iFirst) articles have been published in [1]International Journal of Mathematical Education in Science

and Technology:

The mean as the balance point: thought experiments with measuring sticks

Author: A. Flores

DOI: 10.1080/00207390701871655

Link: [2]http://www.informaworld.com/openurl?genre=article &doi=10.1080/00207390701871655 &uno _jump-

type=alert &uno _alerttype=iﬁrst _alert,email

An evaluation of the Supplemental Instruction programme in a ﬁrst year calculus course

Authors: V. Fayowski; P. D. MacMillan

DOI: 10.1080/00207390802054433

Link: [3]http://www.informaworld.com/openurl?genre=article &doi=10.1080/00207390802054433 &uno _jump-

type=alert &uno _alerttype=iﬁrst _alert,email

The classical version of Stokes’ theorem revisited

Author: Steen Markvorsen

DOI: 10.1080/00207390802091146

Link: [4]http://www.informaworld.com/openurl?genre=article &doi=10.1080/00207390802091146 &uno _jump-

type=alert &uno _alerttype=iﬁrst _alert,email

Uniﬁcation and inﬁnite series

Authors: J. V. Leyendekkers; A. G. Shannon

DOI: 10.1080/00207390802054474

Link: [5]http://www.informaworld.com/openurl?genre=article &doi=10.1080/00207390802054474 &uno _jump-

type=alert &uno _alerttype=iﬁrst _alert,email

104 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/openurl?genre=article&doi=10.1080/00207390701871655&uno_

jumptype=alert&uno_alerttype=ifirst_alert,email

3. http://www.informaworld.com/openurl?genre=article&doi=10.1080/00207390802054433&uno_

jumptype=alert&uno_alerttype=ifirst_alert,email

4. http://www.informaworld.com/openurl?genre=article&doi=10.1080/00207390802091146&uno_

jumptype=alert&uno_alerttype=ifirst_alert,email

5. http://www.informaworld.com/openurl?genre=article&doi=10.1080/00207390802054474&uno_

jumptype=alert&uno_alerttype=ifirst_alert,email

What makes a problem mathematically interesting? (2008-06-09 07:26)

Sandra Crespo and Nathalie Sinclair poses this very interesting question in an article that has recently been pub-

lished in [1]Journal of Mathematics Teacher Education. The entire title of the article is: [2]What makes a problem

mathematically interesting? Inviting prospective teachers to pose better problems.

Mathematical problems are an integral part of mathematical learning, and although most pupils encounter math-

ematical problems as they are posed in textbooks, the teachers have an important role in assigning appropriate

problems for the students to solve. Prospective teachers have had few opportunities to focus on problem posing in

their studies, and their experience with mathematical problems are mostly in connection with the solving of prob-

lems that are posed by the teacher or a textbook. The authors of this article "consider the practice of problem posing

to be especially important for prospective teachers because a great deal of the work of teaching entails the posing

and generation of what the mathematics education community often refers to as 'good¨ questions÷questions that

aim to support students` mathematical work".

The main research questions in the study described in this article are:

1. What is the role of exploration in the problem-posing process? (What happens when prospective teachers

pose problems with and without ﬁrst exploring the situation that could motivate their questions? What kinds

of questions do they pose in each of these two kinds of structured problem-posing setting?)

2. How do prospective elementary teachers decide on the quality of the questions they pose? (What rationale do

they provide when asked to justify what makes their questions mathematically interesting? What is the effect

of making explicit some of the qualities that make mathematics problems interesting and worth solving?)

The questions were investigated in a course that Sandra Crespo taught herself, and the course was offered in the

fourth year of a 5-year teacher preparation program. A central theme in the course was a "pedagogy of inquiry"

rather than one of presentation, and the students were given the opportunity to investigate different forms of math-

ematics teaching. There were 22 students in the course, and the researchers used four tasks and two classroom

interventions in the study. The data consisted of written work from the students as well as ﬁeld notes from obser-

vations of the students’ work with the given tasks, and from discussions in class.

Here is the abstract:

School students of all ages, including those who subsequently become teachers, have limited expe-

rience posing their own mathematical problems. Yet problem posing, both as an act of mathematical

inquiry and of mathematics teaching, is part of the mathematics education reform vision that seeks

to promote mathematics as an worthy intellectual activity. In this study, the authors explored the

problem-posing behavior of elementary prospective teachers, which entailed analyzing the kinds of

problems they posed as a result of two interventions. The interventions were designed to probe the

effects of (a) exploration of a mathematical situation as a precursor to mathematical problem posing,

and (b) development of aesthetic criteria to judge the mathematical quality of the problems posed.

Results show that both interventions led to improved problem posing and mathematically richer un-

derstandings of what makes a problem 'good.`

c 2011 ’http://mathedresearch.wordpress.com’ 105

BlogBook 1.5. June

1. http://springerlink.metapress.com/content/102941/?p=8f10de7c042441938d2b69a91cfb1776&

pi=0

2. http://springerlink.metapress.com/content/c404x37187h1811w/

Teaching and learning proof (2008-06-10 08:55)

Yesterday, [1]NCETM (the National Centre for Excellence in the Teaching of Mathematics) hosted an online

[2]panel discussion concerning the teaching and learning of proof. The main issues of the debate was:

• How do you teach proof?

• What place do you think proof has in the mathematics curriculum?

• At what age should proof be introduced to learners and how?

The following three articles are available online to accompany the discussion:

• Article 1: Students’ Views of Proof, Celia Hoyles and Lulu Healy, Mathematics in School Issue 3 May 1999,

published by The Mathematical Association;

• Article 2: Interpreting the Mathematics Curriculum: Developing reasoning through algebra and geometry,

published by the Qualiﬁcations and Curriculum Authority, 2004;

• Article 3: Teaching Pythagoras’ Theorem, Paul Chambers, Mathematics in Schools Issue 4 1999, published

by The Mathematical Association.

1. http://www.ncetm.org.uk/

2. http://www.ncetm.org.uk/Default.aspx?page=12&module=news&mode=100&newsid=9288

IJMEST, June 2008 (2008-06-16 08:15)

The [1]June issue of [2]International Journal of Mathematical Education in Science and Technology is published

(Volume 39, Issue 4, 2008). It has the following original articles in the list of contents:

• [3]Integrating supplementary application-based tutorials in the multivariable calculus course by I. M. Verner;

S. Aroshas; A. Berman

• [4]If not, what yes? by Boris Koichu

• [5]Mathematical e-learning: state of the art and experiences at the Open University of Catalonia by A. Juan;

A. Huertas; C. Steegmann; C. Corcoles; C. Serrat

• [6]Unique factorization in cyclotomic integers of degree seven by W. Ethan Duckworth

• [7]A college lesson study in calculus, preliminary report by Joy Becker; Petre Ghenciu; Matt Horak; Helen

Schroeder[8][9]

1. http://www.informaworld.com/smpp/title%7Econtent=g794097608%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a791308542%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a788414819%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a792161212%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a794094798%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a791307622%7Edb=all%7Eorder=page

8. http://www.informaworld.com/smpp/content%7Econtent=a791308542%7Edb=all%7Eorder=page

9. http://www.informaworld.com/smpp/content%7Econtent=a791308542%7Edb=all%7Eorder=page

106 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

Review of mathematics teaching in early years (2008-06-18 20:22)

A [1]report has been published in the UK about "educational best practice to enable young learners in primary

schools and early years settings to acquire an understanding and appreciation of mathematics and of its importance

to their lives". This report is freely available as a [2]pdf download.

1. http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=

publications&ProductId=DCSF-00433-2008

2. http:

//publications.teachernet.gov.uk//DownloadHandler.aspx?ProductId=DCSF-00433-2008&VariantID=

Independent+Review+of+Mathematics+Teaching+in+Early+Years+Settings+and+Primary+Schools+PDF&

Does Mathematics Remediation Work? (2008-06-19 12:09)

Peter Riley Bahr has written an article that was published in the [1]August issue of [2]Research in Higher Edu-

cation. The article is entitled: [3]Does Mathematics Remediation Work?: A Comparative Analysis of Academic

Attainment among Community College Students. Here is the abstract:

Postsecondary remediation is a controversial topic. On one hand, it ﬁlls an important and size-

able niche in higher education. On the other hand, critics argue that it wastes tax dollars, diminishes

academic standards, and demoralizes faculty. Yet, despite the ongoing debate, few comprehensive,

large-scale, multi-institutional evaluations of remedial programs have been published in recent mem-

ory. The study presented here constitutes a step forward in rectifying this deﬁcit in the literature,

with particular attention to testing the efﬁcacy of remedial math programs. In this study, I use hierar-

chical multinomial logistic regression to analyze data that address a population of 85,894 freshmen,

enrolled in 107 community colleges, for the purpose of comparing the long-term academic outcomes

of students who remediate successfully (achieve college-level math skill) with those of students who

achieve college-level math skill without remedial assistance. I ﬁnd that these two groups of students

experience comparable outcomes, which indicates that remedial math programs are highly effective at

resolving skill deﬁciencies.

1. http://springerlink.com/content/wt4nh7vh3g78/?p=ad8ccb3b0a75482883acb3c74863d98d&pi=0

2. http://springerlink.com/content/101599/?p=ad8ccb3b0a75482883acb3c74863d98d&pi=0

3. http://springerlink.com/content/n84015k838170836/?p=8d102414cb2e481189d2a9133a6541ad&pi=2

TMME, July 2008 (2008-06-23 06:26)

[1]The Montana Mathematics Enthusiast has just published a combined [2]number 2 &3. This large issue is ﬁlled

with content. Here is the list of featured articles:

1. Jeff Babb & James Currie(Canada)

[3]The Brachistochrone Problem: Mathematics for a Broad Audience via a Large Context

2. Michael Fried (Israel)

[4]History of Mathematics in Mathematics Education: a Saussurean Perspective

3. Spyros Glenis (Greece)

[5]Comparison of Geometric Figures

4. Giorgio T. Bagni (Italy)

[6]'Obeying a rule¨: Ludwig Wittgenstein and the foundations of Set Theory

5. Arnaud Mayrargue (France)

[7]How can science history contribute to the development of new proposals in the teaching of the notion of deriva-

tives?

c 2011 ’http://mathedresearch.wordpress.com’ 107

BlogBook 1.5. June

6. Antti Viholainen (Finland)

[8]Incoherence of a concept image and erroneous conclusions in the case of differentiability

7. Dores Ferreira & Pedro Palhares (Portugal)

[9]Chess and problem solving involving patterns

8. Friðrik Diego & Kristín Halla Jónsdóttir (Iceland)

[10]Associative Operations on a Three-Element Set

9. Jon Warwick (UK)

[11]A Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module

10. Barbara Garii & Lillian Okumu (New York, USA)

[12]Mathematics and the World: What do Teachers Recognize as Mathematics in Real World Practice?

11. Linda Martin & Kristin Umland (New Mexico, USA)

[13]Mathematics for Middle School Teachers: Choices, Successes, and Challenges

12. Woong Lim (Texas, USA)

[14]Inverses ÷ why we teach and why we need talk more about it more often!

13. Steve Humble (UK)

[15]Magic Math Cards

The issue also contains a couple of articles on logarithms in a historical perspective, a large section of articles with

reactions on the report of the National Mathematics Advisory Panel, etc.

1. http://www.math.umt.edu/TMME/

2. http://www.math.umt.edu/TMME/vol5no2and3/

3. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a1_pp.169_184.pdf

4. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a2_pp.185_198.pdf

5. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a3_pp.199_214.pdf

6. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a4_pp.215_222.pdf

7. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a5_pp.223_230.pdf

8. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a6_pp.231_248.pdf

9. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a7_pp.249_256.pdf

10. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a8_pp.257_268.pdf

11. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a9_pp.269_290.pdf

12. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a10_pp.291_304.pdf

13. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a11_pp.305_314.pdf

14. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a12_pp.315_326.pdf

15. http://www.math.umt.edu/TMME/vol5no2and3/TMME_vol5nos2and3_a13_pp.327_336.pdf

Students’ problem solving behaviours (2008-06-25 11:35)

Tracey Muir, Kim Beswick and John Williamson have written an article that was recently published in the [1]Jour-

nal of Mathematical Behavior. The article is entitled [2]'I`m not very good at solving problems¨: An exploration

of students` problem solving behaviours.

Abstract:

This paper reports one aspect of a larger study which looked at the strategies used by a selec-

tion of grade 6 students to solve six non-routine mathematical problems. The data revealed that the

students exhibited many of the behaviours identiﬁed in the literature as being associated with novice

and expert problem solvers. However, the categories of 'novice` and 'expert` were not fully adequate

to describe the range of behaviours observed and instead three categories that were characteristic of

behaviours associated with 'naïve`, 'routine` and 'sophisticated` approaches to solving problems were

identiﬁed. Furthermore, examination of individual cases revealed that each student’s problem solving

performance was consistent across a range of problems, indicating a particular orientation towards

naïve, routine or sophisticated problem solving behaviours. This paper describes common problem

108 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

solving behaviours and details three individual cases involving naïve, routine and sophisticated prob-

lem solvers.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4SV0YW3-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=b28a3c01e17163b8caee831c83a52c3b

Mathematics teaching during the early years in Hong Kong (2008-06-25 11:39)

Sharon S. N. Ng and Nirmala Rao have written an article for the journal [1]Early Years. The article concerns

teaching of mathematics in Hong Kong, and it is entitled: [2]Mathematics teaching during the early years in Hong

Kong: a reﬂection of constructivism with Chinese characteristics? Here is the abstract:

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in

three pre-primary and three lower primary schools was observed and nine teachers were interviewed

about their beliefs about early mathematics teaching. A child-centered, play-based approach was evi-

dent but teachers emphasized discipline, diligence and academic success. Observations also revealed

practices reﬂective of both constructivist and instructivist pedagogies. Results from interviews sug-

gest that teachers’ traditional cultural beliefs about instruction were challenged by western ideologies

introduced in continuing professional development courses and by notions promulgated by the edu-

cational reforms. Both consistencies and inconsistencies between teachers’ beliefs and practices were

identiﬁed. Implications of the ﬁndings are discussed.

1. http://www.informaworld.com/smpp/title%7Econtent=t713422238%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a794441724%7Edb=all%7Ejumptype=rss

Effectiveness of teacher education (2008-06-26 14:53)

Sigrid Blömeke, Anja Felbrich, Christiane Müller, Gabriele Kaiser and Rainer Lehmann have written an article

that was recently published online in [1]ZDM. The article is entitled "[2]Effectiveness of teacher education", and

here is the abstract:

Teacher-education research lacks a common theoretical basis, which prevents a convincing devel-

opment of instruments and makes it difﬁcult to connect studies to each other. Our paper models how

to measure effective teacher education in the context of the current state of knowledge in the ﬁeld.

First, we conceptualize the central criterion of effective teacher education: 'professional competence

of future teachers¨. Second, individual, institutional, and systemic factors are modeled that may in-

ﬂuence the acquisition of this competence during teacher education. In doing this, we turn round

the perspective taken by Cochran-Smith and Zeichner (Studying teacher education. The report of the

AERA panel on research and teacher education. Lawrence Erlbaum, Mahwah 2005), who mainly

take an educational-sociological perspective by focusing on characteristics of teacher education and

looking for their effects. In contrast, we take an educational-psychological perspective by focusing

on professional competence of teachers and examining inﬂuences on this. Challenges connected to an

assessment of teacher-education outcomes are discussed as well.

1. http://springerlink.metapress.com/content/120453/?p=adc3810432a44c01b78fda3871ceaddc&pi=0

2. http://springerlink.metapress.com/content/8582971201uv3t25/

c 2011 ’http://mathedresearch.wordpress.com’ 109

BlogBook 1.5. June

Pythagorean approximations (2008-06-27 06:26)

Javier Peralta from Madrid, Spain wrote an article that was recently published online in [1]Teaching Mathematics

and its Applications. The article is entitled [2]Pythagorean approximations and continued fractions, and it relates

to the Fibonacci sequence, sequences of rational numbers, etc. Here is the abstract of the article:

In this article, we will show that the Pythagorean approximations of Formula coincide with those

achieved in the 16th century by means of continued fractions. Assuming this fact and the known re-

lation that connects the Fibonacci sequence with the golden section, we shall establish a procedure to

obtain sequences of rational numbers converging to different algebraic irrationals. We will see how

approximations to some irrational numbers, using known facts from the history of mathematics, may

perhaps help to acquire a better comprehension of the real numbers and their properties at further

mathematics level.

1. http://teamat.oxfordjournals.org/

2. http://teamat.oxfordjournals.org/cgi/content/short/hrn009v1?rss=1

Triangles as intuitive non-examples (2008-06-27 06:29)

Pessia Tsamir, Dina Tirosh and Esther Levenson (all from Tel Aviv University, Israel) have written an article about

concept formation in kindergarten children in [1]Educational Studies in Mathematics. The article is entitled: [2]In-

tuitive nonexamples: the case of triangles. Here is the abstract:

In this paper we examine the possibility of differentiating between two types of nonexamples. The

ﬁrst type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That

is, children immediately identify them as nonexamples. The second type, non-intuitive nonexamples,

consists of nonexamples that bear a signiﬁcant similarity to valid examples of the concept, and conse-

quently are more often mistakenly identiﬁed as examples. We describe and discuss these notions and

present a study regarding kindergarten children`s grasp of nonexamples of triangles.

1. http://springerlink.metapress.com/content/102875/?p=422f340f80ef4fc38efa5bc7736d3006&pi=0

2. http://springerlink.metapress.com/content/k1v42u65733162j5/

Preparation of math teachers (2008-06-27 06:39)

The [1]National Council on Teacher Quality has released a report about preparation of math teachers in the US.

Here is a copy from the press release:

No Common Denominator: The Preparation of Elementary Teachers in Mathematics by Amer-

ica’s Education Schools, June 2008

American students’ chronically poor performance in mathematics on international tests may begin

in the earliest grades, handicapped by the weak knowledge of mathematics of their own elementary

teachers. NCTQ looks at the quality of preparation provided by a representative sampling of institu-

tions in nearly every state. We also provide a test developed by leading mathematicians which assesses

for the knowledge that elementary teachers should acquire during their preparation. Imagine the im-

plications of an elementary teaching force being able to pass this test.

110 c 2011 ’http://mathedresearch.wordpress.com’

1.5. June BlogBook

On the web site of NCTQ, you can download an [2]executive summary, the [3]test and answer key, or the [4]full

report.

1. http://www.nctq.org/p/

2. http://www.nctq.org/p/publications/docs/nctq_ttmath_exec_summ_20080626115937.pdf

3. http://www.nctq.org/p/publications/docs/nctq_ttmath_testandanswerkey_20080626115952.

pdfhttp://www.nctq.org/p/publications/docs/nctq_ttmath_testandanswerkey_20080626115952.pdf

4. http://www.nctq.org/p/publications/docs/nctq_ttmath_fullreport_20080626115953.pdfhttp://

www.nctq.org/p/publications/docs/nctq_ttmath_fullreport_20080626115953.pdf

Math history on the internet (2008-06-29 10:15)

The excellent blog: [1]Let’s Play Math! presents a post about history of mathematics on the internet. The [2]blog

post features an extensive list of links for further reading about the history of mathematics.

1. http://letsplaymath.wordpress.com/

2. http://letsplaymath.wordpress.com/2008/06/27/math-history-on-the-internet/

ICMI newsletter (2008-06-29 19:53)

A new issue of the [1]ICMI [2]newsletter is out. If you are not subscribing, you can read the entire newsletter in

[3]text format here.

One of the many interesting news in this newsletter is concerning a [4]new website about the history of ICMI.

The website is edited by Fulvia Furinghetti and Livia Giacardi, and this site provides you with en excellent set of

resources for information about the history of ICMI and, in many ways, the history of our ﬁeld of research.

Another interesting information is concerning the so-called "[5]ICMI Reading Room" at [6]SpringerLink.

Up to December 31, 2008, members of the international community of

mathematics educators will have open access, via SpringerLink.com, to

selected works published in Springer journals of the four most recent

ICMI medallists (Paul Cobb, Ubiratan D’Ambrosio, Jeremy Kilpatrick and

Anna Sfard).

These sholars represent some of the most important milestones in our ﬁeld, and this is a very nice opportunity to

learn more about the work of these four medallists.

The newsletter also announces the launcing of a new journal in mathematics education: [7]Sutra - The International

Journal of Mathematics Education. Sutra is the ofﬁcial journal of the [8]Technomathematics Research Foundation,

and the ﬁrst issue will be published online in August this year.

You can read about this and much more in the lates issue of the ICMI newsletter. If you want to subscribe to the

newsletter, there are two ways of doing that:

1. Click on [9]http://www.mathunion.org/ICMI/Mailinglist with a Web browser and go to the "Subscribe" but-

ton to subscribe to ICMI News online.

2. Send an e-mail to icmi-news-request at mathunion.org with the Subject-line: Subject: subscribe

1. http://www.mathunion.org/ICMI/

2. http://www.mathunion.org/mailman/listinfo/icmi-news

3. http://www.mathunion.org/pipermail/icmi-news/2008-June.txt

c 2011 ’http://mathedresearch.wordpress.com’ 111

BlogBook 1.6. July

4. http://www.icmihistory.unito.it/

5. http://www.springer.com/education/mathematics+education/icmi+reading+room+welcome?SGWID=

0-163202-0-0-0

6. http://www.springer.com/

7. http://www.tmrfindia.org/sutra.html

8. http://www.tmrfindia.org/

9. http://www.mathunion.org/ICMI/Mailinglist

JRME, July 2008 (2008-06-30 10:53)

Issue 4 of [1]JRME is out, and it contains lots of interesting articles:

• [2]RESEARCH COMMENTARY: On "Gap Gazing" in Mathematics Education: The Need for Gaps Anal-

yses, by Sarah Theule Lubienski

• [3]RESEARCH COMMENTARY: A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Re-

search on the Achievement Gap, by Rochelle Gutiérrez

• [4]RESEARCH COMMENTARY: Bridging the Gaps in Perspectives on Equity in Mathematics Education,

by Sarah Theule Lubienski and Rochelle Gutiérrez

• [5]Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Speciﬁc

Knowledge of Students, by Heather C. Hill, Deborah Loewenberg Ball and Stephen G. Schilling

• [6]Josh’s Operational Conjectures: Abductions of a Splitting Operation and the Construction of New Frac-

tional Schemes, by Anderson Norton

• [7]How Mathematicians Determine if an Argument Is a Valid Proof, by Keith Weber

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=1

2. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-350a&from=B

3. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-357a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-365a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-372a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-401a&from=B

7. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-431a&from=B

1.6 July

How much math does a teacher need to know to teach math? (2008-07-01 08:15)

An [1]interesting blog post in the [2]Education Week blogs yesterday raised this question. This takes up the dis-

cussion that has been going since the [3]National Council on Teacher Quality released its [4]report concerning the

(lack of) mathematics preparation of teachers. The post also brings up the forthcoming [5]TEDS-M study, which

will probably add to this discussion.

So, how much should a teacher know? The following quote from the blog post touches this:

It seems obvious that teachers must have knowledge of the subject matter they will actually teach.

But how much more knowledge should a teacher have than what she or he is seeking to assist students

in learning? The case of secondary school mathematics is instructive. Is it enough for a high school

trigonometry teacher to know trigonometry cold ÷ but not, say, real analysis, or ordinary differential

equations?

112 c 2011 ’http://mathedresearch.wordpress.com’

1.6. July BlogBook

This issue was exactly the one that was raised in the [6]LMT project (Learning Mathematics for Teaching) at

University of Michigan. This was also the main issue in [7]an article written by [8]Heather Hill, [9]Deborah Ball

and Stephen Schilling in the last issue of [10]Journal for Research in Mathematics Education. (The LMT team has

also written [11]several other scientiﬁc articles about the issue.)

1. http://blogs.edweek.org/edweek/eduwonkette/2008/06/how_much_math_does_a_teacher_n.html

2. http://edweek.org/

3. http://www.nctq.org/

4. http://www.nctq.org/p/publications/docs/nctq_ttmath_exec_summ.pdf

5. http://teds.educ.msu.edu/

6. http://sitemaker.umich.edu/lmt/home

7. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-07-372a&from=B

8. http://www.gse.harvard.edu/faculty_research/profiles/profile.shtml?vperson_id=79317

9. http://www-personal.umich.edu/%7Edball/

10. http://my.nctm.org/eresources/journal_home.asp?journal_id=1

11. http://sitemaker.umich.edu/lmt/research

NOMAD, June 2008 (2008-07-01 10:00)

As we are about to shift from June to July, it is time to point your attention to the June issue of [1]NOMAD (Nordic

Studies in Mathematics Education). The issue contains an [2]interesting editorial concerning the development of

the journal, some [3]information from Barbro Grevholm about the Nordic graduate school in mathematics educa-

tion, and three research articles:

• [4]Matematikopfattelser hos 2g`ere: fokus på de 'tre aspekter' by Uffe Thomas Jankvist. Abstract: Based

on the so-called 'three aspects' from the 1987-regulations for the Danish upper secondary mathematics pro-

gramme this article discusses second-year upper secondary students` beliefs about the nature of mathematics.

That is to say, it investigates the students` beliefs concerning the historical evolution of mathematics, the ap-

plication of mathematics in society, and the inner structures of mathematics as a scientiﬁc discipline. Firstly,

the article examines the origin of the 'three aspects' as well as the role they play in both the KOM-project of

2002 and the new regulations for the Danish upper secondary mathematics programme of 2007. Secondly,

it discusses how the students in a concrete second-year class of upper secondary level seem to fulﬁl the

goals of the 'three aspects`. Thirdly, the results of this study are compared to a similar study from 1980

and differences and similarities between the two are discussed. It is concluded that there still is room for

improvement concerning the fulﬁlment of the three aspects, and that the students` beliefs in the 1980-study

and in the 2007-study are very similar. In the end, the article speculates upon why the 'three aspects` do

not seem to have had a larger impact on the mathematics teaching on upper secondary level when they have

been in the regulations for twenty years now.

• [5]Interrater reliability in a national assessment of oral mathematical communication by Torulf Palm. Ab-

stract: Mathematical communication, oral and written, is generally regarded as an important aspect of math-

ematics and mathematics education. This implies that oral mathematical communication also should play

a part in various kinds of assessments. But oral assessments of subject matter knowledge or communica-

tion abilities, in education and elsewhere, often display reliability problems, which render difﬁculties with

their use. In mathematics education, research about the reliability of oral assessments is comparably un-

common and this lack of research is particularly striking when it comes to the assessment of mathematical

communication abilities. This study analyses the interrater reliability of the assessment of oral mathematical

communication in a Swedish national test for upper secondary level. The results show that the assessment

does suffer from interrater reliability problems. In addition, the difﬁculties to assess this construct reliably

do not seem to mainly come from the communication aspect in itself, but from insufﬁciencies in the model

employed to assess the construct.

c 2011 ’http://mathedresearch.wordpress.com’ 113

BlogBook 1.6. July

• [6]Finnish mathematics teacher students` informal and formal arguing skills in the case of derivative by Antti

Viholainen. Abstract: In this study, formal and informal reasoning skills of 146 Finnish subject-teacher

students in mathematics are investigated. The students participated in a test in which they were asked to

argue two claims concerning derivative both informally and formally. The results show that the success in

the formal tasks and the success in the informal tasks were dependent. However, there were several students

who did well in the formal tasks despite succeeding poorly in the informal tasks. The success both in the

formal tasks and in the informal tasks was dependent also on the amount of passed studies in mathematics

and on the success in these studies. Moreover, these factors could have a stronger effect on the formal than

on the informal reasoning skills.

1. http://ncm.gu.se/node/959

2. http://ncm.gu.se/node/2861

3. http://ncm.gu.se/node/2865

4. http://ncm.gu.se/node/2862

5. http://ncm.gu.se/node/2863

6. http://ncm.gu.se/node/2864

CERME 6 (2008-07-01 19:52)

The sixth Conference of European Research in Mathematical Education ([1]CERME 6) is going to be held in Lyon

(France) January 28 to February 1, 2009. Researchers who wish to contribute to the conference, can submit a paper

to one of 15 thematic groups. The papers for the different working groups can be submitted (electronically) until

September 15. For more information, view the [2]conference website, or the website of [3]ERME. Registration

online is possible from July 15.

1. http://cerme6.univ-lyon1.fr/

2. http://cerme6.univ-lyon1.fr/

3. http://ermeweb.free.fr/

From lessons to lectures (2008-07-01 20:06)

Alex James, Clemency Montelle and Phillipa Williams have written an article that was recently published online

in [1]International Journal of Mathematical Education in Science and Technology. The article is entitled [2]From

lessons to lectures: NCEA mathematics results and ﬁrst-year mathematics performance, and here is the abstract:

Given the recent radical overhaul of secondary school qualiﬁcations in New Zealand, similar in

style to those in the UK, there has been a distinct change in the tertiary entrant proﬁle. In order to

gain insight into this new situation that university institutions are faced with, we investigate some

of the ways in which these recent changes have impacted upon tertiary level mathematics in New

Zealand. To this end, we analyse the relationship between the ﬁnal secondary school qualiﬁcations in

Mathematics with calculus of incoming students and their results in the core ﬁrst-year mathematics

papers at Canterbury since 2005, when students entered the University of Canterbury with these new

reformed school qualiﬁcations for the ﬁrst time. These ﬁndings are used to investigate the suitability

of this new qualiﬁcation as a preparation for tertiary mathematics and to revise and update entrance

recommendations for students wishing to succeed in their ﬁrst-year mathematics study.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a794618217%7Edb=all%7Ejumptype=rss

114 c 2011 ’http://mathedresearch.wordpress.com’

1.6. July BlogBook

Abstraction and consolidation of the limit procept (2008-07-02 07:52)

Ivy Kidron from [1]Jerusalem College of Technology has written an article that was published online by [2]Ed-

ucational Studies in Mathematics recently. The article is entitled: [3]Abstraction and consolidation of the limit

procept by means of instrumented schemes: the complementary role of three different frameworks. Abstract:

I investigate the contributions of three theoretical frameworks to a research process and the com-

plementary role played by each. First, I describe the essence of each theory and then follow the analy-

sis of their speciﬁc inﬂuence on the research process. The research process is on the conceptualization

of the notion of limit by means of the discrete continuous interplay. I investigate the inﬂuence of

the different perspectives on the research process and realize that the different theoretical approaches

intertwine. Moreover, I realize that the research study demanded the contribution of more than one

theoretical approach to the research process and that the differences between the frameworks could

serve as a basis for complementarities.

1. http://en.wikipedia.org/wiki/Jerusalem_College_of_Technology

2. http://springerlink.metapress.com/content/102875/?p=bffd11bdd2c24984b279156c51307a9f&pi=0

3. http://springerlink.metapress.com/content/76438302241740q8/

Algebra beginners in computer intensive environment (2008-07-02 07:55)

Michael Tabach, Abraham Arcavi and rina Hershkowitz (all from the Weizmann Institute of Science, Israel) have

written an article called [1]Transitions among different symbolic generalizations by algebra beginners in a com-

puter intensive environment. The article was published online in [2]Educational Studies in Mathematics on Satur-

day. Here is the article’s abstract:

The transition from arithmetic to algebra in general, and the use of symbolic generalizations in par-

ticular, are a major challenge for beginning algebra students. In this article, we describe and analyze

students` learning in a 'computer intensive environment¨ designed ad hoc and implemented in two

seventh grade classrooms throughout two consecutive school years. In particular, this article focuses

on the description and analysis of how students initial generalizations (which relied on computerized

tools that enabled different students` to work with different strategies) shifted to recursive and explicit

symbolic generalizations.

1. http://springerlink.metapress.com/content/n767035u57121201/

2. http://springerlink.metapress.com/content/102875/?p=84b7c484892f4d72beb9a792e3809451&pi=0

Integrating history and philosophy (2008-07-03 07:40)

Tinne Hoff Kjeldsen and Morten Blomhøj (both Roskilde University, Denmark) have written an article that was

recently published online in [1]ZDM. The article is entitled [2]Integrating history and philosophy in mathematics

education at university level through problem-oriented project work, and here is the abstract:

Through the last three decades several hundred problem-oriented student-directed projects con-

cerning meta-aspects of mathematics and science have been performed in the 2-year interdisciplinary

introductory science programme at Roskilde University. Three selected reports from this cohort of

project reports are used to investigate and present empirical evidence for learning potentials of inte-

grating history and philosophy in mathematics education. The three projects are: (1) a history project

c 2011 ’http://mathedresearch.wordpress.com’ 115

BlogBook 1.6. July

about the use of mathematics in biology that exhibits different epistemic cultures in mathematics and

biology. (2) An educational project about the difﬁculties of learning mathematics that connects to

the philosophy of mathematics. (3) A history of mathematics project that connects to the sociology

of multiple discoveries. It is analyzed and discussed in what sense students gain ﬁrst hand experi-

ences with and learn about meta-aspects of mathematics and their mathematical foundation through

the problem-oriented student-directed project work.

1. http://springerlink.metapress.com/content/120453/?p=a16cb0b3b27a49e1999da514b241198e&pi=0

2. http://springerlink.metapress.com/content/k84h965427070070/

Project organised science studies (2008-07-03 07:43)

Morten Blomhøj and Tinne Hoff Kjeldsen (Roskilde University, Denmark) also wrote an article called [1]Project

organised science studies at university level: exemplarity and interdisciplinarity, that was published in [2]ZDM.

Here is the abstract of their second article:

The 2-year introductory study programme in the natural sciences (Nat-Bas) at Roskilde Univer-

sity is an example of a project organised, participant directed, problem oriented, and interdisciplinary

science study programme. The paper gives an account of the organisational framework around the

project work, and discusses in particular, the thematic organisation of project work, the notion of ex-

emplarity, the problem orientation, the interdisciplinary nature of the problems, the assessment of the

project work, and the students` individual learning. Based on descriptions and analyses of six selected

project reports from the Nat-Bas in 2005-2007, we illustrate the multiple perspectives of science and

mathematics and the learning potentials found in the project work. The paper is concluded with a

general discussion of the quality of the project work and its educational function in the Nat-Bas pro-

gramme.

1. http://springerlink.metapress.com/content/b288750621kv8180/

2. http://springerlink.metapress.com/content/120453/?p=9c55a642ab7a4b1dad4cbd8ebb58bbc8&pi=0

Dynamic geometry meets variation theory (2008-07-04 07:11)

Allen Leung (The University of Hong Kong) has written an article that was recently published in [1]International

Journal of Computers for Mathematical Learning. The article is entitled [2]Dragging in a Dynamic Geometry

Environment Through the Lens of Variation, and Leung draws upon Marton’s variation theory as a theoretical

framework in the article. Here is the abstract of the article:

What makes Dynamic Geometry Environment (DGE) a powerful mathematical knowledge ac-

quisition microworld is its ability to visually make explicit the implicit dynamism of thinking about

mathematical geometrical concepts. One of DGE`s powers is to equip us with the ability to retain

the background of a geometrical conﬁguration while we can selectively bring to the fore dynamically

those parts of the whole conﬁguration that interest us. That is, we can visually study the variation of

an aspect of a DGE ﬁgure while keeping other aspects constant, hence anticipating the emergence of

invariant patterns. The aim of this paper is to expound the epistemic value of variation of the Dragging

tool in DGE in mathematical discovery. Functions of variation (contrast, separation, generalization,

fusion) proposed in Marton`s theory of learning and awareness will be used as a framework to develop

a discernment structure which can act as a lens to organize and interpret dragging explorations in

DGE. Such a lens focuses very strongly on mathematical aspects of dragging in DGE and is used to

116 c 2011 ’http://mathedresearch.wordpress.com’

1.6. July BlogBook

re-interpret known dragging modalities (e.g., Arzarello et al.) in a potentially more mathematically-

relevant way. The exposition will centre about a speciﬁc geometrical problem in which two dragging

trajectories are mapped out, consequently resulting in a DGE theorem and a visual theorem. In doing

so, a new spectral dragging strategy will be introduced that literally allows one to see the drag mode

in action. A model for the lens of variation in the form of a discernment nest structure is proposed as a

meta-tool to interpret dragging experiences or as a meta-language to relate different dragging analyses

which consequently might give rise to pedagogical and epistemological implications.

1. http://springerlink.metapress.com/content/102910/?p=8a53b8aaf681424a8d437f138e7c2a90&pi=0

2. http://springerlink.metapress.com/content/mmk6516103kt7w46/

Numerical problems on energy (2008-07-04 07:14)

Nicholas Emepue and Kola Soyibo have written an article that was recently published in [1]International Journal of

Science and Mathematics Education. The article is entitled [2]Correlations Among Five Demographic Variables

and the Performance of Selected Jamaican 11th-graders on Some Numerical Problems on Energy. Here is the

abstract:

This study was designed to assess whether the level of performance of selected Jamaican 11th-

grade physics students on some numerical problems on the energy concept was satisfactory and if

there were signiﬁcant differences in their performance linked to their gender, socioeconomic back-

ground (SEB), school location, English language and mathematical abilities. The 331 sampled stu-

dents consisted of 213 boys and 118 girls; 197 students were from a high SEB and 134 students from

a low SEB; 296 students were from seven urban schools and 35 students from three rural schools;

112, 153 and 66 of the students had high, average and low English language abilities, respectively,

while 144, 81 and 106 of the students had high, average and low mathematical abilities, respectively.

An Energy Concept Test (ECT) consisting of six structured numerical questions was employed for

data collection. The results indicated that although the students` level of performance was regarded as

fairly satisfactory, there was a lot of room for improvement. There were statistically signiﬁcant dif-

ferences in the students` performance on the ECT linked to SEB, and mathematical abilities in favour

of students from a high SEB, and high mathematical abilities, respectively. There was a positive,

statistically signiﬁcant but weak correlation between the students` (a) mathematical abilities, and (b)

English language abilities and their performance on the ECT, while there were no correlations among

their gender, school location, and SEB and their performance on the ECT.

1. http://springerlink.metapress.com/content/111141/?p=32d99154f1bb4a3da2463c9b45e15a02&pi=0

2. http://springerlink.metapress.com/content/p1rp108088661tp7/

New ZDM articles (2008-07-05 09:37)

[1]ZDM has published a number of [2]new online ﬁrst articles. Check them out!

1. http://springerlink.metapress.com/content/120453/?p=2eced27cb8c24d01a54b1abeb96324d3&pi=0

2. http://springerlink.metapress.com/content/120453/?Content+Status=Accepted

ICME 11 (2008-07-06 11:00)

The International Congress on Mathematical Education - ICME - is arguably the largest and most important con-

ference/congress in mathematics education research. The congress is arranged every four years, and [1]ICME-11

c 2011 ’http://mathedresearch.wordpress.com’ 117

BlogBook 1.6. July

is arranged in Monterrey, Mexico (July 6-13). Around 4000 participants are expected from 100 countries!

These are the ofﬁcial goals of ICME-11:

1. To provide a forum for mathematics education professionals from all over the world, where they can ex-

change ideas, information and viewpoints and develop productive dialog with their peers. By M.E. pro-

fessionals we mean to include teachers, teacher assistants, researchers, curriculum designers, textbook and

materials authors, academic administrators, and others whose work and interests are strongly related to

mathematics education.

2. To provide M.E. professionals with opportunities for professional development by presenting their work and

receiving immediate feedback and to establish or strengthen working relationships with their peers.

3. To promote collaboration between educators from different countries, in a wide and inclusive manner, re-

gardless of gender, ethnic origin, religion, political ideology, citizenship, or any other difference between

groups or individuals.

4. To improve the practice and research of mathematics education in all the countries represented at the

congress, inasmuch as we believe that this is an expected outcome of the type of study, learning, dialog,

and collaboration that the work developed prior to and at the congress promotes.

Today’s program includes a welcome gathering, and the scientiﬁc program starts tomorrow, Monday. The program

is too overwhelming to describe here, but be sure to check the [2]description online! If interested, you might also

consider visiting the [3]Wikipedia page about ICME (feel free to participate in making it better).

If you plan on following the conference online, all plenary activities are [4]broadcasted online.

1. http://icme11.org/

2. http://icme11.org/activities.html

3. http://en.wikipedia.org/wiki/International_Congress_on_Mathematical_Education

4. http://eventos.uanl.mx/icme/

ICME 11 - Day 1 (2008-07-07 11:14)

The ﬁrst plenary lecture of [1]ICME 11 is held by two distinguished scholars in our ﬁeld: Michèle Artigue and

Jeremy Kilpatrick. Their lecture is entitled: "What do we know? And how do we know it?" Here is the description

of their presentation:

The International Program Committee of ICME-11 proposed that we launch the academic activi-

ties of this congress through a dialogue on issues of crucial interest for mathematics education today,

such as the following: What do we know that we did not know ten years ago in mathematics education,

and how have we come to know it? What kind of evidence is needed and available in mathematics

education? What are society’s expectations regarding our ﬁeld, and how do we respond to them? How

far can visions of teaching and learning mathematics and evidence in the ﬁeld transcend the diversity

of educational contexts and cultures? In the plenary, we will engage in such a dialogue, presenting

our respective views of the dynamics of the ﬁeld and its outcomes in the last ten or ﬁfteen years, the

main challenges we have to face today, and how we can address them.

This plenary presentation is followed up by a panel debate after lunch. The debate is chaired by David Clarke

(Australia), and the panel consists of: Paul Cobb (USA), Mariolina Bartolini Bussi (Italy), Teresa Rojano (Mexico)

and Shiqi Li (China).

1. http://icme11.org/

118 c 2011 ’http://mathedresearch.wordpress.com’

1.6. July BlogBook

ICME 11 - Day 2 (2008-07-08 09:00)

The second day of [1]ICME 11 includes several activities, and one plenary lecture. Celia Hoyles (UK) is going to

make a presentation about technology and mathematics education. Her talk is entitled "Transforming the mathe-

matical practices of learners and teachers through digital technology", and here is the online description of it:

My presentation takes inspiration from the work of Seymour Papert, Jim Kaput, Richard Noss and

all the colleagues with whom I have been fortunate enough to collaborate in the area of mathematics

education and technology over many years, in the U.K and beyond.

Drawing on the mass of evidence from research and practice, I will ﬁrst set out what I see as the vision

of the potential of Information and Communication Technologies (ICT) to transform the teaching and

learning of mathematics. I suggest it can offer:

• dynamic & visual tools that allow mathematics to be explored in a shared space - changing how

mathematics is learned and taught;

• tools that outsource processing power that previously could only be undertaken by humans -

changing the collective focus of attention during mathematics learning;

• new representational infrastructures for mathematics - changing what can be learned and for

whom;

• connectivity - opening new opportunities for shared knowledge construction and for student

autonomy over their mathematical work;

• connections between school mathematics and learners` agendas and culture - bridging the gap

between school mathematics and problem solving 'in the real world`;

• some intelligent support to the teacher while learners are engaged in an exploratory environment;

Under each of the six headings, I will present research evidence and examples that illustrate their

transformative potential. I will also identify: ﬁrst, the costs and challenges at least partly to explain

why in so many cases, impact has not reached expectations; and, second, actions that can be under-

taken as contingencies against these risks. In this part of the talk, I will draw on some the outcomes of

the recent ICMI Study 17, Technology Revisited that considered these questions from the important

and under-represented vantage point of the situation of developing countries: how technology could

be used for the beneﬁt of these countries rather than serve as yet another source of disadvantage.

Taken together, the overriding evidence suggests that in order for ICT to move from the periphery to

centre stage in mathematics teaching and learning and for its potential for transforming mathematical

practice for the beneﬁt of all learners to be realised, teachers must be part of the transformative pro-

cess:

i) to do mathematics for themselves with the digital tools (before and alongside thinking about peda-

gogy and embedding in practice) thus allowing teachers, regardless of experience, the time and space

to take on the role of learner,

ii) to co-design activity sequences that embed the ICT tools and make explicit appropriate didactic

strategies,

iii) to try out iteratively in classrooms as a collective effort and debug together.

This design process is challenging, not least because at every phase the dialectical inﬂuence of tools

on mathematical expression and communication must be taken into account.

A further challenge facing innovations using ICT is scaling up, since, all too often, design experiments

while reporting positive results wither away soon after any funding ends. One way we are working

in England to break this cycle is through the National Centre for Excellence in the Teaching of Math-

ematics. The National Centre was set up in England in 2006 (see www.ncetm.org.uk, and I have

been its director since June 2007. Its major aim is to develop a sustainable national infrastructure for

subject-speciﬁc professional development of teachers of mathematics that will enable the mathemat-

ical potential of learners to be fully realised. The NCETM offers a blend of approaches to effective

Continuing Professional development (CPD): national and regional face-to-face meetings, and tools

c 2011 ’http://mathedresearch.wordpress.com’ 119

BlogBook 1.6. July

and resources on its portal designed to promote and sustain collaborative CPD among teachers of

mathematics (for example through on-line communities). These networks and communities include

the use of ICT in classrooms.

A major challenge faced by the NCETM is to reach out to all teachers of mathematics across all the

phases of education in ways that develop ownership of NCETM`s CPD offer and, in particular, own-

ership of and ﬂuency with the tools available on the portal. If this ownership is achieved, the tools

will grow with use, as teachers contribute to the content and to the on-line communities and in so

doing support each other in transforming their practice. It is my contention that it is only through this

process of mutual support that the potential of ICT will be realised - not only the potential already on

offer, but also through new technological innovations such as personal and mobile technology, and all

that will become available in the future.

1. http://icme11.org/

ICME 11 - Day 3 (2008-07-09 10:00)

The day before excursion day at [1]ICME 11 contains two plenary activities: a plenary lecture and a panel debate.

The plenary lecture is held by José Antonio de la Peña (Mexico), who will talk about current trends in mathematics.

The panel debate is entitled "History of the development of mathematics education in Latin American countries",

and is lead by Fidel Oteiza (Chile). Members of the panel are: Eugenio Filloy (Mexico), Ubiratan D´Ambrosio

(Brazil), Luis Campistrous (Cuba) and Carlos Vasco (Colombia).

1. http://icme11.org/

ICME 11 - Day 5 (2008-07-11 11:30)

The 5th day of [1]ICME 11 starts with a panel debate. The topic being discussed is "Equal access to quality math-

ematics education". Here is the further description of the topic:

All students, regardless of age, race, ethnic group, religion, gender, socioeconomic status, geo-

graphic location, language, disability, or prior mathematics achievement, deserve equitable access to

challenging and meaningful mathematics learning and achievement. This concept has profound im-

plications for teaching and learning mathematics throughout the educational community. It suggests

that ensuring equity and excellence must be at the core of systemic reform efforts in mathematics

education.

A necessary component for quality mathematics education is that all students receive an education that

takes into account each student`s background, including prior learning, characteristics, and abilities in

a way that maximizes his/her learning and does not diminish in any way the goals s/he is expected to

achieve. This pertains to both high-achieving and low-achieving students.

The panel debate is lead by Bill Atweh (Australia), and the other members are: Olimpia Figueras (Mexico), Murad

Jurdak (Lebanon) and Catherine Vistro-Yu (The Philippines).

In the afternoon, there is a plenary lecture which is held by two speakers: Toshiakira Fujii (Japan) and Ruhama

Even (Israel). Their topic is: "Knowledge for teaching mathematics". Here is a short abstract:

Recent presentations at PME and elsewhere suggest that knowledge of mathematics teaching has

been the focus of much activity in a variety of countries. The title was considered broad enough

to allow the presenters to refer to current research into pedagogical content knowledge as well as

to content knowledge. This also led us to consider two presenters who could ensure an extensive

viewpoint.

1. http://icme11.org/

120 c 2011 ’http://mathedresearch.wordpress.com’

1.6. July BlogBook

ICME 11 - Day 6 (2008-07-12 11:35)

The penultimate day of [1]ICME 11 starts with a plenary presentation. This presentation includes a report from

Survey Team 3: "The impact of research ﬁndings in mathematics education on students´ learning of mathematics".

The presentation is held by Angel Gutiérrez (Spain).

1. http://icme11.org/

ICME 11 - Day 7 (2008-07-13 11:39)

The last day of ICME 11 includes one plenary lecture and the ﬁnal [1]regular lectures. The plenary lecture, a report

of [2]Survey Team 4: "Representations of mathematical concepts, objects and processes in mathematics teaching

and learning" is held by Gerald Goldin (USA).

If you know of anyone who has written about ICME 11 in their blogs, twitter accounts, etc., please let me know

by posting a comment to this post!

1. http://icme11.org/approved/rl

2. http://icme11.org/node/1517

HPM 2008 (2008-07-14 11:57)

International Study Group on the Relations between History and Pedagogy of Mathematics ([1]HPM) is arranging

their[2] annual satellite meeting of 2008 in Mexico, and it starts the day after [3]ICME 11 has ﬁnished. The meet-

ing is held from July 14-18, in Mexico City.

These are the main themes of HPM 2008:

1. Integrating the History of Mathematics in Mathematics Education.

2. Topics in the History of Mathematics Education.

3. Mathematics and its relation to science, technology and the arts: historical issues and educational implica-

tions.

4. Cultures and Mathematics.

5. Historical, philosophical and epistemological issues in Mathematics Education.

6. Mathematics from the Americas

Take a look at the [4]program for further information!

1. http://www.clab.edc.uoc.gr/HPM/about%20HPM.htm

2. http://www.red-cimates.org.mx/hpm_english.htm

3. http://icme11.org/

4. http://www.red-cimates.org.mx/hpm_activities.htm

PME 32 (2008-07-17 11:45)

The [1]PME conference this year is the 32. version of this annual research conference, and it is a joint meeting

between the [2]International Group and the [3]North American Chapter of PME. The conference is held in Mexico.

It starts today, and will ﬁnish on July 21. The program is [4]downloadable as a pdf, and is voluminous. Take a

look at the website, which contains lots of information, and feel free to tell me if you know about people who write

about the conference in their blogs, twitter accounts, etc.

1. http://www.pme32-na30.org.mx/annou.htm

2. http://igpme.org/

3. http://www.pmena.org/

4. http://www.pme32-na30.org.mx/program.pdf

c 2011 ’http://mathedresearch.wordpress.com’ 121

BlogBook 1.6. July

Real-life connections in Japan and the Netherlands (2008-07-17 20:54)

One of my own articles have ﬁnally appeared in [1]International Journal for Mathematics Teaching and Learning.

The article is entitled "[2]Real-life Connections in Japan and the Netherlands: National Teaching Patterns and

Cultural Beliefs". The article is freely available online, and here is the abstract:

The TIMSS 1999 Video Study revealed that Japan had the lowest (of the seven participating coun-

tries) amount of real-life connections in the eighth grade mathematics classrooms, whereas the Nether-

lands had the highest amount of connections with real life. This article examines more closely how

these ideas were actually implemented by teachers in these two countries.

1. http://www.cimt.plymouth.ac.uk/journal/default.htm

2. http://www.cimt.plymouth.ac.uk/journal/mosvold.pdf

Norwegian thesis: Tone Bulien (2008-07-18 11:13)

Tone Bulien has defended her thesis (dr. polit): [1]Matematikkopplevelser i lærerutdanningen : en fenomenolo-

gisk orientert narrativ analyse av studenttekster (in Norwegian). The thesis is freely available as a pdf, and here is

the abstract:

The thesis is a study of texts from and interviews with six Norwegian teacher students enrolled in

a compulsory course in mathematics. It is a critical constructive descriptive investigation where the

aim has been to listen to the students sharing their experiences studying mathematics. The thesis is

not intended as an evaluation of the teacher education program, the students` work or methodology,

but rather as a contribution towards deﬁning the didactic challenges teacher training is faced with.

The thesis proceeds from a phenomenological perspective, using narratives as an important feature

in both the analysis itself and the presentation of the results. Using phenomenologically oriented

knowledge sociology and theories of narrative analysis, a description of the students` perceptions

of teaching and learning mathematics, both prior to and in the course of the compulsory course, is

made visible through narratives. The methodology employed is narrative analysis. The students`

experiences are divided into four main areas of beliefs: beliefs about mathematics in general, beliefs

about themselves as practitioners of mathematics, beliefs about teaching mathematics, and beliefs

about how mathematics are learnt. One of the results indicated that the students` experience of the

compulsory course in mathematics did not depend on their previously held beliefs on mathematics

education or their attitudes towards mathematics in general. Another result was that about 50 % of

all the students had higher expectations about their grade at the beginning of the semester than what

they actually ended up with at the end. The reason for this remains to be conclusively demonstrated,

but it seems likely that the way mathematics is taught in a teacher training program differs from the

students` previous experiences in how to learn mathematics. This should be taken into consideration

in prospective mathematics programs, for instance by supervising the students about their own beliefs

in a meta-perspective by analyzing their own narratives and how they are subject to alterations during

the course.

1. http://www.ub.uit.no/munin/handle/10037/1419

Limits of a sequence (2008-07-26 20:23)

Kyeong Hah Roh has written an article that was recently published online in [1]Educational Studies in Mathemat-

ics. The article is entitled [2]Students` images and their understanding of deﬁnitions of the limit of a sequence, and

here is the abstract:

122 c 2011 ’http://mathedresearch.wordpress.com’

1.6. July BlogBook

There are many studies on the role of images in understanding the concept of limit. However,

relatively few studies have been conducted on how students` understanding of the rigorous deﬁnition

of limit is inﬂuenced by the images of limit that the students have constructed through their previous

learning. This study explored how calculus students` images of the limit of a sequence inﬂuence their

understanding of deﬁnitions of the limit of a sequence. In a series of task-based interviews, students

evaluated the propriety of statements describing the convergence of sequences through a specially

designed hands-on activity, called the [÷strip activity. This paper illustrates how these students`

understanding of deﬁnitions of the limit of a sequence was inﬂuenced by their images of limits as

asymptotes, cluster points, or true limit points. The implications of this study for teaching and learn-

ing the concept of limit, as well as on research in mathematics education, are also discussed.

1. http://springerlink.metapress.com/content/102875/?p=d011b6f5ccf44b0caf48868a5b6cd0dd&pi=0

2. http://springerlink.metapress.com/content/r08p62229u377k24/

How to stay up to date during the summer holidays (2008-07-26 20:26)

In Norway, we are now in the middle of our summer holidays, and I too have some lazy days with my family.

Because of this, I don’t have the opportunity to keep this blog as frequently updated as I normally do. If you want

to keep more up to date the last week of my holidays, you should check out [1]this automatically updated site of

all the journals I follow!

1. https://www.google.com/reader/shared/user/07716708065977899712/label/faglig

TMME monograph (2008-07-26 20:39)

[1]The Montana Mathematics Enthusiast and editor Bharath Sriraman has released a new monograph. This time it

is about [2]Creativity, Giftedness, and Talent Development in Mathematics. Here is a copy of the web presentation

of the monograph:

Our innovative spirit and creativity lies beneath the comforts and security of today’s technolog-

ically evolved society. Scientists, inventors, investors, artists and leaders play a vital role in the ad-

vancement and transmission of knowledge. Mathematics, in particular, plays a central role in nu-

merous professions and has historically served as the gatekeeper to numerous other areas of study,

particularly the hard sciences, engineering and business. Mathematics is also a major component in

standardized tests in the U.S., and in university entrance exams in numerous parts of world.

Creativity and imagination is often evident when young children begin to develop numeric and spatial

concepts, and explore mathematical tasks that capture their interest. Creativity is also an essential

ingredient in the work of professional mathematicians. Yet, the bulk of mathematical thinking en-

couraged in the institutionalized setting of schools is focused on rote learning, memorization, and the

mastery of numerous skills to solve speciﬁc problems prescribed by the curricula or aimed at stan-

dardized testing. Given the lack of research based perspectives on talent development in mathematics

education, this monograph is speciﬁcally focused on contributions towards the constructs of creativity

and giftedness in mathematics. This monograph presents new perspectives for talent development in

the mathematics classroom and gives insights into the psychology of creativity and giftedness. The

book is aimed at classroom teachers, coordinators of gifted programs, math contest coaches, graduate

students and researchers interested in creativity, giftedness, and talent development in mathematics.

1. http://www.math.umt.edu/TMME/

2. http://www.infoagepub.com/products/content/p480e823eb49ec.php

c 2011 ’http://mathedresearch.wordpress.com’ 123

BlogBook 1.7. August

IEJME, July 2008 (2008-07-26 20:45)

[1]International Electronic Journal of Mathematics Education has released Issue 2 of this year. The issue contains

three research articles:

1. [2]Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving, by Elizabeth

de Freitas, USA

2. [3]Mathematics Teachers` Interpretation of Higher-Order Thinking in Bloom`s Taxonomy, by Tony Thomp-

son, USA

3. [4]Development of a Computerized Number Sense Scale for 3-rd Graders: Reliability and Validity Analysis,

by Der-Ching Yang, Mao-neng Fred Li and Wei-Jin Li, Taiwan

1. http://www.iejme.com/

2. http://www.iejme.com/022008/ab1.htm

3. http://www.iejme.com/022008/ab2.htm

4. http://www.iejme.com/022008/ab3.htm

1.7 August

Mathematical paradoxes (2008-08-04 07:20)

Bharath Sriraman, editor of [1]The Montana Mathematics Enthusiast, has written an article that was published in

[2]ZDM last week. The article is entitled [3]Mathematical paradoxes as pathways into beliefs and polymathy: an

experimental inquiry. Here is the abstract of the article:

This paper addresses the role of mathematical paradoxes in fostering polymathy among pre-service

elementary teachers. The results of a 3-year study with 120 students are reported with implica-

tions for mathematics pre-service education as well as interdisciplinary education. A hermeneutic-

phenomenological approach is used to recreate the emotions, voices and struggles of students as they

tried to unravel Russell`s paradox presented in its linguistic form. Based on the gathered evidence

some arguments are made for the beneﬁts and dangers in the use of paradoxes in mathematics pre-

service education to foster polymathy, change beliefs, discover structures and open new avenues for

interdisciplinary pedagogy.

1. http://www.math.umt.edu/TMME/

2. http://springerlink.metapress.com/content/120453/?p=895e7a069d544609953679f887faa13a&pi=0

3. http://springerlink.metapress.com/content/b25r45k2421v3061/

Exemplifying deﬁnitions (2008-08-04 07:23)

Rina Zazkis and Roza Leikin have written an article that was published online in [1]Educational Studies in Math-

ematics last week. The article is entitled [2]Exemplifying deﬁnitions: a case of a square, and here is the abstract:

In this study we utilize the notion of learner-generated examples, suggesting that examples gen-

erated by students mirror their understanding of particular mathematical concepts. In particular, we

explore examples generated by a group of prospective secondary school teachers for a deﬁnition of a

124 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

square. Our framework for analysis includes the categories of accessibility and correctness, richness,

and generality. Results shed light on participants` understanding of what a mathematical deﬁnition

should entail and, moreover, contrast their pedagogical preferences with mathematical considerations.

1. http://springerlink.metapress.com/content/102875/?p=3173865872f747c4b249659959d5265b&pi=0

2. http://springerlink.metapress.com/content/p74j3nn8g7j53037/

Equity in mathematics education (2008-08-04 07:26)

Laura Jacobsen Spielman, Radford University, has written an article called [1]Equity in mathematics education:

unions and intersections of feminist and social justice literature. The article was published online in [2]ZDM last

week, and it takes up the discussion concerning gender equity. As a theoretical background, the author integrates

theoretical perspectives from feminist and social justice literature. Here is the abstract of the article:

Traditional models of gender equity incorporating deﬁcit frameworks and creating norms based

on male experiences have been challenged by models emphasizing the social construction of gender

and positing that women may come to know things in different ways from men. This paper draws

on the latter form of feminist theory while treating gender equity in mathematics as intimately in-

terconnected with equity issues by social class and ethnicity. I integrate feminist and social justice

literature in mathematics education and argue that to secure a transformative, sustainable impact on

equity, we must treat mathematics as an integral component of a larger system producing educated

citizens. I argue the need for a mathematics education with tri-fold support for mathematical literacy,

critical literacy, and community literacy. Respectively, emphases are on mathematics, social critique,

and community relations and actions. Currently, the integration of these three literacies is extremely

limited in mathematics.

1. http://springerlink.metapress.com/content/y2581831112645w5/

2. http://springerlink.metapress.com/content/120453/?p=b708ee45ec5d49d3bf5fd78076173223&pi=0

ESM, September 2008 (2008-08-04 07:32)

The [1]September issue of [2]Educational Studies in Mathematics is available. The issue contains ﬁve interesting

articles:

• [3]School mathematics and its everyday other? Revisiting Lave`s 'Cognition in Practice`, by Christian Greif-

fenhagen and Wes Sharrock

• [4]Beyond 'blaming the victim` and 'standing in awe of noble savages`: a response to 'Revisiting Lave`s

'cognition in practice`¨, by David W. Carraher

• [5]The problem of the particular and its relation to the general in mathematics education, by Vicenç Font

and Ángel Contreras

• [6]Transitions among different symbolic generalizations by algebra beginners in a computer intensive envi-

ronment, by Michal Tabach, Abraham Arcavi and Rina Hershkowitz

• [7]Centenary birth anniversary of E. W. Beth (1908÷1964), by Giorgio T. Bagni

c 2011 ’http://mathedresearch.wordpress.com’ 125

BlogBook 1.7. August

1. http:

//springerlink.metapress.com/content/k221146122w0/?p=9254009072f2499f8e0869e39c22b3d6&pi=0

2. http://springerlink.metapress.com/content/102875/?p=4f92b4438f6e4a85af31164939bf6e09&pi=0

3. http://springerlink.metapress.com/content/3v443ul5j3405860/?p=

6208c26bf42149448bb2b0ed45f9d3d5&pi=0

4. http://springerlink.metapress.com/content/c502u2m725814056/?p=

6208c26bf42149448bb2b0ed45f9d3d5&pi=1

5. http://springerlink.metapress.com/content/u8441071121170p1/?p=

6208c26bf42149448bb2b0ed45f9d3d5&pi=2

6. http://springerlink.metapress.com/content/n767035u57121201/?p=

6208c26bf42149448bb2b0ed45f9d3d5&pi=3

7. http://springerlink.metapress.com/content/x1162354t884p270/?p=

6208c26bf42149448bb2b0ed45f9d3d5&pi=4

ZDM, August 2008 (2008-08-04 07:40)

The [1]August issue of [2]ZDM is available, and it has a special focus on "Didactical and Epistemological Per-

spectives on Mathematical Proof". This issue contains 14 articles:

1. [3]Introduction to the special issue on didactical and epistemological perspectives on mathematical proof,

by Maria Alessandra Mariotti and Nicolas Balacheff

2. [4]Proofs as bearers of mathematical knowledge, by Gila Hanna and Ed Barbeau

3. [5]Proof as a practice of mathematical pursuit in a cultural, socio-political and intellectual context, Man-

Keung Siu

4. [6]Theorems that admit exceptions, including a remark on Toulmin, by Hans Niels Jahnke

5. [7]Truth versus validity in mathematical proof, by Viviane Durand-Guerrier

6. [8]Argumentation and algebraic proof, by Bettina Pedemonte

7. [9]Indirect proof: what is speciﬁc to this way of proving?, by Samuele Antonini and Maria Alessandra

Mariotti

8. [10]Students` encounter with proof: the condition of transparency, by Kirsti Hemmi

9. [11]A method for revealing structures of argumentations in classroom proving processes, by Christine Knip-

ping

10. [12]Strategies to foster students` competencies in constructing multi-steps geometric proofs: teaching ex-

periments in Taiwan and Germany, by Aiso Heinze, Ying-Hao Cheng, Stefan Ufer, Fou-Lai Lin and Kristina

Reiss

11. [13]Reasoning and proof in geometry: effects of a learning environment based on heuristic worked-out

examples, by Kristina Maria Reiss, Aiso Heinze, Alexander Renkl and Christian Groß

12. [14]When, how, and why prove theorems? Amethodology for studying the perspective of geometry teachers,

by Patricio Herbst and Takeshi Miyakawa

13. [15]DNR perspective on mathematics curriculum and instruction, Part I: focus on proving, by Guershon

Harel

14. [16]The role of the researcher`s epistemology in mathematics education: an essay on the case of proof, by

Nicolas Balacheff

126 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

1. http://www.springerlink.com/content/u70q747h0857/?p=e69c5368ddab489ba4940c1461909575&pi=0

2. http://www.springerlink.com/content/1863-9690

3. http:

//www.springerlink.com/content/u7301545611404vg/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=0

4. http:

//www.springerlink.com/content/l811525732721706/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=1

5. http:

//www.springerlink.com/content/0617128626848j20/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=2

6. http:

//www.springerlink.com/content/6w3013k817h63067/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=3

7. http:

//www.springerlink.com/content/b6xm110wn918g338/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=4

8. http:

//www.springerlink.com/content/f44t829343745575/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=5

9. http:

//www.springerlink.com/content/mn70j2r6m4865k50/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=6

10. http:

//www.springerlink.com/content/2527r1k346329401/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=7

11. http:

//www.springerlink.com/content/gw5355938644vh42/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=8

12. http:

//www.springerlink.com/content/4776x71346723546/?p=a0bbb5ee9b2449cb83a7a36c5ec2cddb&pi=9

13. http://www.springerlink.com/content/d6j6t657n35134g0/?p=bc10a335693d4f568786f58743278570&pi=

10

14. http://www.springerlink.com/content/wu329522420726h1/?p=bc10a335693d4f568786f58743278570&pi=

11

15. http://www.springerlink.com/content/m86052p76152k7n4/?p=bc10a335693d4f568786f58743278570&pi=

12

16. http://www.springerlink.com/content/wp741844wn683g88/?p=bc10a335693d4f568786f58743278570&pi=

13

New IJMEST articles (2008-08-05 07:03)

Three new articles have been published by [1]International Journal of Mathematical Education in Science and

Technology:

• [2]A note on variance components model, by Anant M. Kshirsagar and R. Radhakrishnan

• [3]An elementary proof of a converse mean-value theorem, by Ricardo Almeida

• [4]Bionomic exploitation of a ratio-dependent predator-prey system, by Alakes Maiti, Bibek Patra and G.P.

Samanta

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a901332764%7Edb=all%7Ejumptype=rss

3. http://www.informaworld.com/smpp/content%7Econtent=a901332823%7Edb=all%7Ejumptype=rss

4. http://www.informaworld.com/smpp/content%7Econtent=a901338267%7Edb=all%7Ejumptype=rss

IJSME, September 2008 (2008-08-06 08:38)

[1]International Journal of Science and Mathematics Education has already published the [2]September issue. This

issue contains the following 8 articles:

c 2011 ’http://mathedresearch.wordpress.com’ 127

BlogBook 1.7. August

1. [3]Effects of advance organiser strategy during instruction on secondary school students` mathematics

achievement in Kenya`s Nakuru district, by Bernard N. Githua and Rachel Angela Nyabwa.

2. [4]Examining Reﬂective Thinking: A Study of Changes in Methods Students` Conceptions and Understand-

ings of Inquiry Teaching, by Jing-Ru Wang and Sheau-Wen Lin

3. [5]Following Young Students` Understanding of Three Phenomena in which Transformations of Matter Oc-

cur, by Lena Löfgren and Gustav Helldén

4. [6]Secondary School Students` Construction and Use of Mathematical Models in Solving Word Problems,

by Salvador Llinares and Ana Isabel Roig

5. [7]Cognitive Incoherence of Students Regarding the Establishment of Universality of Propositions through

Experimentation/Measurement, by Mikio Miyazaki

6. [8]Differentials in Mathematics Achievement among Eighth-Grade Students in Malaysia, by Noor Azina

Ismail and Halimah Awang

7. [9]Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts, by Chanyah

Dahsah and Richard Kevin Coll

8. [10]The Inquiry Laboratory as a Source for Development of Metacognitive Skills, by Mira Kipnis and Avi

Hofstein

It might be dangerous to pick only a few articles for further comment, as all these articles raise interesting issues,

but I will still make a few comments about some of them.

The article by Llinares and Roig has a focus on students’ problem solving, with a particular focus on word prob-

lems. Connections are made with research on mathematical modelling (e.g. the research of Danish colleague and

editor of NOMAD, Morten Blomhøj), and the article gives a nice overview of research concerning problem solving

and mathematical modelling. The study that is reported in the article is a survey/test where students were faced

with ﬁve questions/problems. Llinares and Roig discuss the problem-solving strategies that were used to solve the

three word problems in this test.

The article by Githua and Nyabwa provides insight into mathematics teaching in Kenya, and the article builds

heavily on [11]Ausubel’s theory of [12]advance organisers. The objectives of the reported study were to inves-

tigate whether or not there were statistical signiﬁcant differences in mathematics achievement between students

who had been taught using advance organisers or not, and they also wanted to investigate whether gender affected

achievement when advance organisers were used.

Another interesting article was the one by Ismail and Awang, which provides more insight into factors that inﬂu-

enced the achievement of Malaysian students in the TIMSS 1999 student assessment.

1. http://springerlink.metapress.com/content/111141/?p=c0257dfc7311428897cfea98ed6939d3&pi=0

2. http:

//springerlink.metapress.com/content/p5642572287j/?p=1045523566a648fd9eb42679c53b9ed0&pi=0

3. http://springerlink.metapress.com/content/337474762640r124/?p=

95f7e92210b7451b9b463f06358c52ee&pi=0

4. http://springerlink.metapress.com/content/j0868x67t216n24k/?p=

95f7e92210b7451b9b463f06358c52ee&pi=1

5. http://springerlink.metapress.com/content/642135m0688225p5/?p=

95f7e92210b7451b9b463f06358c52ee&pi=2

6. http://springerlink.metapress.com/content/61717534821118r2/?p=

95f7e92210b7451b9b463f06358c52ee&pi=3

7. http://springerlink.metapress.com/content/y5v212456r344117/?p=

95f7e92210b7451b9b463f06358c52ee&pi=4

8. http://springerlink.metapress.com/content/087930541h73u111/?p=

95f7e92210b7451b9b463f06358c52ee&pi=5

9. http://springerlink.metapress.com/content/35281870u068w20k/?p=

128 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

95f7e92210b7451b9b463f06358c52ee&pi=6

10. http://springerlink.metapress.com/content/l707572213313k11/?p=

95f7e92210b7451b9b463f06358c52ee&pi=7

11. http://www.davidausubel.org/

12. http://wik.ed.uiuc.edu/index.php/Advance_organizers

Construction of mathematical meaning of motion graphs (2008-08-07 07:16)

Gallit Botzer and Michael Yerushalmy have written an article that was recently published in [1]International Jour-

nal of Computers for Mathematical Learning. The article is entitled [2]Embodied Semiotic Activities and Their

Role in the Construction of Mathematical Meaning of Motion Graphs. Here is the abstract:

This paper examines the relation between bodily actions, artifact-mediated activities, and semiotic

processes that students experience while producing and interpreting graphs of two-dimensional mo-

tion in the plane. We designed a technology-based setting that enabled students to engage in embodied

semiotic activities and experience two modes of interaction: 2D freehand motion and 2D synthesized

motion, designed by the composition of single variable function graphs. Our theoretical framework

combines two perspectives: the embodied approach to the nature of mathematical thinking and the

Vygotskian notion of semiotic mediation. The article describes in detail the actions, gestures, graph

drawings, and verbal discourse of one pair of high school students and analyzes the social semiotic

processes they experienced. Our analysis shows how the computerized artifacts and the students` ges-

tures served as means of semiotic mediation. Speciﬁcally, they supported the interpretation and the

production of motion graphs; they mediated the transition between an individual`s meaning of math-

ematical signs and culturally accepted mathematical meaning; and they enable linking bodily actions

with formal signs.

The article gives a nice introduction to the theoretical foundations concerning the connections between bodily

movement and semiotics. The study being described in the article was a learning experiment, and the use of il-

lustrative photos and ﬁgures in the article makes it easy to understand the discussion of the different motions and

pointing gestures that were used.

1. http://springerlink.metapress.com/content/102910/?p=e372e85825d64413979a3d38c4899647&pi=0

2. http://springerlink.metapress.com/content/k1345065t753l518/

A mathematician’s lament (2008-08-07 07:48)

[1]This article was written by Paul Lockhart and published by [2]MAA. I quote part of their introduction to the

article:

This month’s column is devoted to an article called A Mathematician’s Lament, written by Paul

Lockhart in 2002. Paul is a mathematics teacher at Saint Ann’s School in Brooklyn, New York. His

article has been circulating through parts of the mathematics and math ed communities ever since, but

he never published it. I came across it by accident a few months ago, and decided at once I wanted

to give it wider exposure. I contacted Paul, and he agreed to have me publish his "lament" on MAA

Online. It is, quite frankly, one of the best critiques of current K-12 mathematics education I have

ever seen. Written by a ﬁrst-class research mathematician who elected to devote his teaching career

to K-!2 education.

1. http://www.maa.org/devlin/devlin_03_08.html

2. http://www.maa.org/

c 2011 ’http://mathedresearch.wordpress.com’ 129

BlogBook 1.7. August

Supporting mathematical literacy (2008-08-08 07:10)

Thilo Höfer and Astrid Beckmann have written an article that was recently published in [1]ZDM. The article is

entitled [2]Supporting mathematical literacy: examples from a cross-curricular project. Here is the abstract:

Mathematical literacy implies the capacity to apply mathematical knowledge to various and

context-related problems in a functional, ﬂexible and practical way. Improving mathematical liter-

acy requires a learning environment that stimulates students cognitively as well as allowing them to

collect practical experiences through connections with the real world. In order to achieve this, students

should be confronted with many different facets of reality. They should be given the opportunity to

participate in carrying out experiments, to be exposed to verbal argumentative discussions and to be

involved in model-building activities.

This leads to the idea of integrating science into maths education. Two sequences of lessons were de-

veloped and tried out at the University of Education Schwäbisch Gmünd integrating scientiﬁc topics

and methods into maths lessons at German secondary schools. The results show that the scientiﬁc

activities and their connection with reality led to well-based discussions. The connection between the

phenomenon and the model remained remarkably close during the entire series of lessons. At present

the sequences of lessons are integrated in the European ScienceMath project, a joint project between

universities and schools in Denmark, Finland, Slovenia and Germany (see [3]www.sciencemath.ph-

gmuend.de).

1. http://springerlink.metapress.com/content/120453/?p=c1980cae531044b38f7b530670a18e34&pi=0

2. http://springerlink.metapress.com/content/a168n1124m271pw1/

3. http://www.sciencemath.ph-gmuend.de/

Stepping beyond high school mathematics (2008-08-08 07:13)

Charlene Morrow and Inga Schowengerdt have written an article in [1]ZDM where they report on a case-study

of high school women. The article is entitled [2]Stepping beyond high school mathematics: a case study of high

school women, and here is a copy of the abstract:

The Summer Explorations and Research Collaborations for High School Girls (SEARCH) Pro-

gram, held annually since 2004 at Mount Holyoke College in the US, was created for talented high

school girls to explore mathematics beyond that taught in high school. Our study, which focuses on

factors that facilitate or inhibit the pursuit of higher level mathematics by girls, is centered on the 2006

SEARCH Program. We present a combination of qualitative and quantitative data drawn from student

journals written during SEARCH, program evaluations written at the end of SEARCH, post-program

interviews, and comparisons with two peer group samples. From this data we point to important fac-

tors, such as developing a mathematical voice, gaining a broader view of advanced mathematics, being

challenged in a supportive atmosphere, and having a positive stance toward risk-taking, that may help

to maintain the interest of talented girls in advanced mathematical studies.

1. http://springerlink.metapress.com/content/120453/?p=bf77a5cc02744faf9d1398a3996a73df&pi=0

2. http://springerlink.metapress.com/content/22k24236701un010/

Semiotics and subjectivity (2008-08-08 07:16)

A new article has appeared in Educational Studies in Mathematics with the long and interesting title: [1]On semi-

otics and subjectivity: a response to Tony Brown`s 'signifying 'students`, 'teachers`, and 'mathematics`: a reading

130 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

of a special issue¨. The article is written by two celebrated researchers within the ﬁeld of mathematics education

research: Norma Presmeg and Luis Radford. Here is the abstract of their article:

In this response we address some of the signiﬁcant issues that Tony Brown raised in his analysis

and critique of the Special Issue of Educational Studies in Mathematics on 'Semiotic perspectives

in mathematics education¨ (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1÷2),

2006). Among these issues are conceptualizations of subjectivity and the notion that particular read-

ings of Peircean and Vygotskian semiotics may limit the ways that authors deﬁne key actors or ele-

ments in mathematics education, namely students, teachers and the nature of mathematics. To deepen

the conversation, we comment on Brown`s approach and explore the theoretical apparatus of Jacques

Lacan that informs Brown`s discourse. We show some of the intrinsic limitations of the Lacanian idea

of subjectivity that permeates Brown`s insightful analysis and conclude with a suggestion about some

possible lines of research in mathematics education.

1. http://springerlink.metapress.com/content/81747812kh107356/

MTL, new issue (2008-08-09 11:39)

A new issue of Mathematical Thinking and Learning has been published:

> Mathematical Thinking and Learning: Volume 10 Issue 3 ([1]http://www.informaworld.com/openurl?gen-

re=issue &issn=1098-6065 &volume=10 &issue=3 &uno _jumptype=alert &uno _alerttype=new _issue

_alert,email

> ) is now available online at informaworld (http://

> [2]www.informaworld.com).

>

> This new issue contains the following articles:

>

> Turnaround Students in High School Mathematics: Constructing

> Identities of Competence Through Mathematical Worlds, Pages 201 - 239

> Author: Ilana Seidel Horn

> DOI: 10.1080/10986060802216177

> Link: [3]http://www.informaworld.com/openurl?genre=article &issn=1098-6065 &volume=10 &issue=3

&spage=201 &uno _jumptype=alert &uno _alerttype=new _issue _alert,email

>

> Toddlers’ Spontaneous Attention to Number, Pages 240 - 270

> Authors: Arthur J. Baroody; Xia Li; Meng-lung Lai

> DOI: 10.1080/10986060802216151

> Link: [4]http://www.informaworld.com/openurl?genre=article &issn=1098-6065 &volume=10 &issue=3

&spage=240 &uno _jumptype=alert &uno _alerttype=new _issue _alert,email

>

> The Interplay Between Gesture and Discourse as Mediating Devices in

> Collaborative Mathematical Reasoning:A Multimodal Approach, Pages

> 271 - 292

> Authors: Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen

> DOI: 10.1080/10986060802216169

> Link: [5]http://www.informaworld.com/openurl?genre=article &issn=1098-6065 &volume=10 &issue=3

&spage=271 &uno _jumptype=alert &uno _alerttype=new _issue _alert,email

>

> A Modeling Perspective on the Teaching and Learning of Mathematical

> Problem Solving, Pages 293 - 304

> Authors: Nicholas G. Mousoulides; Constantinos Christou; Bharath

c 2011 ’http://mathedresearch.wordpress.com’ 131

BlogBook 1.7. August

> Sriraman

> DOI: 10.1080/10986060802218132

> Link: [6]http://www.informaworld.com/openurl?genre=article &issn=1098-6065 &volume=10 &issue=3

&spage=293 &uno _jumptype=alert &uno _alerttype=new _issue _alert,email

>

> A Critique on the Role of Social Justice Perspectives in Mathematics > Education, Pages 305 - 312

> Author: Bettina Dahl

> DOI: 10.1080/10986060802216185

> Link: [7]http://www.informaworld.com/openurl?genre=article &issn=1098-6065 &volume=10 &issue=3

&spage=305 &uno _jumptype=alert &uno _alerttype=new _issue _alert,email

#ens

1. http://www.informaworld.com/openurl?genre=issue&issn=1098-6065&volume=10&issue=3&uno_

jumptype=alert&uno_alerttype=new_issue_alert,email

2. http://www.informaworld.com/

3. http://www.informaworld.com/openurl?genre=article&issn=1098-6065&volume=10&issue=3&spage=

201&uno_jumptype=alert&uno_alerttype=new_issue_alert,email

4. http://www.informaworld.com/openurl?genre=article&issn=1098-6065&volume=10&issue=3&spage=

240&uno_jumptype=alert&uno_alerttype=new_issue_alert,email

5. http://www.informaworld.com/openurl?genre=article&issn=1098-6065&volume=10&issue=3&spage=

271&uno_jumptype=alert&uno_alerttype=new_issue_alert,email

6. http://www.informaworld.com/openurl?genre=article&issn=1098-6065&volume=10&issue=3&spage=

293&uno_jumptype=alert&uno_alerttype=new_issue_alert,email

7. http://www.informaworld.com/openurl?genre=article&issn=1098-6065&volume=10&issue=3&spage=

305&uno_jumptype=alert&uno_alerttype=new_issue_alert,email#ens

RME, September 2008 (2008-08-11 12:21)

[1]Research in Mathematics Education has released its [2]September issue (Volume 10, Issue 2), and the issue

includes a number of interesting articles. Here are the headlines:

• [3]How persuaded are you? A typology of responsesAuthors: Matthew Inglis; Juan Pablo Mejia-Ramos

• [4]To be or to become: how dynamic geometry changes discourseAuthors: Nathalie Sinclair; Violeta Yurita

• [5]A diagrammatic view of the equals sign: arithmetical equivalence as a means, not an endAuthor: Ian

Jones

• [6]Paradoxes as a window to inﬁnityAuthors: Ami Mamolo; Rina Zazkis

• [7]The effect of graphic calculators on Negev Arab pupils’ learning of the concept of families of func-

tionsAuthor:Muhammad Abu-Naja

• [8]The mathematical competence of adults returning to learning on a university foundation programme: a

selective comparison of performance with the CSMS studyAuthor: Mary Dodd[9]

• [10]Mathematics and dyslexics: classroommanagement skills and children’s response to noiseAuthor: Mari

Palmer

• [11]A synthesis of existing frameworks used to analyse mathematics curriculaAuthor: Nusrat Fatima Rizvi

• [12]Beginning elementary teachers’ use of representations in mathematics teachingAuthor: Fay Turner

• [13]Observing students’ use of images through their gestures and gazesAuthor: Tracy Wylie

132 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

1. http://www.informaworld.com/smpp/title%7Econtent=t779044232%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=g901479887%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a901476008%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a901478291%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a901476964%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a901476576%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a901477385%7Edb=all%7Eorder=page

8. http://www.informaworld.com/smpp/content%7Econtent=a901475998%7Edb=all%7Eorder=page

9. http://www.informaworld.com/smpp/content%7Econtent=a901478330%7Edb=all%7Eorder=page

10. http://www.informaworld.com/smpp/content%7Econtent=a901478330%7Edb=all%7Eorder=page

11. http://www.informaworld.com/smpp/content%7Econtent=a901475984%7Edb=all%7Eorder=page

12. http://www.informaworld.com/smpp/content%7Econtent=a901478103%7Edb=all%7Eorder=page

13. http://www.informaworld.com/smpp/content%7Econtent=a901476335%7Edb=all%7Eorder=page

Construction of moral discourses (2008-08-11 12:26)

Jae Hoon Lim has written an article called [1]Adolescent girls` construction of moral discourses and appropriation

of primary identity in a mathematics classroom, which was recently published in [2]ZDM. Here is the abstract of

the article:

This qualitative study examines the way three American young adolescent girls who come from

different class and racial backgrounds construct their social and academic identities in the context of

their traditional mathematics classroom. The overall analysis shows an interesting dynamic among

each participant`s class and racial background, their social/academic identity and its collective foun-

dation, the types of ideologies they repudiate and subscribe to, the implicit and explicit strategies they

adopt in order to support the legitimacy of their own position, and the ways they manifest their posi-

tion and identity in their use of language referring to their mathematics classroom. Detailed analysis

of their use of particular terms, such as 'I,¨ 'we,¨ 'they,¨ and 'should/shouldn`t¨ elucidates that each

participant has a unique view of her mathematics classroom, developing a different type of collective

identity associated with a particular group of students. Most importantly, this study reveals that the

girls actively construct a social and ideological web that helps them articulate their ethical and moral

standpoint to support their positions. Throughout the complicated appropriation process of their own

identity and ideological standpoint, the three girls made different choices of actions in mathematics

learning, which in turn led them to a different math track the following year largely constraining their

possibility of access to higher level mathematical knowledge in the subsequent schooling process.

1. http://springerlink.metapress.com/content/pl71327410457783/

2. http://springerlink.metapress.com/content/120453/?p=ed953c3a9b8f4b2a81110a0296ea678e&pi=0

Gestures and conceptual integration (2008-08-12 07:16)

Laurie D. Edwards has written an article that was recently published in [1]Educational Studies in Mathematics.

The article is entitled [2]Gestures and conceptual integration in mathematical talk. Here is the abstract:

Spontaneous gesture produced in conjunction with speech is considered as both a source of data

about mathematical thinking, and as an integral modality in communication and cognition. The anal-

ysis draws on a corpus of more than 200 gestures collected during 3 h of interviews with prospective

elementary school teachers on the topic of fractions. The analysis examines how gestures express

meaning, utilizing the framework of cognitive linguistics to argue that gestures are both composed of,

c 2011 ’http://mathedresearch.wordpress.com’ 133

BlogBook 1.7. August

and provide inputs to, conceptual blends for mathematical ideas, and a standard typology drawn from

gesture studies is extended to address the function of gestures within mathematics more appropriately.

A key idea in the article is that mathematics is seen as "an embodied, socially constructed human product", and

gestures therefore might provide a relevant contribution to the mathematical thinking and communication. Ed-

wards provides a nice explanation for the role of research on gestures:

(...) gesture constitutes a particular modality of embodied cognition, and, along with oral speech,

written inscriptions, drawings and graphing, it can serve as a window on how learners think and talk

about mathematics.

The article provides a good overview of the theoretical framework for this area of research, and the study itself

is also interesting. The participants (all women) were twelve volunteers from a course for prospective elementary

school teachers, and the course was taught by Edwards herself. The participants were interviewed in pair, and the

interview sessions were videotaped. The gestures that were caught on videotape were classiﬁed by [3]McNeill’s

scheme.

1. http://springerlink.metapress.com/content/102875/?p=ee77f15e7bae464082bc581f29e26dd7&pi=0

2. http://springerlink.metapress.com/content/9144685573627741/

3. http://mcneilllab.uchicago.edu/

Exploring gender factors (2008-08-14 07:21)

Olof Bjort Steinthorsdottir and Bharath Sriraman have written an article that was published in [1]ZDM recently.

The article is entitled: [2]Exploring gender factors related to PISA 2003 results in Iceland: a youth interview study.

Here is the abstract of the article:

Students` mathematical achievement in Iceland, as reported in PISA 2003, showed signiﬁcant and

(by comparison) unusual gender differences in mathematics: Iceland was the only country in which

the mathematics gender gap favored girls. When data were broken down and analyzed, the Icelandic

gender gap appeared statistically signiﬁcant only in the rural areas of Iceland, suggesting a question

about differences in rural and urban educational communities. In the 2007 qualitative research study

reported in this paper, the authors interviewed 19 students from rural and urban Iceland who partic-

ipated in PISA 2003 in order to investigate these differences and to identify factors that contributed

to gender differences in mathematics learning. Students were asked to talk about their mathematical

experiences, their thoughts about the PISA results, and their ideas about the reasons behind the PISA

2003 results. The data were transcribed, coded, and analyzed using techniques from analytic induc-

tion in order to build themes and to present both male and female student perspectives on the Icelandic

anomaly. Strikingly, youth in the interviews focused on social and societal factors concerning educa-

tion in general rather then on their mathematics education.

1. http://springerlink.metapress.com/content/120453/?p=2fecb2caec054987bdd76d62f84ff9b9&pi=0

2. http://springerlink.metapress.com/content/n5154646268l4874/

134 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

Why do gestures matter? (2008-08-14 07:31)

Luis Radford has written an article that was recently published online in [1]Educational Studies in Mathematics.

The article is concerned with aspects related to" the role of gestures and bodily actions in the learning of mathemat-

ics", and the article provides some interesting theoretical perspectives together with some practical examples. The

article is entitled: [2]Why do gestures matter? Sensuous cognition and the palpability of mathematical meaning,

and here is the abstract:

The goal of this article is to present a sketch of what, following the German social theorist Arnold

Gehlen, may be termed 'sensuous cognition.¨ The starting point of this alternative approach to clas-

sical mental-oriented views of cognition is a multimodal 'material¨ conception of thinking. The very

texture of thinking, it is suggested, cannot be reduced to that of impalpable ideas; it is instead made up

of speech, gestures, and our actual actions with cultural artifacts (signs, objects, etc.). As illustrated

through an example from a Grade 10 mathematics lesson, thinking does not occur solely in the head

but also in and through a sophisticated semiotic coordination of speech, body, gestures, symbols and

tools.

Luis Radford is a distinguished scholar, and he has published a large number of important articles over the years.

If you want to read more about his work, you should visit his [3]list of publications. Most of his articles are freely

available in pdf-format!

1. http://springerlink.metapress.com/content/102875/?p=4763ab3d76804093bb79e3e8f4d42708&pi=0

2. http://springerlink.metapress.com/content/y82307h467653t3t/

3. http://qa.laurentienne.ca/Laurentian/Home/Departments/School+of+Education+French/Faculty+

and+Staff/Luis+Radford/Publications/

Learning mathematics for teaching (2008-08-14 07:39)

Blake E. Peterson and Steven R. Williams (both from [1]Brigham Young University) have written an interesting

article about [2]Learning mathematics for teaching in the student teaching experience: two contrasting cases. This

article was published two days ago in [3]Journal of Mathematics Teacher Education. In their article, they deal

with important topics like learning and knowing mathematics, pedagogical content knowledge (Shulman), math-

ematical knowledge for teaching (Ball and others), and they also discuss the inﬂuence of beliefs on teaching. All

in all, this is very much in line with my own research interest, and I think the article gives a nice overview of the

relevant literature in the ﬁeld. The study presented is also interesting. So, if you are interested in any of the above

mentioned topics, you should deﬁnitely take a closer look at this article!

Here is the abstract:

Student teaching (guided teaching by a prospective teacher under the supervision of an experi-

enced 'cooperating¨ teacher) provides an important opportunity for prospective teachers to increase

their understanding of mathematics in and for teaching. The interactions between a student teacher

and cooperating teacher provide an obvious mechanism for such learning to occur. We report here

on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core

themes that emerged from their conversations. We focus on two pairs for whom the core conversa-

tional themes represent disparate approaches to mathematics in and for teaching. One pair, Blake and

Mr. B., focused on controlling student behavior and rarely talked about mathematics for teaching.

The other pair, Tara and Mr. T., focused on having students actively participating in the lesson and

on mathematics from the students` point of view. These contrasting experiences suggest that student

teaching can have a profound effect on prospective teachers` understanding of mathematics in and for

teaching.

c 2011 ’http://mathedresearch.wordpress.com’ 135

BlogBook 1.7. August

1. http://www.byu.edu/webapp/home/index.jsp

2. http://springerlink.metapress.com/content/m12t03504w284359/

3. http://springerlink.metapress.com/content/102941/?p=c8d754dffa434c75bebc39767163a61d&pi=0

Mathematical belief change (2008-08-14 07:58)

Teachers’ beliefs arguably have an impact on their teaching practice (see for instance [1]Leder et al., 2002), but

often, beliefs appear to be resistant to change. It is therefore an interesting topic that is being raised by Peter

Grootenboer in his article: [2]Mathematical belief change in prospective primary teachers. The article was re-

cently published online in [3]Journal of Mathematics Teacher Education.

Grootenboer provides a nice overview of previous research in this area, and that alone is reason enough to read

this article. In addition, the study he reports is very interesting. Unlike many other studies of teachers’ be-

liefs, Grootenboer has conducted a naturalistic study (in his own classroom), and he collected data from different

sources: observation, interviews and assignments. If, like me, you are interested in teachers’ beliefs in mathemat-

ics education, you should deﬁnitely read this article! Here is the abstract:

The development and inﬂuence of beliefs in teacher education has been a topic of increasing inter-

est for researchers in recent years. This study explores the responses of a group of prospective primary

teachers to attempts to facilitate belief change as part of their initial teacher education programme in

mathematics. The students` responses seemed to fall into three categories: non-engagement; build-

ing a new set of beliefs and; reforming existing beliefs. In this article the participants` responses are

outlined and illustrated with stories from three individuals. This study suggests that belief reform is

complex and fraught with ethical dilemmas. Certainly there is a need for further research in this area,

particularly given the pervasive inﬂuence of beliefs on teaching practice.

1. http://books.google.com/books?id=i9ifLxX3avEC&printsec=frontcover&dq=beliefs+hidden+

variable&ei=SMmjSJzfGpykjgHJ3bz6BA&hl=no&sig=ACfU3U0uZQOh05q08Axdfa3toMT3HX0wgw

2. http://springerlink.metapress.com/content/64107p4823u8760q/

3. http://springerlink.metapress.com/content/102941/?p=e1fa0baefa65442aa5a63d00ecc77205&pi=0

Showing you’re working (2008-08-15 10:56)

Garrod Musto has written an article that was recently published in [1]Teaching Mathematics and its Applications.

The article is entitled [2]Showing you`re working: a project using former pupils` experiences to engage current

mathematics students, and here is the abstract:

To help students view mathematics in a more favourable light, a number of former pupils were

contacted and asked to give details of how they use mathematics in their daily lives. This information

was gathered through an online questionnaire or visits to the school to talk to pupils÷a booklet of

responses was also given to students. Attitudinally pre- and post-testing students suggested that this

initiative helped address pupils` concerns regarding the purpose of classroom mathematics. The diver-

sity of professions also helped dispel many myths about the usefulness of mathematics. Subsequently,

the project has proven to be a catalyst for a range of cross-curricular projects and events inspired by

the former pupils` case studies, all of which serve to continue to address the initial aims of the project

regarding pupil perception of the subject, in the light of both workplace and everyday life.

1. http://teamat.oxfordjournals.org/

2. http://teamat.oxfordjournals.org/cgi/content/short/hrn014v1?rss=1

136 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

JMTE, August 2008 (2008-08-18 09:14)

[1]Journal of Mathematics Teacher Education has released the [2]August Issue (Number 4, Volume 11). This issue

contains ﬁve interesting articles:

1. [3]Researchers and their roles in teacher education, by Konrad Krainer

2. [4]Investigating changes in prospective teachers` views of a 'good teacher` while engaging in computerized

project-based learning, by Ilana Lavy and Atara Shriki

3. [5]Teaching experiments and professional development, by Anderson Hassel Norton and Andrea McCloskey

4. [6]Understanding and describing mathematical knowledge for teaching: knowledge about proof for engag-

ing students in the activity of proving, by Andreas J. Stylianides and Deborah L. Ball

5. [7]Expanding the instructional triangle: conceptualizing mathematics teacher development, by Kelli Nipper

and Paola Sztajn

1. http://www.springerlink.com/content/102941/?p=c5692a7b5d144dea9c87347565b05531&pi=0

2. http://www.springerlink.com/content/t31814p3m318/?p=6d8571e27c6b447cb052edebbe60b410&pi=0

3. http:

//www.springerlink.com/content/b10g43020124mp7h/?p=e8d82f4982c54cf8a7d8f45b11435768&pi=0

4. http:

//www.springerlink.com/content/c024n42251705744/?p=e8d82f4982c54cf8a7d8f45b11435768&pi=1

5. http:

//www.springerlink.com/content/t685q5jj6725w7r7/?p=e8d82f4982c54cf8a7d8f45b11435768&pi=2

6. http:

//www.springerlink.com/content/a4211k627j105856/?p=e8d82f4982c54cf8a7d8f45b11435768&pi=3

7. http:

//www.springerlink.com/content/8rg313w48q44n371/?p=e8d82f4982c54cf8a7d8f45b11435768&pi=4

YERME Summer School (2008-08-18 09:18)

This week, the 4th version of YERME Summer School ([1]YESS-4) is organized in Turkey. The venue for the

summer school is Karadeniz Technical University in [2]Trabzon, near the [3]Black Sea. [4]KTU is a public re-

search university with 30.000 students. There are about 40 master and PhD-students in mathematics education.

The summer school has a very interesting [5]program, and although I am not able to attend it myself, I will try and

cover it in my blog.

YESS-4 features a panel of distinguished experts, who will deliver the main lectures:

• Prof.Dr. Guershon Harel, University of California (USA)

• Prof.Dr. Linda Brown, University of Bristol (England)

• Prof.Dr. Jean-Baptiste Lagrange, IUFM De Reims Paris VII University (France)

• Prof.Dr. Günter Törner, Universität Duisburg-Essen Standort (Germany)

• Prof.Dr. Ferdinando Arzarello, Università di Torino (Italy)

These experts will be leading the ﬁve [6]working groups throughout the week.

The opening talk will be held this afternoon by Barbara Jaworski.

Links:

c 2011 ’http://mathedresearch.wordpress.com’ 137

BlogBook 1.7. August

• [7]YESS-4 website

• [8]ERME website

1. http://yess4.ktu.edu.tr/index.html

2. http://en.wikipedia.org/wiki/Trabzon

3. http://en.wikipedia.org/wiki/Black_Sea

4. http://www.ktu.edu.tr/ing/

5. http://yess4.ktu.edu.tr/Program%20of%20YERME%20IV.pdf

6. http://yess4.ktu.edu.tr/working_gropus.html

7. http://yess4.ktu.edu.tr/index.html

8. http://ermeweb.free.fr/index.php

Use of examples in elementary mathematics (2008-08-19 06:52)

Tim Rowland has written an article about [1]The purpose, design and use of examples in the teaching of elementary

mathematics. This article was recently published (online) in [2]Educational Studies in Mathematics. The article

describes an interesting study that featured video recordings of 24 lessons that were taught by prospective teachers.

Here is the abstract of the article:

This empirical paper considers the different purposes for which teachers use examples in elemen-

tary mathematics teaching, and how well the actual examples used ﬁt these intended purposes. For

this study, 24 mathematics lessons taught by prospective elementary school teachers were videotaped.

In the spirit of grounded theory, the purpose of the analysis of these lessons was to discover, and

to construct theories around, the ways that these novice teachers could be seen to draw upon their

mathematics teaching knowledge-base in their lesson preparation and in their observed classroom

instruction. A highly-pervasive dimension of the ﬁndings was these teachers` choice and use of exam-

ples. Four categories of uses of examples are identiﬁed and exempliﬁed: these are related to different

kinds of teacher awareness.

1. http://springerlink.metapress.com/content/j8726k100554g5n0/

2. http://springerlink.metapress.com/content/102875/?p=bff90286069d4c57b6fcdc37eacafd95&pi=0

YESS-4, Day 2 (2008-08-19 09:40)

The main lecture at day 2 of the [1]YERME Summer School will be held by [2]Guershon Harel from [3]University

of California, San Diego. [4]Harel’s talk will address two main issues in mathematics education:

1. What is the mathematics that we should teach in school?

2. How should we teach it?

To learn more about these issues, and the contents of Harel’s talk, you should read the articles that are published

on the YESS-4 website [5](part I and [6]part II).

1. http://yess4.ktu.edu.tr/

2. http://math.ucsd.edu/%7Eharel/

3. http://www.ucsd.edu/portal/site/ucsd

4. http:

//yess4.ktu.edu.tr/YermePappers/expert%20paper/Abstract%20for%20YESS4%20Guershon%20Harel.pdf

5. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/DNRpart%201%20Guershon%20Harel.pdf

6. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/DNRpart%202%20Guershon%20Harel.pdf

138 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

New book from Springer (2008-08-19 10:21)

Springer has published a new book on [1]Internationalisation and Globalisation in Mathematics and Science Edu-

cation. The book was edited by Bill Atweh and others, and it is written for researchers and academics in mathe-

matics and science education. Here is a copy of the publisher’s description of the book:

In the new times of globalisation, international academic contacts and collaborations are ever in-

creasing. They are taking many forms, from international conferences and publications, student and

academic exchange, cross cultural research projects, curriculum development to professional develop-

ment activities and affect every aspect of academic life from teaching, research to service. This book

aims to:

• Develop theoretical frameworks of the phenomena of internationalisation and globalisation and

identify related ethical, moral, political and economic issues facing mathematics and science

educators.

• Provide a venue for the publication of results of international comparisons on cultural differences

and similarities rather than merely on achievement and outcomes.

• Provide a forum for critical discussion of the various models and forms of international projects

and collaborations.

• Provide a representation of the different voices and interests from around the world rather than

consensus on issues.

1. http://www.springer.com/education/mathematics+education/book/978-1-4020-8790-5?cm_mmc=

NBA-_-Aug-08_EAST_2154447-_-product-_-978-1-4020-8790-5

YESS-4, Day 3 (2008-08-20 09:50)

The main lecture at Day 3 of the [1]YERME Summer School is held by Jean-Baptiste Lagrange. His [2]talk will

be concerning research about technology in mathematics education. Lagrange is going to look at different tech-

nologies with certain theoretical concerns:

• programming with the reiﬁcation theories,

• microworlds with situated cognition,

• spreadsheets and computer symbolic systems with the instrumental and anthropological approaches,

• today fast developing web based technologies with the need for new approaches.

You can learn more if you read his [3]ICME-paper or the [4]other paper that is published on the YESS-4 website.

1. http://yess4.ktu.edu.tr/

2. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/JBL%20Abstract.pdf

3. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/ICME11regularJBL.pdf

4. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/JBL%20Part%201.pdf

YESS-4, Day 4 (2008-08-21 09:56)

The main lecture today at [1]YESS-4 is held by [2]Laurinda Brown. The theme of her [3]main paper is: "Observing

systems - how do we see what we see?". She aims at discussing issues concerning observations, and she points at

the necessity of including discussions of theoretical, methodological and philosophical issues.

c 2011 ’http://mathedresearch.wordpress.com’ 139

BlogBook 1.7. August

For more information, you should read her [4]CERME-4 article and an article from [5]Educational Studies in

Mathematics. Both are published on the YESS-4 website.

1. http://yess4.ktu.edu.tr/

2. http://www.bristol.ac.uk/education/people/academicStaff/edlcb

3. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/Laurinda%20Brown.PDF

4. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/BrownCERME4.doc

5. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/ESMarticleBrownandReid.pdf

YESS-4, Day 5 (2008-08-22 10:03)

At the 5th day of the [1]YERME Summer School, [2]Günter Törner is going to deliver the main lecture. His topic

is "theory versus practice", and you can learn more from the [3]paper that is published on the YESS-4 website.

Törner has published a multitude of papers and books in mathematics ([4]algebra, [5]geometry and [6]discrete

mathematics) as well as [7]mathematics [8]education. Several of them are available on his website, so take a look

at the links I just gave you!

1. http://yess4.ktu.edu.tr/

2. http://www.uni-duisburg.de/FB11/STAFF/Toerner.html

3. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/G_torner.pdf

4. http://www.uni-duisburg.de/FB11/STAFF/TOERNER/publ-algebra.shtml

5. http://www.uni-duisburg.de/FB11/STAFF/TOERNER/publ-geometrie.shtml

6. http://www.uni-duisburg.de/FB11/STAFF/TOERNER/publ-diskrete.shtml

7. http://www.uni-duisburg.de/FB11/STAFF/TOERNER/publ-paper.shtml

8. http://www.uni-duisburg.de/FB11/STAFF/TOERNER/publ-didaktikmono.shtml

YESS-4, Day 7 (2008-08-24 10:10)

At the last day of [1]YESS-4, Ferdinando Arzarello is going to deliver the main lecture. The topic for his talk is

"[2]Tools for analyzing learning processes in mathematics". He starts off with a discussion of problems concerning

What, Why, How and Goals:

• What is necessary to observe in the classroom? (What)

• Which theoretical frames are suitable to answer the What-problem? (Why)

• How to observe all that is necessary? and How to interpret the observed data according to the assumed

frame? (How)

• How to improve consequent didactical practices in the classroom? (Goal)

1. http://yess4.ktu.edu.tr/

2. http://yess4.ktu.edu.tr/YermePappers/expert%20paper/Ferdinando%20Arzerollo.PDF

New roles for mathematics (2008-08-25 07:06)

Mette Andresen and Lena Lindenskov have written an article that was published in [1]ZDM just before the week-

end. The article is entitled [2]New roles for mathematics in multi-disciplinary, upper secondary school projects,

and here is the abstract:

140 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

A new concept, compulsory multi-disciplinary courses, was introduced in upper secondary school

curriculum as a central part of a recent reform. This paper reports from a case study of such a

triple/four-disciplinary project in mathematics, physics, chemistry and 'general study preparation` per-

formed under the reform by a team of experienced teachers. The aim of the case study was to inquire

how the teachers met the demands of the introduction of this new concept and, to look for signs of

new relations established by the students between mathematics and other subjects, as a result of the

multi-disciplinary teaching. The study revealed examples of good practice in planning and teaching.

In addition, it served to illuminate interesting aspects of how students perceived the school subject

mathematics and its relations to other subjects and to common sense.

1. http://springerlink.metapress.com/content/120453/?p=9f05f319f2a7470e8ebf7f8f28cd63fa&pi=0

2. http://springerlink.metapress.com/content/g0654881n8g17142/

Teachers’ perspectives on authentic mathematics (2008-08-25 07:09)

Michael Weiss, Patricio Herbst and Chialing Chen (all from University of Michigan, Ann Arbor) have written an

interesting article about [1]Teachers` perspectives on 'authentic mathematics¨ and the two-column proof form.

The article was published online in [2]Educational Studies in Mathematics on Friday. Here is the abstract:

We investigate experienced high school geometry teachers` perspectives on 'authentic mathemat-

ics¨ and the much-criticized two-column proof form. A videotaped episode was shown to 26 teachers

gathered in ﬁve focus groups. In the episode, a teacher allows a student doing a proof to assume a

statement is true without immediately justifying it, provided he return to complete the argument later.

Prompted by this episode, the teachers in our focus groups revealed two apparently contradictory dis-

positions regarding the use of the two-column proof form in the classroom. For some, the two-column

form is understood to prohibit a move like that shown in the video. But for others, the form is seen

as a resource enabling such a move. These contradictory responses are warranted in competing but

complementary notions, grounded on the corpus of teacher responses, that teachers hold about the

nature of authentic mathematical activity when proving.

1. http://springerlink.metapress.com/content/a82184716r530031/

2. http://springerlink.metapress.com/content/102875/?p=f04325be55234409aa4d1cce2007a21b&pi=0

Embodied design (2008-08-25 07:11)

Dor Abrahamson has written an article in [1]Educational Studies in Mathematics about [2]Embodied design: con-

structing means for constructing meaning:

Design-based research studies are conducted as iterative implementation-analysis-modiﬁcation cy-

cles, in which emerging theoretical models and pedagogically plausible activities are reciprocally

tuned toward each other as a means of investigating conjectures pertaining to mechanisms underlying

content teaching and learning. Yet this approach, even when resulting in empirically effective edu-

cational products, remains under-conceptualized as long as researchers cannot be explicit about their

craft and speciﬁcally how data analyses inform design decisions. Consequentially, design decisions

may appear arbitrary, design methodology is insufﬁciently documented for broad dissemination, and

design practice is inadequately conversant with learning-sciences perspectives. One reason for this

apparent under-theorizing, I propose, is that designers do not have appropriate constructs to formulate

and reﬂect on their own intuitive responses to students` observed interactions with the media under

c 2011 ’http://mathedresearch.wordpress.com’ 141

BlogBook 1.7. August

development. Recent socio-cultural explication of epistemic artifacts as semiotic means for mathe-

matical learners to objectify presymbolic notions (e.g., Radford, Mathematical Thinking and Learn-

ing 5(1): 37÷70, 2003) may offer design-based researchers intellectual perspectives and analytic tools

for theorizing design improvements as responses to participants` compromised attempts to build and

communicate meaning with available media. By explaining these media as potential semiotic means

for students to objectify their emerging understandings of mathematical ideas, designers, reciprocally,

create semiotic means to objectify their own intuitive design decisions, as they build and improve these

media. Examining three case studies of undergraduate students reasoning about a simple probability

situation (binomial), I demonstrate how the semiotic approach illuminates the process and content of

student reasoning and, so doing, explicates and possibly enhances design-based research methodol-

ogy.

1. http://springerlink.metapress.com/content/102875/?p=383a40dbbce04790808bd894c46c23f1&pi=0

2. http://springerlink.metapress.com/content/j54720v17x646llu/

Cognitive styles (2008-08-25 07:13)

Demetra Pitta-Pantazi and Constantinos Christou have written an article called [1]Cognitive styles, dynamic ge-

ometry and measurement performance. The article was recently published online in [2]Educational Studies in

Mathematics. Here is the abstract of the article:

This paper reports the outcomes of an empirical study undertaken to investigate the effect of stu-

dents` cognitive styles on achievement in measurement tasks in a dynamic geometry learning environ-

ment, and to explore the ability of dynamic geometry learning in accommodating different cognitive

styles and enhancing students` learning. A total of 49 6th grade students were tested using the VICS

and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive

style analysis-wholistic analytic test÷Administration guide. New Zealand: Peterson, 2005) for cog-

nitive styles. The same students were also administered a pre-test and a post-test involving 20 mea-

surement tasks. All students were taught a unit in measurement (area of triangles and parallelograms)

with the use of dynamic geometry, after a pre-test. As expected, the dynamic geometry software seems

to accommodate different cognitive styles and enhances students` learning. However, contrary to ex-

pectations, verbalisers and wholist/verbalisers gained more in their measurement achievement in the

environment of dynamic geometry than students who had a tendency towards other cognitive styles.

The results are discussed in terms of the nature of the measurement tasks administered to the students.

1. http://springerlink.metapress.com/content/21k6872302n43572/

2. http://springerlink.metapress.com/content/102875/?p=611bf23ac11344ce9b9251f0afdf8e62&pi=0

Future teachers’ competence to plan a lesson (2008-08-25 07:19)

Sigrid Blömeke, Lynn Paine, Richard T. Houang, Feng-Jui Hsieh, William H. Schmidt, M. Teresa Tatto, Kiril

Bankov, Tenoch Cedilll, Leland Cogan, Shin Il Han, Marcella Santillan and John Schwille have written an article

entitled [1]Future teachers` competence to plan a lesson: ﬁrst results of a six-country study on the efﬁciency of

teacher education. The article was published online in ZDM last week. The paper presents data from four countries

in relation to the study called: "Mathematics Teaching in the 21st Century (MT21)" (see [2]webpage!). The entire

[3]MT21 report is available for free download at the project webpage. Here is a copy of the abstract:

The study "Mathematics Teaching in the 21st Century (MT21)" focuses beyond others on the mea-

surement of teachers` general pedagogical knowledge (GPK). GPK is regarded as a latent construct

142 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

embedded in a larger theory of teachers` professional competence. It is laid out how GPK was deﬁned

and operationalized. As part of an international comparison GPK was measured with several complex

vignettes. In the present paper, the results of future mathematics teachers` knowledge from four coun-

tries (Germany, South Korea, Taiwan, and the US) with very different teacher-education systems are

presented. Signiﬁcant and relevant differences between the four countries as well as between future

teachers at the beginning and at the end of teacher education were found. The results are discussed

with reference to cultural discourses about teacher education.

1. http://springerlink.metapress.com/content/x2h73w784367w738/

2. http://usteds.msu.edu/related_research.asp

3. http://usteds.msu.edu/MT21Report.pdf

Realistic Mathematics Education in Indonesia (2008-08-27 07:53)

Robert K. Sembiring, Sutarto Hadi and Maarten Dolk have written an article about an interesting experimental

study related to the current reform movement in Indonesia, where the theory of Realistic Mathematics Education

(RME) is being adopted. The article is entitled [1]Reforming mathematics learning in Indonesian classrooms

through RME, and it was published online in [2]ZDM on Sunday, August 24. Here is the abstract of the article:

This paper reports an experimental study on the development of exemplary curriculum materials

for the teaching of fractions in Indonesian primary schools. The study`s context is the current reform

movement adopting realistic mathematics education (RME) theory, known as Pendidikan Matematika

Realistik Indonesia (PMRI), and it looked at the role of design research in supporting the dissem-

ination of PMRI. The study was carried out in two cycles of teaching experiments in two primary

schools. The ﬁndings of the design research signiﬁed the importance of collaboration between math-

ematics educators and teachers in developing RME curriculum materials. The availability of RME

curriculum materials is an important component in the success of the PMRI movement, particularly

in supporting students and teachers in activity-based mathematics learning. Most of the students and

teachers in the two schools positively appraised teaching and learning with the developed materials.

Since the teachers were actively involved in developing the materials, they felt a sense of ownership

and recognised that their students` classroom experiences of the materials helped them avoid standard

difﬁculties. That appears to be a particular beneﬁt of the bottom-up approach characteristic of the

PMRI movement.

1. http://springerlink.metapress.com/content/t3771084x264vm27/

2. http://springerlink.metapress.com/content/120453/?p=3e8c1d82a02c4f9bada768fbf1fc4bf0&pi=0

Women of mathematics (2008-08-27 07:56)

Katrina Piatek-Jimenez has written an article called: [1]Images of mathematicians: a new perspective on the short-

age of women in mathematical careers, which was recently published in [2]ZDM. Here is the abstract:

Though women earn nearly half of the mathematics baccalaureate degrees in the United States,

they make up a much smaller percentage of those pursuing advanced degrees in mathematics and those

entering mathematics-related careers. Through semi-structured interviews, this study took a qualita-

tive look at the beliefs held by ﬁve undergraduate women mathematics students about themselves

and about mathematicians. The ﬁndings of this study suggest that these women held stereotypical

beliefs about mathematicians, describing them to be exceptionally intelligent, obsessed with mathe-

matics, and socially inept. Furthermore, each of these women held the ﬁrm belief that they do not

c 2011 ’http://mathedresearch.wordpress.com’ 143

BlogBook 1.7. August

exhibit at least one of these traits, the ﬁrst one being unattainable and the latter two being undesirable.

The results of this study suggest that although many women are earning undergraduate degrees in

mathematics, their beliefs about mathematicians may be preventing them from identifying as one and

choosing to pursue mathematical careers.

1. http://springerlink.metapress.com/content/j480476u75rk8683/

2. http://springerlink.metapress.com/content/120453/?p=e18439b9f9264808913dbe5eb5eace71&pi=0

New TMME monograph (2008-08-27 08:01)

[1]TMME - The Montana Mathematics Enthusiast - has published a new monograph. This time around, the topic

for the monograph is concerning [2]Interdisciplinary Educational Research In Mathematics and Its Connections

to The Arts and Sciences. The book is based on a symposium that was held in Denmark last year, and the major

themes of the papers in the monograph are:

1. How can modelling activities be used to foster interdisciplinary projects in the school and university setting?

2. How can the intricate connections between mathematics and physics be used to design and research inter-

disciplinary activities in schools and the university?

3. How can research within the ethnomathematics domain of mathematics education be linked to critical math-

ematics education and interdisciplinary projects involving mathematics, art and culture?

4. How can the push for mathematical and statistical literacy be connected to other subjects in the school

curricula and emphasized via interdisciplinary activities?

5. What are concrete examples of classroom experiments with empirical data that demonstrate new and unusual

connections/relations between mathematics, arts and the sciences with implications for pedagogy?

6. What is the role of technology and new ICT interfaces in linking communities of learners in interdisciplinary

activities involving problem solving? The book is an important contribution to the literature on educational

initiatives in interdisciplinary education increasing vital for emerging professions of the 21st century.

Chief editor of TMME, Bharath Sriraman, has edited the book in cooperation with Claus Michelsen, Astrid Beck-

mann, and Viktor Freiman.

1. http://www.math.umt.edu/TMME/

2. http://www.infoagepub.com/products/content/p489b492feef45.php

Review of Math Investigations (2008-08-29 08:00)

Mathematics in school is a major issue in the US. Yesterday, [1]Washington Post printed [2]an article about a

review of the mathematics curriculum in [3]Loudoun County (Virginia). This county has introduced a curriculum

for elementary school that is called [4]Math Investigations, and there appears to be lots of critics who claim the

curriculum fails to teach basic math skills. So, in the eyes of someone from outside the US context, this appears to

be related to the so-called [5]Math Wars. I am not trying to make any judgments in this debate, but it is interesting

to be a spectator!

After reading about the curriculum on the web, I ﬁnd it quite interesting. The curriculum was developed in the

1990s, and it was developed with support from the [6]National Science Foundation. From their website, I learn

that the Investigations in Number, Data, and Space (which is the ofﬁcial name of the curriculum, it appears) was

designed to:

144 c 2011 ’http://mathedresearch.wordpress.com’

1.7. August BlogBook

• Support students to make sense of mathematics and learn that they can be mathematical thinkers.

• Focus on computational ﬂuency with whole numbers as a major goal of the elementary grades.

• Provide substantive work in important areas of mathematics÷rational numbers, geometry, measurement,

data, and early algebra÷and connections among them.

• Emphasize reasoning about mathematical ideas.

• Communicate mathematics content and pedagogy to teachers.

• Engage the range of learners in understanding mathematics.

The guiding principles underlying these goals are thatstudents have mathematical ideas, (...) teachers are engaged

in ongoing learning about mathematics content, pedagogy, and student learning (...) and that teachers collaborate

with the students and curriculum materials to create the curriculum as enacted in the classroom (quoted from

[7]their website). In many ways, the Investigations curriculum appears to have some common underlying ideas

with the [8]Everyday Math curriculum (which has also been strongly criticized by some). According to [9]several

impact studies, the Investigations curriculum appears to have a positive impact on the achievement of students, and

Everyday Math is also a curriculum that is [10]strongly based on research. As someone standing outside of this

debackle, I am therefore somewhat amazed by the criticism these curricula has raised. Somewhat, but maybe not

all that amazed after all. Our previous Norwegian curriculum (called L97) featured some of the same ideas about

teaching and learning of mathematics, with a focus on letting the students discover and reinvent the mathematical

ideas, having "mathematics in everyday life" as a main area of the curriculum, etc. After less than 10 years of

implementations (evaluation reports showing that the curriculum had not really been implemented in the class-

rooms), it was replaced by a new curriculum called "Kunnskapsløftet" (Knowledge Promotion). This curriculum

has a much stronger emphasis on basic skills, little or no mention of discovery and reinvention, little emphasis on

connections with everyday life, etc. So, I guess this debate is not only typical for the US and in this case Loudoun

county.

For me as a researcher, I think it is interesting to see how much resistance these "reform curriculum" efforts en-

counter, and it reminds me of something I read in [11]The teaching gap. Teaching of mathematics appears to

be some kind of cultural entity, and I think Stigler and Hiebert used the notion: "cultural scripts". In order to

implement a new curriculum, it is often necessary to change some of these cultural scripts, and that appears to be

a rather cumbersome endeavor...

P.S. If any of you has some references to research, articles, etc. that relates to the above mentioned curriculum

papers, please let me know!

1. http://www.washingtonpost.com/

2. http://www.washingtonpost.com/wp-dyn/content/article/2008/08/27/AR2008082700229.html?nav=

rss_education

3. http://en.wikipedia.org/wiki/Loudoun_County,_Virginia

4. http://investigations.terc.edu/

5. http://en.wikipedia.org/wiki/Math_Wars

6. http://www.nsf.gov/

7. http://investigations.terc.edu/developing/goals-principles/

8. http://everydaymath.uchicago.edu/

9. http://investigations.terc.edu/impact/impact-studies/

10. http://everydaymath.uchicago.edu/about.shtml

11. http://books.google.com/books?id=LMfLxeHXzpAC&q=the+teaching+gap&dq=the+teaching+gap&ei=

go-3SNSCDIHaygSZ_pzHBA&hl=no&pgis=1

Proceedings from ICME-10 (2008-08-29 13:26)

It has been four years since [1]ICME-10 was arranged in Copenhagen. For different reasons, the publication of the

proceedings has delayed. A while ago, though, the proceedings were ﬁnally published. Participants at ICME-10

c 2011 ’http://mathedresearch.wordpress.com’ 145

BlogBook 1.8. September

can order a printed book (for free), but those who did not attend can download the proceedings as a (large!) pdf-

document. To read the proceedings from this important conference, [2]click here!

1. http://www.icme10.dk/

2. http://www.icme10.dk/proceedings/pages/ICME_pdf-files/icme_completebook.pdf

1.8 September

Gender differences in Germany (2008-09-01 07:40)

Henrik Winkelmann, Marja van den Heuvel-Panhuizen and Alexander Robitzsch have written an article called

[1]Gender differences in the mathematics achievements of German primary school students: results from a Ger-

man large-scale study. The article was recently published in [2]ZDM. Here is the article abstract:

In Germany, national standards for mathematics for the end of primary school were established

in 2004. In the present study, data were collected to evaluate these standards, and were used to com-

pare the mathematical skills of girls and boys. Many studies have shown that gender differences

are strongest at the highest levels of education. The ﬁndings from primary school are less consis-

tent. Thus, in our study we analyzed achievement differences in a sample of approximately 10,000

third and fourth graders, representative of the German elementary school population. Gender-speciﬁc

competencies were compared in the different content domains, both for the general mathematical

competence, and for the cognitive levels of the tasks. Overall, boys outperformed girls, but substantial

variation was found between the content domains and general mathematical achievement. Differences

were higher in grade three than in grade four. The proportion of boys in the classroom did not appear

to affect the individual level of performance. Analysis of the items on which boys or girls clearly

outperformed each other reproduced a pattern of speciﬁc item characteristics predicting gender bias

consistent with those reported in previous studies in other countries.

1. http://springerlink.metapress.com/content/u177240657544832/

2. http://springerlink.metapress.com/content/120453/?p=ab378c33dd754af1b154112468f0dccf&pi=0

What really matters? (2008-09-01 07:51)

Berinderjeet Kaur from the National Institute of Education in Singapore has written an article with the interesting

title: [1]Teaching and learning of mathematics: what really matters to teachers and students? This article was

recently published in [2]ZDM. In some previous articles, Kaur has reported on studies concerning the expectations

that Singapore students have of their "best" mathematics teacher. In this article, Kaur draws upon data from [3]The

learner’s perspective study (LPS), and in particular data from the interviews of students and teachers in Singapore,

and the main research questions are related to what students and teachers attach importance to in a mathematics

lesson. The Singapore study used a similar research design as that of the LPS. This paper reports on the analysis

of data from a part of the study that involved interviews of from the classrooms of three competent teachers.

Here is the abstract:

The learner`s perspective study, motivated by a strong belief that the characterization of the prac-

tices of mathematics classrooms must attend to learner practice with at least the same priority as that

accorded to teacher practice, is a comprehensive study that adopts a complementary accounts method-

ology to negotiate meanings in classrooms. In Singapore, three mathematics teachers recognized for

their locally deﬁned 'teaching competence` participated in the study. The comprehensive sets of data

146 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

from the three classrooms have been used to explore several premises related to the teaching and

learning of mathematics. In this paper the student interview data and the teacher interview data were

examined to ascertain what do students attach importance to and what do teachers attach importance

to in a mathematics lesson? The ﬁndings of the student interview data showed that they attached im-

portance to several sub-aspects of the three main aspects, i.e., exposition, seatwork and review and

feedback of their teachers` pedagogical practices. The ﬁndings of the teacher interview data showed

that they attached importance to student`s self assessment, teacher`s demonstration of procedures, re-

view of prior knowledge and close monitoring of their student`s progress in learning and detailed

feedback of their work. It was also found that teachers and students did attach importance to some

common lesson events.

1. http://springerlink.metapress.com/content/tj62w71q69417up1/

2. http://springerlink.metapress.com/content/120453/?p=5cc9d89ca8e84e40a5f1962f2fa5bd24&pi=0

3. http://extranet.edfac.unimelb.edu.au/DSME/lps/

Bodily experience and mathematical conceptions (2008-09-01 07:52)

Wolff-Michael Roth and Jennifer S. Thom have written an article entitled [1]Bodily experience and mathematical

conceptions: from classical views to a phenomenological reconceptualization. This article was recently published

in [2]Educational Studies in Mathematics. Here is the abstract of the article:

Mathematical concepts and conceptions have been theorized as abstractions from÷and therefore

transcending÷bodily and embodied experience. In this contribution, we re-theorize mathematical

conceptions by building on recent philosophical work in dialectical phenomenology. Accordingly, a

conception exists only in, through, and as of the experiences that the individual realizes it. To exem-

plify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a

second-grade classroom where the students learned about three-dimensional geometrical objects.

1. http://springerlink.metapress.com/content/7742742g23p1ul8v/

2. http://springerlink.metapress.com/content/102875/?p=b57eb6e4df6d4bc984c4126452e6db47&pi=0

The array representation (2008-09-01 07:54)

Patrick Barmby, Tony Harries, Steve Higgins and Jennifer Suggate have written an article that was recently pub-

lished online in [1]Educational Studies in Mathematics. The article is entitled [2]The array representation and

primary children`s understanding and reasoning in multiplication, and here is a copy of the abstract:

We examine whether the array representation can support children`s understanding and reasoning

in multiplication. To begin, we deﬁne what we mean by understanding and reasoning. We adopt a

'representational-reasoning` model of understanding, where understanding is seen as connections be-

ing made between mental representations of concepts, with reasoning linking together the different

parts of the understanding. We examine in detail the implications of this model, drawing upon the

wider literature on assessing understanding, multiple representations, self explanations and key devel-

opmental understandings. Having also established theoretically why the array representation might

support children`s understanding and reasoning, we describe the results of a study which looked at

children using the array for multiplication calculations. Children worked in pairs on laptop com-

puters, using Flash Macromedia programs with the array representation to carry out multiplication

calculations. In using this approach, we were able to record all the actions carried out by children on

c 2011 ’http://mathedresearch.wordpress.com’ 147

BlogBook 1.8. September

the computer, using a recording program called Camtasia. The analysis of the obtained audiovisual

data identiﬁed ways in which the array representation helped children, and also problems that children

had with using the array. Based on these results, implications for using the array in the classroom are

considered.

1. http://springerlink.metapress.com/content/102875/?p=acfa6e05506a4987be7e54b4e59b7508&pi=0

2. http://springerlink.metapress.com/content/43w7451777g8t841/

Research reports (2008-09-03 09:47)

A couple of research reports have recently been published on the [1]IES (Institute of Education Sciences) web

page that might be of interest to some:

• [2]Math education practices for students with disabilities and other struggling learners: case studies of six

schools in two Northeast and Islands Region states

• [3]Performance patterns for students with disabilities in grade 4 mathematics education in Massachusetts

1. http://ies.ed.gov/

2. http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=161&productID=110

3. http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=160&productID=109

Doctoral students’ use of examples (2008-09-03 09:49)

Lara Alcock and Matthew Inglis have written an article entitled [1]Doctoral students` use of examples in evaluating

and proving conjectures. This article was published in [2]Educational Studies in Mathematics on Saturday. Here

is the abstract of the article:

This paper discusses variation in reasoning strategies among expert mathematicians, with a par-

ticular focus on the degree to which they use examples to reason about general conjectures. We ﬁrst

discuss literature on the use of examples in understanding and reasoning about abstract mathematics,

relating this to a conceptualisation of syntactic and semantic reasoning strategies relative to a repre-

sentation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour

of two successful mathematics research students whilst they evaluated and proved number theory con-

jectures. We observe that the students exhibited strikingly different degrees of example use, and argue

that previously observed individual differences in reasoning strategies may exist at the expert level.

We conclude by discussing implications for pedagogy and for future research.

1. http://springerlink.metapress.com/content/b087p3576641u33t/

2. http://springerlink.metapress.com/content/102875/?p=13dfdf81ab804a1b81177065139141a0&pi=0

Some interesting news ﬂashlights (2008-09-03 09:58)

There are a couple of interesting articles from regular news sites that have been published lately that you might be

interested in reading. [1]ABC News published an article about math tests for kindergartners on August 28, and this

article raises several important issues. The article is entitled [2]NYC Schools Eye Math Tests for Kindergartners.

The issue is that "New York City is asking public school principals to consider giving math tests to kindergartners,

a proposal that comes amid debate over the growing use of standardized tests nationwide."

148 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

[3]The other article was published in [4]Washington Post on Monday, and it aims at giving an overview of issues

related to mathematics education. Some of the main issues in the article are:

• How is math taught?

• How much math is taught?

• What’s the fuss over math?

• When should kids learn algebra?

At the end of the article, they give a sample of some mathematics textbooks that are used in school (in the US).

The article is, of course, very much headed towards issues in the US, but I ﬁnd it interesting even though.

1. http://abcnews.go.com/

2. http://abcnews.go.com/US/wireStory?id=5674249

3. http://www.washingtonpost.com/wp-dyn/content/article/2008/08/31/AR2008083101861.html

4. http://www.washingtonpost.com/

EECERA - day 1 (2008-09-04 08:19)

Yesterday, the [1]18th annual EECERA conference was opened in Stavanger, Norway. The conference is held at

the University of Stavanger, where I work, and I will naturally attend. Although it is a conference for research in

early childhood education, there are several presentations with a focus on mathematics. I plan to go to all of them,

and I will give you a review of my impressions and notes here. I also plan to follow the conference on [2]twitter,

so pay attention there as well!

The programme book for the conference can be found [3]here, and the [4]abstract book here.

1. http://www.uis.no/samfunn/naeringsliv/konferanser/18th_european_early_childhood_education_

research_association_%28eecera%29_annual_conference/

2. http://twitter.com/rmosvold

3. http://www.uis.no/getfile.php/Konferanser/programme.pdf

4. http://www.uis.no/getfile.php/Konferanser/abstract%20book%20final%20MTIxOTkzMTU3OTEzMj.pdf

EECERA - symposium session (2008-09-04 13:54)

We have just ﬁnished the ﬁrst symposium session at the [1]EECERA conference in Stavanger, and I attended a

session with focus on mathematics and natural science. All three presentations focused on mathematics, so I guess

they could have taken away the last part of the title.

Elizabeth Dunphy from St. Patrick’s College in Ireland did an excellent job to chair the session, and since I took

part in one of the presentations myself, I can say that on behalf of the presenters as well as the audience.

The ﬁrst presenter, [2]Oliver Thiel from Germany, had an interesting presentation about a research project con-

cerning teachers’ attitudes towards mathematics in early childhood. He had used interviews with children, based

on already developed questionaires and scales. One part, for instance, was related to mathematical beliefs, and

he had taken some scales developed by Grigutsch, Raatz and Törner as a starting point. Here is the abstract of

Oliver’s paper:

Over the past few years the nursery school in Germany is increasingly perceived as an educational

establishment instead of a child care centre. This can be seen in establishing curricula for young chil-

dren, including mathematics as a domain of learning skills. In the past mathematics has not been part

c 2011 ’http://mathedresearch.wordpress.com’ 149

BlogBook 1.8. September

of the curriculum for training young children’s teachers. Therefore it is not clear, what actually their

understanding is concerning mathematics. Van Oers (2004) has proven that teachers would support

the mathematical development of the children only on the basis of their mathematical epistemology.

The study reported here investigated teachers` attitudes towards mathematics. The questions risen are:

• Do nursery school teachers feel open or reluctant towards mathematics?

• Is mathematics seen as an abstract system of terms, rules and formulas?

• Or do the teachers see mathematics reﬂected in the collection and sequencing of experiences and

in problem solving?

• And what activities are expected to further the development of the child`s mathematical ideas?

A questionnaire has been developed, which included four scales, suggested by Grigutsch, Raatz and

Toerner (1998). This form has been ﬁlled in by 100 teachers in Germany. For the evaluation of the

questionnaires conﬁrmatory factor analysis and structural equation modeling were used.

The most important result of this survey is that the teachers show an ambivalent behavior towards

mathematics, but in general they underline the beneﬁt for the daily living. Concerning the activities

of children, only those are seen as mathematical experiences, which include numbers and shapes.

The second presentation was held by Janne Fauskanger and myself. You can see our presentation below:

Here is our abstract:

In 2006, Norwegian schools and kindergartens were faced with new curriculum reforms. For the

ﬁrst time in Norway the curriculum for kindergartens has a chapter on mathematics. As these reforms

are now being put into action, teachers, schools, kindergartens and local governments are asking for

in-service education. Evaluation of the previous curriculum reform in compulsory school indicates

that there has been little change in the way teachers teach. Our aim is to investigate and try to identify

features of 'the best` in-service education. A natural point of departure for such a project is to analyse

teachers` knowledge (MKT;mathematical knowledge for teaching) and beliefs to be able to adjust the

in-service education to the participants` needs. Our project is therefore divided into two parts. In

the ﬁrst part, we are researching teachers’ knowledge and beliefs, and in the second part we plan

on using this knowledge to design a working model for in-service education. This presentation will

focus on the research regarding teachers’ knowledge, and we would like the discussion to focus on

pre-school teachers’ knowledge. The ﬁrst step in our project will be to participate in the translation,

adjustment and use of an American measuring system developed at the University of Michigan. It is

important to knowmore about teachers` knowledge when planning and evaluating in-service education

and the measures would allow professional developers to measure teacher learning rather than just

teachers` level of satisfaction with professional workshops and in-service mathematics education can

be improved. What about pre-school teachers’ knowledge?

The third and last presenter was [3]Marc Wantz from Luxembourg, who talked about "Gender differences in math-

ematical competencies". Here is the abstract of his paper:

In the present paper we use theories from research on the structure of cognitive abilities to conceive

a comprehensive measurement conception of mathematical competencies. Speciﬁcally, our measure-

ment conception allows disentangling speciﬁc arithmetical knowledge as well as the analysis of gender

differences in these competencies. Data were obtained from 151 children who participated in a longi-

tudinal study spanning the age range from kindergarten (5 years olds) to second grade (8 years olds).

Our results revealed that gender differences in the competencies under investigation were not distinct

concerning their static aspects as well as their developmental dynamics.

150 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

His entire presentation can be found on [4]this link.

1. http://www.uis.no/samfunn/naeringsliv/konferanser/18th_european_early_childhood_education_

research_association_%28eecera%29_annual_conference/

2. http://amor.cms.hu-berlin.de/~h1745bua/

3. http://www.emacs.lu/~Marc.Wantz/published.html

4. http://www.emacs.lu/%7Emarc/EECERA/gender.pdf

Learning community of problem solvers (2008-09-05 08:16)

Viktor Freiman and Nicole Lirette-Pitre have written an article entitled [1]Building a virtual learning community

of problem solvers: example of CASMI community that was recently published online in [2]ZDM. Here is the

article abstract:

Virtual multidisciplinary learning communities can become an important resource helping school

teachers and students to foster a culture of communication, problem solving, and technology integra-

tion. Not only does the community concept virtually enlarge the mathematical learning space, it also

opens several innovative ways to connect mathematics to other subjects, namely science and language

arts. This article reﬂects on theoretical foundations of the new interactive virtual science and math-

ematics learning community, CASMI, as well as the ﬁrst results of its implementation. The process

of designing, enacting, and analyzing virtual problem solving communities, their technological, ped-

agogical and social aspects as a common ground for integrating mathematical, science and reading

literacy into classroom practice and pre-service teacher training in an innovative and efﬁcient way

will be discussed.

1. http://springerlink.metapress.com/content/f4445r43w214xlw3/

2. http://springerlink.metapress.com/content/120453/?p=181750811ab64b6d846b8890530625cc&pi=0

Distinguishing between mathematics classrooms (2008-09-05 08:21)

David Clarke and Li Hua Xu has written an article with a very interesting focus, and a very long title: [1]Dis-

tinguishing between mathematics classrooms in Australia, China, Japan, Korea and the USA through the lens of

the distribution of responsibility for knowledge generation: public oral interactivity and mathematical orality. The

research reported in this article appears to be connected with both the Learner’s Perspective Study (which Clarke

has been involved with for a long time), and the TIMSS Video Study. The article was recently published online in

[2]ZDM. Here is the abstract:

The research reported in this paper examined spoken mathematics in particular well-taught class-

rooms in Australia, China (both Shanghai and Hong Kong), Japan, Korea and the USA from the per-

spective of the distribution of responsibility for knowledge generation in order to identify similarities

and differences in classroom practice and the implicit pedagogical principles that underlie those prac-

tices. The methodology of the Learner`s Perspective Study documented the voicing of mathematical

ideas in public discussion and in teacher÷student conversations and the relative priority accorded by

different teachers to student oral contributions to classroom activity. Signiﬁcant differences were iden-

tiﬁed among the classrooms studied, challenging simplistic characterisations of 'the Asian classroom`

as enacting a single pedagogy, and suggesting that, irrespective of cultural similarities, local peda-

gogies reﬂect very different assumptions about learning and instruction. We have employed spoken

mathematical terms as a form of surrogate variable, possibly indicative of the location of the agency

for knowledge generation in the various classrooms studied (but also of interest in itself). The analysis

distinguished one classroom from another on the basis of 'public oral interactivity¨ (the number of

c 2011 ’http://mathedresearch.wordpress.com’ 151

BlogBook 1.8. September

utterances in whole class and teacher÷student interactions in each lesson) and 'mathematical orality¨

(the frequency of occurrence of key mathematical terms in each lesson). Classrooms characterized by

high public oral interactivity were not necessarily sites of high mathematical orality. In particular, the

results suggest that one characteristic that might be identiﬁed with a national norm of practice could be

the level of mathematical orality: relatively high mathematical orality characterising the mathematics

classes in Shanghai with some consistency, while lessons studied in Seoul and Hong Kong consis-

tently involved much less frequent spoken mathematical terms. The relative contributions of teacher

and students to this spoken mathematics provided an indication of how the responsibility for knowl-

edge generation was shared between teacher and student in those classrooms. Speciﬁc analysis of the

patterns of interaction by which key mathematical terms were introduced or solicited revealed signiﬁ-

cant differences. It is suggested that the empirical investigation of mathematical orality and its likely

connection to the distribution of the responsibility for knowledge generation and to student learning

ourcomes are central to the development of any theory of mathematics instruction and learning.

1. http://springerlink.metapress.com/content/742qn11288727322/

2. http://springerlink.metapress.com/content/120453/?p=807ded09eacc4f1cbfc918ac02bfbf4a&pi=0

Progress and stagnation of gender equity (2008-09-05 08:24)

Gerd Brandell from Sweden has written an article that was published in [1]ZDM on Wednesday. The article is

entitled [2]Progress and stagnation of gender equity: contradictory trends within mathematics research and educa-

tion in Sweden, and here is the abstract:

During the last decade women in Sweden have reduced men`s lead in participation in mathematics

education and in professional careers as mathematicians. However, the development is uneven and

slow overall. In some areas and at the highest levels women have increased their participation only

marginally. Why, one may ask, is progress so slow after almost 20 years of active work from the

Women and Mathematics movement in Sweden and within a society in which gender equity is highly

valued at the societal and political levels? The development is described in quantitative measures

going back 20 years. Several concrete and successful initiatives from the last decade intended to 'de-

gender¨ mathematics and to involve women and men alike in mathematics are described. In contrast

a gender-blind position or a view of women as problems in mathematics seems to reign within some

inﬂuential bodies.

1. http://springerlink.metapress.com/content/120453/?p=468262b1d75748199264f9a11fdc39ff&pi=0

2. http://springerlink.metapress.com/content/x5012434227r00ux/

Constructing competence (2008-09-05 08:26)

Melissa Gresalﬁ, Taylor Martin, Victoria Hand and James Greeno have written an article called:

[1]Constructing competence: an analysis of student participation in the activity systems of mathematics class-

rooms. The article was published online in [2]Educational Studies in Mathematics a couple of days ago. Here is

the abstract of the article:

This paper investigates the construction of systems of competence in two middle school mathe-

matics classrooms. Drawing on analyses of discourse from videotaped classroom sessions, this paper

documents the ways that agency and accountability were distributed in the classrooms through inter-

actions between the teachers and students as they worked on mathematical content. In doing so, we

152 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

problematize the assumption that competencies are simply attributes of individuals that can be exter-

nally deﬁned. Instead, we propose a concept of individual competence as an attribute of a person’s

participation in an activity system such as a classroom. In this perspective, what counts as 'compe-

tent¨ gets constructed in particular classrooms, and can therefore look very different from setting to

setting. The implications of the ways that competence can be deﬁned are discussed in terms of future

research and equitable learning outcomes.

1. http://springerlink.metapress.com/content/17685jl641327p28/

2. http://springerlink.metapress.com/content/102875/?p=e2a23298b11a43b5a0c9eed519297349&pi=0

EECERA - Using powerful mathematical ideas (2008-09-05 15:47)

I have just been to a very interesting presentation at the EECERA conference. The presentation was held by Bob

Perry from Australia, and he talked about "Using powerful mathematical ideas and developmental outcomes to

enhance young children’s mathematical learning: An Australian experience". The project he described had started

off as a development study with 7 pre-school teachers in 3 pre-schools in South Australia. The project was so

successful, it has now expanded to 350 pre-schools (all pre-schools in the state)! The aim of the project was not to

change the teachers’ practice, but rather getting the teachers reﬂect on their practice and change the way they think

about mathematics. (And thereby, they would also change their practice...)

An important practical technique in the project was the use of so-called "learning stories", which I personally found

very fascinating! These learning stories have three important elements:

1. Descriptions of what the child/children had done

2. Evaluation of what the child/children had done

3. Reﬂections concerning: What next?

Another important concept was related to what Perry referred to as "powerful mathematical ideas". These might

be mathematisation, connections, argumentation, etc.

Here is the abstract of Perry’s presentation:

Young children can be powerful mathematical learners. This paper reports work done with

preschool educators in South Australia in which powerful ideas in mathematics were identiﬁed, linked

to the Developmental Learning Outcomes in the mandated South Australian curriculum, and cele-

brated and extended through narrative assessment.. It emphasises the processes involved in building

the educators` conﬁdence and competence in the observation, development, implementation and as-

sessment of meaningful mathematical learning for young children and suggests ways in which this

approach can improve the mathematics education of these children without weakening the strongly

held traditional principles of sound early childhood practice.

The key construct in this project is a numeracy matrix÷a 56-cell table linking the powerful math-

ematical ideas with the Developmental Learning Outcomes through pedagogical inquiry questions.

These questions are designed to ask preschool educators about their practice and how it relates to their

children`s mathematics learning. Using this matrix, preschool and ﬁrst year of school educators have

devised and begun to trial a detailed assessment process through which they can access children`s

powerful mathematical ideas, show progress as these ideas grow, and answer planning questions for

each child as to what would be the most appropriate next instructional step.

The value of the paper is that it illustrates how work undertaken at the preschool level can inform

similar work undertaken in the ﬁrst year of school and it provides educators at both levels with an

innovative way for considering the mathematics education of young children in both preschool and

school.

c 2011 ’http://mathedresearch.wordpress.com’ 153

BlogBook 1.8. September

Online geometry resources (2008-09-08 12:09)

This is not something di-

rectly related to research in mathematics education, but it is surely related to mathematics education, and I ﬁnd it

so interesting that I wanted to post it anyway!

[1]Dan Meyer is a high-school mathematics teacher from Santa Cruz, California. He [2]recently decided to put

his [3]entire Geometry curriculum online. This includes every lesson plan, every handout, more than 2000 slides

(in Keynote, Powerpoint and PDF) ... everything from an entire year of geometry teaching! Everything is nicely

ordered for the web, so that you can follow his plans from week 1 to week 38.

In my view, as a researcher and mathematics educator, this is an exemplary action! I know, there might be several

teachers out there who are going to copy his ideas, and that is okay. On the other side, this provides a very nice

insight into one teacher’s ideas and thinking, and being able to follow a course for an entire year like this is an

excellent opportunity for a researcher as well. I only wish more teachers would follow up what Dan has done,

because I think this provides an excellent example of how our "new" technologies can be used to improve our

teaching profession!

I am still thinking about how I could make use of this as a researcher, and if you have ideas concerning this, please

post a comment below!

1. http://blog.mrmeyer.com/

2. http://blog.mrmeyer.com/?p=923

3. http://geometry.mrmeyer.com/

New IJMEST articles (2008-09-10 06:49)

Two new articles have been published online in [1]International Journal of Mathematical Education in Science and

Technology:

• [2]Extraction of roots of quintics by division method. Author: Raghavendra G. Kulkarni

• [3]Modelling and inverse-modelling: experiences with O.D.E. linear systems in engineering courses. Au-

thor: Victor Martinez-Luaces

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all?jumptype=

alert&alerttype=ifirst_alert,email

2. http://www.informaworld.com/openurl?genre=article&doi=10.1080/00207390802357281&uno_

jumptype=alert&uno_alerttype=ifirst_alert,email

3. http://www.informaworld.com/openurl?genre=article&doi=10.1080/00207390802276291&uno_

jumptype=alert&uno_alerttype=ifirst_alert,email

154 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

JMTE, September 2008 (2008-09-10 06:57)

The [1]September issue of [2]Journal of Mathematics Teacher Education has been released. The issue contains a

number of interesting articles:

[3]How can research be used to inform and improve mathematics teaching pr[4]actice? by Anne D. Cockburn

[5]Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom, by Megan E.

Staples

[6]Using a video-based curriculum to develop a reﬂective stance in prospective mathematics teachers, by Shari L.

Stockero

[7]What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems, by

Sandra Crespo and Nathalie Sinclair

[8]Mathematical preparation of elementary teachers in China: changes and issues, by Yeping Li, Dongchen Zhao,

Rongjin Huang and Yunpeng Ma

1. http:

//springerlink.metapress.com/content/r0274427625g/?p=9fb65a9b29434dd6b4ccd3ba3f3661a4&pi=0

2. http://springerlink.metapress.com/content/102941/?p=9d4aae8d8611492fbad3cf5c67360f10&pi=0

3. http://springerlink.metapress.com/content/f58w053v476412t6/?p=

3e7556ee790847e09490301b2924445a&pi=0

4. http://springerlink.metapress.com/content/f58w053v476412t6/?p=

3e7556ee790847e09490301b2924445a&pi=0

5. http://springerlink.metapress.com/content/810420rx00780882/?p=

3e7556ee790847e09490301b2924445a&pi=1

6. http://springerlink.metapress.com/content/0ut1m74001u1754h/?p=

3e7556ee790847e09490301b2924445a&pi=2

7. http://springerlink.metapress.com/content/c404x37187h1811w/?p=

3e7556ee790847e09490301b2924445a&pi=3

8. http://springerlink.metapress.com/content/m5567889470521mh/?p=

3e7556ee790847e09490301b2924445a&pi=4

Social constructivism and the Believing Game (2008-09-10 12:51)

Shelly Sheats Harkness has written an article called [1]Social constructivism and the Believing Game : a mathe-

matics teacher`s practice and its implications. This article was published in [2]Educational Studies in Mathematics

on Monday. Here is the abstract of the article:

The study reported here is the third in a series of research articles (Harkness, S. S., D`Ambrosio,

B., & Morrone, A. S.,in Educational Studies in Mathematics 65:235÷254, 2007; Morrone, A. S., Hark-

ness, S. S., D`Ambrosio, B., & Caulﬁeld, R. in Educational Studies in Mathematics 56:19÷38, 2004)

about the teaching practices of the same university professor and the mathematics course, Problem

Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving

reported that they were motivated and that Sheila made learning goals salient. For the present study,

additional data were collected and analyzed within a qualitative methodology and emergent conceptual

c 2011 ’http://mathedresearch.wordpress.com’ 155

BlogBook 1.8. September

framework, not within a motivation goal theory framework as in the two previous studies. This paper

explores how Sheila`s 'trying to believe,¨ rather than a focus on 'doubting¨ (Elbow, P., Embracing

contraries, Oxford University Press, New York, 1986), played out in her practice and the implications

it had for both classroom conversations about mathematics and her own mathematical thinking.

1. http://springerlink.metapress.com/content/f468tx1630810384/

2. http://springerlink.metapress.com/content/102875/?p=39a153027a4b43758207a6e0286d4ba8&pi=0

Acquisition and use of shortcut strategies (2008-09-10 13:00)

Joke Torbeyns, Bert De Smedt, Pol Ghesquière and Lieven Verschaffel have written an article entitled [1]Ac-

quisition and use of shortcut strategies by traditionally schooled children. The article was published online in

[2]Educational Studies in Mathematics this week. The development of strategies among children is an important

aspect of mathematics education, and this article has a particular focus on the shortcut strategies children develop

within the number domain 20-100. Here is the abstract of the article:

This study aimed at analysing traditionally taught children`s acquisition and use of shortcut strate-

gies in the number domain 20÷100. One-hundred-ninety-ﬁve second, third, and fourth graders of

different mathematical achievement levels participated in the study. They were administered two

tasks, both consisting of a series of two-digit additions and subtractions that maximally elicit the use

of the compensation (45 + 29 = _; 45 + 30 - 1 = 75 - 1 = 74) and indirect addition strategy (71 -

68 = _; 68 + 2 = 70, 70 + 1 = 71, so the answer is 2 + 1 or 3). In the ﬁrst task, children were

instructed to solve all items as accurately and as fast as possible with their preferred strategy. The

second task was to generate at least two different strategies for each item. Results demonstrated that

children of all grades and all achievement levels hardly applied the compensation and indirect addition

strategy in the ﬁrst task. Children`s strategy reports in the second task revealed that younger and lower

achieving children did not apply these strategies because they did not (yet) discover these strategies.

By contrast, older and higher achieving children appeared to have acquired these strategies by them-

selves. Results are interpreted in relation to cognitive psychological and socio-cultural perspectives

on children`s mathematics learning.

1. http://springerlink.metapress.com/content/7t21x8g428435424/

2. http://springerlink.metapress.com/content/102875/?p=bdcb06c6fe2d45b497031a148c9ce9ef&pi=0

Towards a feminist epistemology (2008-09-12 08:21)

Leone Burton has written an article that was recently published in [1]ZDM. The article is entitled [2]Moving to-

wards a feminist epistemology of mathematics. Here is the article abstract:

There is, now, an extensive critical literature on gender and the nature of science, three aspects of

which, philosophy, pedagogy and epistemology, seem to be pertinent to a discussion of gender and

mathematics. Although untangling the inter-relationships between these three is no simple matter,

they make effective starting points in order to ask similar questions of mathematics to those asked

by our colleagues in science. In the process of asking such questions, a major difference between

the empirical approach of the sciences, and the analytic nature of mathematics, is exposed and leads

towards the deﬁnition of a new epistemological position in mathematics.

This is a version of a paper ﬁrst presented at the ICME7 theme group of the International Organisation

on Women and Mathematics Education, Quebec, 1992. Its present content owes much to discussion

with and comments from members of that network. In addition, I would particularly like to thank

156 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

Mary Barnes, Leonie Daws, Stephen Lerman and the anonymous reviewers for challenging and pro-

voking re-working of the ideas.

1. http://springerlink.metapress.com/content/120453/?p=a94e5004b70f44e992ac0e5e46c15114&pi=0

2. http://springerlink.metapress.com/content/pn6300306jj766m1/

Investigating imagination (2008-09-12 08:23)

Donna Kotsopoulos and Michelle Cordy have written an article with an interesting angle: [1]Investigating imagi-

nation as a cognitive space for learning mathematics. The article was published online in [2]Educational Studies

in Mathematics on Monday. Abstract:

Our work is inspired by the book Imagining Numbers (particularly the square root of minus ﬁf-

teen), by Harvard University mathematics professor Barry Mazur (Imagining numbers (particularly

the square root of minus ﬁfteen), Farrar, Straus and Giroux, New York, 2003). The work of Mazur

led us to question whether the features and steps of Mazur`s re-enactment of the imaginative work of

mathematicians could be appropriated pedagogically in a middle-school setting. Our research objec-

tives were to develop the framework of teaching mathematics as a way of imagining and to explore

the pedagogical implications of the framework by engaging in an application of it in middle school

setting. Findings from our application of the model suggest that the framework presents a novel and

important approach to developing mathematical understanding. The model demonstrates in particular

the importance of shared visualizations and problem-posing in learning mathematics, as well as imag-

ination as a cognitive space for learning.

1. http://springerlink.metapress.com/content/u6618131k817748w/

2. http://springerlink.metapress.com/content/102875/?p=ab053633723a48169eff12de9a0c7da7&pi=0

Opportunity to learn in the preparation of teachers (2008-09-12 08:26)

William H. Schmidt et al. have written an article entitled [1]Opportunity to learn in the preparation of mathematics

teachers: its structure and how it varies across six countries. The article was recently published online in [2]ZDM.

Here is the abstract of the article:

Cross-national research studies such as the Program for International Student Assessment and

the Third International Mathematics and Science Study (TIMSS) have contributed much to our un-

derstandings regarding country differences in student achievement in mathematics, especially at the

primary (elementary) and lower secondary (middle school) levels. TIMSS, especially, has demon-

strated the central role that the concept of opportunity to learn plays in understanding cross-national

differences in achievement Schmidt et al., (Why schools matter: A cross-national comparison of cur-

riculum and learning 2001). The curricular expectations of a nation and the actual content exposure

that is delivered to students by teachers were found to be among the most salient features of schooling

related to academic performance. The other feature that emerges in these studies is the importance

of the teacher. The professional competence of the teacher which includes substantive knowledge

regarding formal mathematics, mathematics pedagogy and general pedagogy is suggested as being

signiﬁcant÷not just in understanding cross-national differences but also in other studies as well (Hill

et al. in Am Educ Res J 42(2):371÷406, 2005). Mathematics Teaching in the 21st Century (MT21) is

a small, six-country study that collected data on future lower secondary teachers in their last year of

preparation. One of the ﬁndings noted in the ﬁrst report of that study was that the opportunities future

c 2011 ’http://mathedresearch.wordpress.com’ 157

BlogBook 1.8. September

teachers experienced as part of their formal education varied across the six countries (Schmidt et al.

in The preparation gap: Teacher education for middle school mathematics in six countries, 2007).

This variation in opportunity to learn (OTL) existed in course work related to formal mathematics,

mathematics pedagogy and general pedagogy. It appears from these initial results that OTL not only

is important in understanding K-12 student learning but it is also likely important in understanding

the knowledge base of the teachers who teach them which then has the potential to inﬂuence student

learning as well. This study using the same MT21 data examines in greater detail the conﬁguration of

the educational opportunities future teachers had during their teacher education in some 34 institutions

across the six countries.

1. http://springerlink.metapress.com/content/v293l3n614603972/

2. http://springerlink.metapress.com/content/v293l3n614603972/

Beliefs seminar with Jeppe Skott (2008-09-16 11:43)

Thursday and Friday last week, we had the pleasure of arranging a seminar with Danish colleague [1]Jeppe Skott

here in Stavanger. The focus of the seminar was on research concerning teachers’ beliefs and their impact on their

teaching of mathematics. About 20 people attended the seminar, and I enjoyed it very much!

Skott started off with a session on the historical background of research on beliefs in mathematics education re-

search. He talked about the development of teacher training in the Scandinavian countries, and he pointed to some

of the major international studies in recent years. Then he lead us back to the OEEC study from the early sixties,

and in this connection, he introduced Bauersfeld’s three levels:

• Matter meant

• Matter taught

• Matter learnt

The problems of implementation were then brought up, and he referred to the ICMI Study of 1986 as an important

source. This study claimed that:

Signiﬁcant changes in school mathematics will only be achieved if there are marked changes in

the perceptions and attitudes of these teachers and if they are assisted to develop necessary new skills.

A strong focus was thereby put on the teachers’ perceptions and attitudes. The focus on the teacher as the main

problem in the implementation process was thereby presented, and much of the research did (and still do) refer to

Ernest’s model of the relationship between the espoused and enacted beliefs of the mathematics teacher. A main

issue here, according to Skott, is that the premise for this research is taken for granted, and it is not based on

analysis of data!

As a further theoretical background for the discussion, he introduced theories concerning constructivism (radical

and social) and other.

Skott then introduced us with some of his own research in this ﬁeld, and he introduced the case of Christopher as

an example. (See his [2]2001 article for more on this!) In relation to this example, Skott introduced some of his

own concepts: school mathematics images (SMI) and critical incidents of practice (CIP).

On Friday, Skott brought up the difﬁcult and interesting discussion about the nature and existence of beliefs, and

how we investigate them. His initial claim was that "traditional beliefs research" had made it impossible to give a

reasonable answer to the question about the

relationship between a teacher’s conceptions about a subject on the one hand, and the teaching practice on the

158 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

other hand. The main reason for that is that the answer has already been given as a premise for the research: there

is a strong relationship between the two. This has not

been based on empirical evidence, Skott claims.

He then introduced a discussion about methods in beliefs research, and he pointed to the study he and Tine Wedege

made of the Nordic KappAbel contest as an example ([3]PDF version of the report). In a discussion of data analy-

sis, Skott introduced the constructivist version of grounded theory presented by [4]Charmaz (2006) as an example.

In the ﬁnal round, Skott made a strong emphasis on the importance of context in beliefs research, and the implica-

tions this has on choice of research methods, etc. Some of his main points were:

• Inconsistency between beliefs and practice is from the point of view of the observer

• Consistency is situated in practice

• It is NOT the teacher’s practice

This short summary does not cover all the interesting issues that Jeppe Skott brought up, but it is an attempt to

point at some of the main issues that were discussed in a very interesting seminar. So, thanks a lot to Jeppe Skott

for a great seminar, and welcome back to Stavanger :-)

1. http://www.dpu.dk/site.aspx?p=6604&init=skott&lang=eng

2. http://www.springerlink.com/content/qqu358001t63451t/

3. http://www.matematikksenteret.no/attachment.ap?id=407

4. http://books.google.com/books?id=v1qP1KbXz1AC&printsec=frontcover&dq=constructing+

grounded+theory&ei=f37PSL-HB4m6zAS_z6GSDw&hl=no&sig=ACfU3U2nmEuJFI_ahf_b85abmq3n-_xlKw

Navigating Numeracies (2008-09-18 07:10)

[1]Springer has published a new book with a focus on low achieving pupils in numeracy in a school context. The

book is written by Brian Street, Dave Baker and Alison Tomlin, and it is entitled [2]Navigating

Numeracies. Here is a copy of the publisher’s description of the book:

The book aims to further understanding of why some pupils have low achievement in numeracy in

the school context. The authors aim to achieve this by a relatively original view that focuses on numer-

acy as a social practice. They report on their investigations into the meanings and uses of numeracy

in school and home and community contexts, using ethnographic-style approaches, including formal

and informal interviews and observations. The book will be useful for policy, practice and further

research into the teaching and learning of mathematics in schools. It will therefore be of interest to

policy makers, teachers and practitioners, academics and practitioners in teacher education, education

researchers, and parents and community leaders.

1. http://www.springer.com/

2. http://www.springer.com/education/mathematics+education/book/978-1-4020-5706-9

c 2011 ’http://mathedresearch.wordpress.com’ 159

BlogBook 1.8. September

Relation between students’ behaviors and their mathematical ideas (2008-09-18 07:34)

Lisa B. Warner has written an article that was published online in [1]The Journal of Mathematical Behavior yes-

terday. The article is entitled [2]How do students` behaviors relate to the growth of their mathematical ideas? Here

is the article abstract:

The purpose of this study is to analyze the relationship between student behaviors and the growth

of mathematical ideas (using the Pirie÷Kieren model). This analysis was accomplished through a se-

ries of case studies, involving middle school students of varying ability levels, who were investigating

a combinatorics problem in after-school problem-solving sessions. The results suggest that certain

types of student behaviors appear to be associated with the growth of ideas and emerge in speciﬁc

patterns. More speciﬁcally, as understanding grows, there is a general shift from behaviors such as

students questioning each other, explaining and using their own and others` ideas toward behaviors

involving the setting up of hypothetical situations, linking of representations and connecting of con-

texts. Recognizing that certain types of student behaviors tend to emerge in speciﬁc layers of the

Pirie÷Kieren model can be important in helping us to understand the development of mathematical

ideas in children.

Warner focus a lot on the Pirie-Kieren model in her theoretical framework (see the [3]article of Susan Pirie and

Thomas Kieren from 1994). The main focus of Warner’s article is to address the following questions:

Are different types of student behaviors associated with the growth of mathematical ideas in spe-

ciﬁc ways? If so, how?

In her conclusions, Lisa Warner suggests that for the students in her study, "certain types of behaviors appeared to

be associated with the growth of mathematical ideas in certain ways". She also suggests that further research is

needed in order to investigate whether these ﬁndings correspond with ﬁndings in similar studies of other students,

different types of tasks, etc.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4TG28YH-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=1460901&md5=

a095258c416322a5194584baaa95d17d

3. http://www.springerlink.com/content/u2342r7ggl64245q/

Lesson study in Asia Paciﬁc classrooms (2008-09-19 07:24)

Allan Leslie White and Chap Sam Lim have written an article about the use of the Japanese Lesson Study model

in Australian and Malaysian classrooms. The article is entitle [1]Lesson study in Asia Paciﬁc classrooms: local

responses to a global movement, and it was published online in [2]ZDM on Wednesday.

If you are interested in the topic, this article gives a nice overview of the history and theoretical background of the

Japanese Lesson Study approach, and there is also a nice list of references to dig into. In the conclusions of the

article, they claim:

However, the signiﬁcant features of Japanese Lesson Study, such as the use of collaborative work,

working on common goals, sharing of ideas, teamteaching, lesson observation and cooperation among

peers seemed to exert similar impacts on all groups of participants. Participants from all glocal pro-

grams reported an improvement in their lesson planning, better pedagogical content knowledge and

160 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

closer collegial relationship as a result of experiencing the Lesson Study process.

Here is the abstract of the article:

Japanese Lesson Study is a model for teacher professional learning that has recently attracted

world attention particularly within the mathematics education community. It is a highly structured

process of teacher collaboration, observation, reﬂection and practice. The world focus has been mainly

due to the work of American researchers such as Stigler and Hiebert (Am Educ Winter:1÷10, 1998;

The teaching gap: Best ideas from the world`s teachers for improving education in the classroom. Free

Press, New York 1999), Lewis and Tsuchida (Am Educ Winter:14÷17; 50÷52, 1998) and Fernandez

[J Teach Educ 53(5):395÷405, 2002]. These researchers have documented Lesson Study from the per-

spective of their social, cultural and educational contexts. In order to develop a deeper understanding

of Lesson Study in a post-modern global world, there is a need to seek views beyond those presented

from an American perspective. This paper will provide further additional perspectives from an Aus-

tralian state view and a Malaysian state district view and a university view. The aim is to develop an

understanding of how the different contexts have inﬂuenced the structure and implementation of the

Japanese Lesson Study model.

1. http://springerlink.metapress.com/content/6460110642142rv1/

2. http://springerlink.metapress.com/content/120453/?p=03864526b0c94d40958a3ade9ea68279&pi=0

Gendering of mathematics among Israel Jewish and Arab students (2008-09-19 07:28)

Helen J. Forgasz and David Mittelberg have written an article called [1]Israeli Jewish and Arab students` gendering

of mathematics. The article was recently published online in [2]ZDM. Here is a copy of their article abstract:

In English-speaking, Western countries, mathematics has traditionally been viewed as a 'male do-

main¨, a discipline more suited to males than to females. Recent data from Australian and American

students who had been administered two instruments [Leder & Forgasz, in Two new instruments to

probe attitudes about gender and mathematics. ERIC, Resources in Education (RIE), ERIC docu-

ment number: ED463312, 2002] tapping their beliefs about the gendering of mathematics appeared

to challenge this traditional, gender-stereotyped view of the discipline. The two instruments were

translated into Hebrew and Arabic and administered to large samples of grade 9 students attending

Jewish and Arab schools in northern Israel. The aims of this study were to determine if the views of

these two culturally different groups of students differed and whether within group gender differences

were apparent. The quantitative data alone could not provide explanations for any differences found.

However, in conjunction with other sociological data on the differences between the two groups in

Israeli society more generally, possible explanations for any differences found were explored. The

ﬁndings for the Jewish Israeli students were generally consistent with prevailing Western gendered

views on mathematics; the Arab Israeli students held different views that appeared to parallel cultural

beliefs and the realities of life for this cultural group.

1. http://springerlink.metapress.com/content/987576r357362528/

2. http://springerlink.metapress.com/content/120453/?p=72f639381d5a442fbbcb1c47211ec89b&pi=0

c 2011 ’http://mathedresearch.wordpress.com’ 161

BlogBook 1.8. September

Performance and language proﬁciency (2008-09-19 07:30)

Máire Ní Ríordáin and John O’Donoghue have written an article about [1]The relationship between performance

on mathematical word problems and language proﬁciency for students learning through the medium of Irish. The

article was published in [2]Educational Studies in Mathematics two days ago. Here is the abstract of their article:

Ireland has two ofﬁcial languages÷Gaeilge (Irish) and English. Similarly, primary- and second-

level education can be mediated through the medium of Gaeilge or through the medium of English.

This research is primarily focused on students (Gaeilgeoirí) in the transition from Gaeilge-medium

mathematics education to English-medium mathematics education. Language is an essential element

of learning, of thinking, of understanding and of communicating and is essential for mathematics

learning. The content of mathematics is not taught without language and educational objectives advo-

cate the development of ﬂuency in the mathematics register. The theoretical framework underpinning

the research design is Cummins` (1976). Thresholds Hypothesis. This hypothesis infers that there

might be a threshold level of language proﬁciency that bilingual students must achieve both in order

to avoid cognitive deﬁcits and to allow the potential beneﬁts of being bilingual to come to the fore. The

ﬁndings emerging from this study provide strong support for Cummins` Thresholds Hypothesis at the

key transitions÷primary- to second-level and second-level to third-level mathematics education÷in

Ireland. Some implications and applications for mathematics teaching and learning are presented.

1. http://springerlink.metapress.com/content/158547k16j81r163/

2. http://springerlink.metapress.com/content/102875/?p=b0a30a0ff0474fa98c7c9863372f00ed&pi=0

Mathematical imagination and embodied cognition (2008-09-22 08:44)

Ricardo Nemirovsky and Francesca Ferrara have written an article called "[1]Mathematical imagination and em-

bodied cognition" that was published online in [2]Educational Studies in Mathematics on Friday. Here is the

abstract of their article:

The goal of this paper is to explore qualities of mathematical imagination in light of a classroom

episode. It is based on the analysis of a classroom interaction in a high school Algebra class. We

examine a sequence of nine utterances enacted by one of the students whom we call Carlene. Through

these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing displacements, and

(2) articulating necessary cases. The discussion elaborates on the signiﬁcance of these phenomena

and draws relationships with the perspectives of embodied cognition and intersubjectivity.

1. http://springerlink.metapress.com/content/k827840347406g12/

2. http://springerlink.metapress.com/content/102875/?p=c167013fd9bd4625b439f0d8f12727f3&pi=0

Aesthetics as a liberating force (2008-09-23 07:49)

Nathalie Sinclair has written an article with the interesting title: [1]Aesthetics as a liberating force in mathematics

education? The article was published in [2]ZDM a couple of days ago. Here is the article abstract:

This article investigates different meanings associated with contemporary scholarship on the aes-

thetic dimension of inquiry and experience, and uses them to suggest possibilities for challenging

widely held beliefs about the elitist and/or frivolous nature of aesthetic concerns in mathematics ed-

ucation. By relating aesthetics to emerging areas of interest in mathematics education such as affect,

162 c 2011 ’http://mathedresearch.wordpress.com’

1.8. September BlogBook

embodiment and enculturation, as well as to issues of power and discourse, this article argues for aes-

thetic awareness as a liberating, and also connective force in mathematics education.

1. http://springerlink.metapress.com/content/q074457243142635/

2. http://springerlink.metapress.com/content/120453/?p=f422c14d914e4aa592f7a80e36bf665a&pi=0

The fragility of group ﬂow (2008-09-24 12:05)

Alayne C. Armstrong has written an article that was published online in [1]The Journal of Mathematical Behavior

yesterday. The article is entitled [2]The fragility of group ﬂow: The experiences of two small groups in a middle

school mathematics classroom. Here is the abstract of the article:

This article considers two small groups of students in the same Grade 8 mathematics classroom

whose approaches to the same mathematical problem result in very different experiences. Using

videotapes and written transcripts, an analysis of the groups` working processes was undertaken us-

ing Sawyer’s pre-existing structures required for the presence of group ﬂow, and Davis and Simmt’s

conditions for complex systems. It is suggested that although both groups had the prerequisite struc-

tures in place to experience group ﬂow, the second group was not decentralized enough to enable all

members to establish a working collaborative proximal zone of development in which they could de-

velop their ideas as a collective, while the ﬁrst group was sufﬁciently decentralized and appeared to

demonstrate episodes of experiencing group ﬂow. If teachers are aware of conditions that encourage

the experience of group ﬂow, this may help them in forming productive small groups within the class-

room and developing successful group-oriented learning tasks.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4THB4DM-2&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=1460901&md5=

62c0b585abda06c3b5ec234462b98031

Multiplication as original sin (2008-09-24 12:09)

Shelly Sheats Harkness and Jonathan Thomas have written an article that is entitled: [1]Reﬂections on 'Multiplica-

tion as Original Sin¨: The implications of using a case to help preservice teachers understand invented algorithms.

This article takes a case report called "Multiplication as original sin" as point of departure. The article was pub-

lished online yesterday in [2]The Journal of Mathematical Behavior. Here is the abstract of the article:

This article describes the use of a case report, Multiplication as original sin (Corwin, R. B. (1989).

Multiplication as original sin. Journal of Mathematical Behavior, 8, 223÷225), as an assignment in

a mathematics course for preservice elementary teachers. In this case study, Corwin described her

experience as a 6th grader when she revealed an invented algorithm. Preservice teachers were asked

to write reﬂections and describe why Corwin`s invented algorithm worked. The research purpose was:

to learn about the preservice teachers` understanding of Corwin`s invented multiplication algorithm

(its validity); and, to identify thought-provoking issues raised by the preservice teachers. Rather than

using mathematical properties to describe the validity of Corwin`s invented algorithm, a majority of

themrelied on procedural and memorized explanations. About 31 %of the preservice teachers demon-

strated some degree of conceptual understanding of mathematical properties. Preservice teachers also

made personal connections to the case report, described Corwin using superlative adjectives, and were

critical of her teacher.

c 2011 ’http://mathedresearch.wordpress.com’ 163

BlogBook 1.8. September

1. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4THB4DM-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=310e1a5db83ade5a9fc229f776b8a105

2. http://www.sciencedirect.com/science/journal/07323123

Learning about inﬁnity (2008-09-25 11:56)

Florence M. Singer and Cristian Voica wrote an interesting article that was recently published in [1]The Journal of

Mathematical Behaviour: [2]Between perception and intuition: Learning about inﬁnity. Here is the article abstract:

Based on an empirical study, we explore children`s primary and secondary perceptions on inﬁnity.

When discussing inﬁnity, children seem to highlight three categories of primary perceptions: pro-

cessional, topological, and spiritual. Based on their processional perception, children see the set of

natural numbers as being inﬁnite and endow Q with a discrete structure by making transfers from N to

Q. In a continuous context, children are more likely to mobilize a topological perception. Evidence for

a secondary perception of arises from students` propensities to develop inﬁnite sequences of natural

numbers, and from their ability to prove that N is inﬁnite. Children`s perceptions on inﬁnity change

along the school years. In general, the perceptual dominance moves from sequential (processional) to

topological across development. However, we found that around 11÷13 years old, processional and

topological perceptions interfere with each other, while before and after this age they seem to coexist

and collaborate, one or the other being speciﬁcally activated by the nature of different tasks.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4THJ6CS-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=1460901&md5=

0cfe6bf088fb0896b9c8ac4fec79d2eb

Reversibility of thought (2008-09-25 11:57)

Ajay Ramful and John Olive wrote an article entitled [1]Reversibility of thought: An instance in multiplicative

tasks, which was published online in [2]The Journal of Mathematical Behavior yesterday. Here is the abstract of

the article:

In line with current efforts to understand the piece-by-piece structure and articulation of chil-

dren`s mathematical concepts, this case study compares the reversibility schemes of two eighth-grade

students. The aim of the study was to identify the mechanism through which students reverse their

thought processes in a multiplicative situation. Data collected through clinical interviews depict the

precise strategies that the participants used to work back to ﬁnd the missing values in an inverse

proportional task. This study also illustrates how a conceptual template generated by one of the par-

ticipants afforded him considerable ﬂexibility in the multiplicative task. Another outcome of the study

is that it shows how the numerical characteristics of the parameters in the problem affected the stu-

dents` ability to reverse their thought processes. We infer that there is a need for further research on

how students might represent their reversibility schemes in the form of algebraic equations.

1. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4THJ6CS-2&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=afaf0788ba1e22cae22ef2fe24465425

2. http://www.sciencedirect.com/science/journal/07323123

164 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

The work of teaching and the challenge for teacher education (2008-09-26 09:46)

Here is a very interesting presentation held by [1]Deborah L. Ball on a visit to Vanderbilt University. Ball has been

in charge of several major projects concerning the teachers’ knowledge of mathematics, e.g. the [2]LMT (Learning

Mathematics for Teaching) project, and she was also a member of the [3]National Mathematics Advisory Panel,

which delivered an important report earlier this year. (See [4]one of my previous posts about this!)

[youtube=http://www.youtube.com/watch?v=oyPk8PocVL4 &hl=en &fs=1]

1. http://www-personal.umich.edu/~dball/

2. http://sitemaker.umich.edu/lmt/home

3. http://www.ed.gov/about/bdscomm/list/mathpanel/index.html

4. http://mathedresearch.blogspot.com/2008/03/national-mathematics-advisory-panel.html

10 remarkable female mathematicians (2008-09-29 07:49)

The [1]Math-Blog presents a nice overview of [2]some of the greatest female mathematicians ever. No doubt, most

of the mathematicians we ever hear of are men, but there still are several female mathematicians that have made

signiﬁcant contributions to the ﬁeld. Here is part of the introduction to this list of mini-biographies:

These women were often groundbreakers, highly determined and very dedicated. They are shining

examples of the fact that mathematics is not a 'boys only¨ club, even if at many points in time it`s

appeared that way on the surface. Today their work is recognized and appreciated, and they stand as

fantastic sources of inspiration for a new generation of students and math enthusiasts ÷ both female

and male.

1. http://math-blog.com/

2. http://math-blog.com/2008/09/28/10-remarkable-female-mathematicians/

1.9 October

An analytic conception of equation (2008-10-01 10:24)

Daniel Chazan, Michael Yerushalmy and Roza Leikin have written an article that was published online in [1]The

Journal of Mathematical Behavior yesterday. The article is entitled [2]An analytic conception of equation and

teachers` views of school algebra, and here is the abstract:

This interview study takes place in the context of a single small district in the United States. In the

algebra curriculum of this district, there was a shift in the conception of equation, from a statement

about unknown numbers to a question about the comparison of two functions over the domain of the

real numbers. Using two of Shulman`s [Shulman, L. S. (1986). Paradigms and research programs in

the study of teaching: A contemporary perspective. In Wittrock, M. C. (Ed.), Handbook of research in

teaching (3rd ed., pp. 3÷36). New York: Macmillan] categories of teachers` knowledge ÷ pedagogical

content knowledge and curricular content knowledge ÷ we explore whether in this context teachers`

content knowledge give signs of being reorganized. Our ﬁndings suggest that the teachers see this

conception of equation as useful for equations in one variable. They struggle with its ramiﬁcations

for equations in two variables. Nonetheless, this conception of equation leads them to reﬂect on the

algebra curriculum in substantial ways; two of the three teachers explicitly spoke about their curric-

ular ideas as being associated with this conception of an equation or with their earlier views. The

third teacher seems so taken with these curricular ideas that he explored their ramiﬁcations throughout

c 2011 ’http://mathedresearch.wordpress.com’ 165

BlogBook 1.9. October

the interview. We argue that the consideration of this new conception of equation was an important

resource that the teachers used to construct their understandings of alternative curricular approaches

to school algebra. As they work with this new conception of an equation, we ﬁnd an analogy to their

situation in Kuhn`s description of the individual scientist in the process of adopting a new paradigm.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4TJTTJY-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=1460901&md5=

878e0f7b17a5e18550a3bc841c4164a1

Confucian heritage culture learner’s phenomenon (2008-10-02 07:25)

Ngai-Ying Wong from The Chinese University of Hong Kong, has written an article with the interesting title:

[1]Confucian heritage culture learner`s phenomenon: from 'exploring the middle zone¨ to 'constructing a bridge¨.

The article was published online in [2]ZDM on Tuesday. The article gives some interesting insight into aspects

of the Chinese culture, and it did represent several new issues and aspects to me. Besides, it is the ﬁrst scientiﬁc

article that I have ever seen (within our ﬁeld, at least) that includes martial-art pictures. In the article, Wong also

draws upon variation theory (which derives from the work of Swedish scholar Ference Marton and colleagues).

Here is the abstract of the article:

In the past decades, the CHC (Confucian heritage culture) learner`s phenomenon has spawned

one of the most fruitful ﬁelds in educational research. Despite the impression that CHC learners are

brought up in an environment not conducive to learning, their academic performances have been ex-

celling their Western counterparts (Fan et al. in How Chinese learn mathematics: perspectives from

insiders, 2004). Numerous explanations were offered to reveal the paradox (Morrison in Educ J,

2006), and there were challenges of whether there is 'over-Confucianisation¨ in all these discussions

(Chang in J Psychol Chin Soc, 2000; Wong and Wong in Asian Psychol, 2002). It has been sug-

gested that the East and the West should come and discuss at the 'middle zone¨ so that one can get

the best from the two worlds. On the other hand, at the turn of the new millennium, discussions on

mathematics curriculum reform proliferate in many places. One of the foci of the debate is the basic

skills÷higher-order thinking 'dichotomy¨. Viewing from the perspective of the process of mathema-

tisation, teaching mathematics is more than striking a balance between the two, but to bridge basic

skills to higher-order thinking competences. Such an attempt was explored in recent years and the

ideas behind will be shared in this paper.

1. http://springerlink.metapress.com/content/vjl13327p0q7v432/

2. http://springerlink.metapress.com/content/120453/?p=ca93795412a7415d8a1939dde9dbb13b&pi=0

Combining theories (2008-10-02 07:29)

Pessia Tsamir and Dina Tirosh have written an article about [1]Combining theories in research in mathematics

teacher education. This article was published in [2]ZDM two days ago. In this interesting article, they examine

how the combination of the theories of Shulman and Fischbein "may contribute to the evaluation of mathematics

teachers’ (prospective and inservice) knowledge". Here is the article abstract:

In this paper, we describe how the combination of two theories, each embedded in a different

realm, may contribute to evaluating teachers` knowledge. One is Shulman`s theory, embedded in

general, teacher education, and the other is Fischbein`s theory, addressing learners` mathematical con-

ceptions and misconceptions. We ﬁrst brieﬂy describe each of the two theories and our suggestions

166 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

for combining them, formulating the Shulman÷Fischbein framework. Then, we present two research

segments that illustrate the potential of the implementation of the Shulman÷Fischbein framework to

the study of mathematics teachers` ways of thinking. We conclude with general comments on pos-

sible contributions of combining theories that were developed in mathematics education and in other

domains to mathematics teacher education.

1. http://springerlink.metapress.com/content/l3111110450t0h36/

2. http://springerlink.metapress.com/content/120453/?p=6791cf597ed349b5b6fc5f3895a9b2a4&pi=0

The fairness of probabilistic games (2008-10-03 07:30)

Konstantinos Tatsis, Sonia Kafoussi and Chrysanthi Skoumpourdi have written an article called [1]Kindergarten

Children Discussing the Fairness of Probabilistic Games: The Creation of a Primary Discursive Community. The

article was recently published in [2]Early Childhood Education Journal. Here is the abstract of the article:

In this paper we analyse the language used by kindergarten children and their teacher while they

discuss the fairness of two games that involved the concept of chance. Their discussions show that

the children are able to overcome their primary intuitions concerning the fairness of a game and to

comprehend the important role of materials. The children mostly used counting strategies in order to

justify their opinion; this reveals the establishment of a primary discursive community based on the

premise that each opinion should be justiﬁed in order to be accepted by the other children and the

teacher.

1. http://www.springerlink.com/content/ng434423m20351xu/

2. http://www.springerlink.com/content/105549/?p=dec6183c68634b5590edcc637580e106&pi=0

Embracing arts and sciences (2008-10-03 07:34)

Norma Presmeg has written an article with the interesting perspective: [1]Mathematics education research em-

bracing arts and sciences. The article was published in [2]ZDM on Wednesday.Here is the article abstract:

As a young ﬁeld in its own right (unlike the ancient discipline of mathematics), mathematics edu-

cation research has been eclectic in drawing upon the established knowledge bases and methodologies

of other ﬁelds. Psychology served as an early model for a paradigm that valorized psychometric

research, largely based in the theoretical frameworks of cognitive science. More recently, with the

recognition of the need for sociocultural theories, because mathematics is generally learned in social

groups, sociology and anthropology have contributed to methodologies that gradually moved away

from psychometrics towards qualitative methods that sought a deeper understanding of issues in-

volved. The emergent perspective struck a balance between research on individual learning (including

learners` beliefs and affect) and the dynamics of classroom mathematical practices. Now, as the ﬁeld

matures, the value of both quantitative

and qualitative methods is acknowledged, and these are frequently combined in research that uses

mixed methods, sometimes taking the form of design experiments or multi-tiered teaching experi-

ments. Creativity and rigor are required in all mathematics education research, thus it

is argued in this paper, using examples, that characteristics of both the arts and the sciences are impli-

cated in this work.

1. http://springerlink.metapress.com/content/l8m510v62hh12373/

2. http://springerlink.metapress.com/content/120453/?p=8315c0b4c86e4b46804f103f202ad277&pi=0

c 2011 ’http://mathedresearch.wordpress.com’ 167

BlogBook 1.9. October

Emergent modeling (2008-10-03 07:39)

L.M. Doorman and K.P.E. Gravemeijer have written an article entitled [1]Emergent modeling: discrete graphs to

support the understanding of change and velocity. The article was recently published online in [2]ZDM. This arti-

cle was published as an [3]Open Access article, so it should be freely available to all! Here is the article abstract:

In this paper we focus on an instructional sequence that aims at supporting students in their learn-

ing of the basic principles of rate of change and velocity. The conjectured process of teaching and

learning is supposed to ensure that the mathematical and physical concepts will be rooted in students`

understanding of everyday-life situations. Students` inventions are supported by carefully planned ac-

tivities and tools that ﬁt their reasoning. The central design heuristic of the instructional sequence is

emergent modeling. We created an educational setting in three tenth grade classrooms to investigate

students` learning with this sequence. The design research is carried out in order to contribute to a

local instruction theory on calculus. Classroom events and computer activities are video-taped, group

work is audio-taped and student materials are collected. Qualitative analyses show that with the emer-

gent modeling approach, the basic principles of calculus can be developed from students` reasoning

on motion, when they are supported by discrete graphs.

1. http://springerlink.metapress.com/content/vm2053101l701352/

2. http://springerlink.metapress.com/content/120453/?p=80d16794af9d40a9a209faa3e9d53f0c&pi=0

3. http://en.wikipedia.org/wiki/Open_access

Chinese teachers’ knowledge (2008-10-03 07:43)

Yeping Li and Rongjin Huang have written an article called [1]Chinese elementary mathematics teachers` knowl-

edge in mathematics and pedagogy for teaching: the case of fraction division. The article was published online in

[2]ZDM on Wednesday. Here is the abstract of the article:

In this study, we investigated the extent of knowledge in mathematics and pedagogy that Chinese

practicing elementary mathematics teachers have and what changes teaching experience may bring to

their knowledge. With a sample of 18 mathematics teachers from two elementary schools, we focused

on both practicing teachers` beliefs and perceptions about their own knowledge in mathematics and

pedagogy and the extent of their knowledge on the topic of fraction division. The results revealed a

gap between these teachers` limited knowledge about the curriculum they teach and their solid math-

ematics knowledge for teaching, as an example, fraction division. Moreover, senior teachers used

more diverse strategies that are concrete in nature than junior teachers in providing procedural justi-

ﬁcations. The results suggested that Chinese practicing teachers beneﬁt from teaching and in-service

professional development for the improvement of their mathematics knowledge for teaching but not

their knowledge about mathematics

curriculum.

1. http://springerlink.metapress.com/content/kk89n38014865265/

2. http://springerlink.metapress.com/content/120453/?p=0394e5dc5ae346889c33b5e83543c169&pi=0

Attention to meaning by algebra teachers (2008-10-03 07:48)

Guershon Harel, Evan Fuller and Jeffrey M. Rabin have written an article that was published online in [1]The Jour-

nal of Mathematical Behavior on Wednesday. The article is entitled [2]Attention to meaning by algebra teachers.

Here is the article abstract:

168 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

Non-attendance to meaning by students is a prevalent phenomenon in school mathematics. Our

goal is to investigate features of instruction that might account for this phenomenon. Drawing on

a case study of two high school algebra teachers, we cite episodes from the classroom to illustrate

particular teaching actions that de-emphasize meaning. We categorize these actions as pertaining to

(a) purpose of new concepts, (b) distinctions in mathematics, (c) mathematical terminology, and (d)

mathematical symbols. The speciﬁcity of the actions that we identify allows us to suggest several

conjectures as to the impact of the teaching practices observed on student learning: that students will

develop the belief that mathematics involves executing standard procedures much more than meaning

and reasoning, that students will come to see mathematical deﬁnitions and results as coincidental or

arbitrary, and that students` treatment of symbols will be largely non-referential.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4TK2PDJ-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=1460901&md5=

950adf11175d8ef03e9322b7a49e3a00

Where has all the knowledge gone? (2008-10-06 09:18)

[1]

[2]Jo Boaler wrote an interesting article in [3]Education Week, which was published online on Friday. The article

is entitled [4]Where Has All the Knowledge Gone? The Movement to Keep Americans at the Bottom of the Class

in Math. In the article she gives some interesting reﬂections concerning the [5]report of the National Math Panel,

about the "anti-knowledge movement" in the U.S., about the Math Wars, and about the development of mathemat-

ics education in the U.S. in general. Boaler claims that:

There is a movement at work across America that smothers research knowledge, gives misleading

data to parents, and substantially undermines our ability to improve American children`s mathematical

understanding.

And she claims that this movement has had a strong impact - even into the White House...

1. http://mathedresearch.files.wordpress.com/2008/10/boaler.jpeg

2. http://www.stanford.edu/%7Ejoboaler/career.html

3. http://www.edweek.org/

4. http://www.edweek.org/ew/articles/2008/10/08/07boaler_ep.h28.html?utm_source=fb&utm_

medium=rss&utm_campaign=mrss

5. http://www.ed.gov/about/bdscomm/list/mathpanel/reports.html

Documentation systems (2008-10-07 07:11)

Ghislaine Gueudet and Luc Trouche have written an article about mathematics teachers’ documentation work. The

article is called [1]Towards new documentation systems for mathematics teachers? In my Master thesis, I wrote

c 2011 ’http://mathedresearch.wordpress.com’ 169

BlogBook 1.9. October

about genesis principles - in particular historical genesis (the use of history of mathematics in an indirect approach)

- and Gueudet and Trouche introduce the concept of "documentational genesis" which I ﬁnd interesting! The ar-

ticle was published online in [2]Educational Studies in Mathematics a couple of days ago. Here is the abstract of

their article:

We study in this article mathematics teachers` documentation work: looking for resources, select-

ing/designing mathematical tasks, planning their succession, managing available artifacts, etc. We

consider that this documentation work is at the core of teachers` professional activity and professional

development. We introduce a distinction between available resources and documents developed by

teachers through a documentational genesis process, in a perspective inspired by the instrumental

approach. Throughout their documentation work, teachers develop documentation systems, and the

digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing

these evolutions, and more generally at studying teachers` professional change.

1. http://springerlink.metapress.com/content/6600hx1254664n74/

2. http://springerlink.metapress.com/content/102875/?p=9658a188db284147ab06852e01000d4b&pi=0

YESS-4 revisited (2008-10-07 07:40)

In August, the 4th version of the YERME Summer School ([1]YESS-4) was organized in Turkey. I [2]wrote

[3]about [4]this [5]event [6]in [7]several [8]blogposts. (Click on all the marked words for links to the various

articles!)

Today, I discovered in [9]Carlos Torres’ blog that the keynote presentations are actually available online, on

Slideshare! (Take a look at [10]Cartoni21’s slideshows!) These were the main presentations:

1. Barbara Jaworski’s opening talk:

[11]Yess4 Barbara Jaworski ViewSlideShare [12]presentation or [13]Upload your own. (tags: [14]yerme [15]yess)

2. Guershon Harel’s presentation

[16]Guershon HAREL View SlideShare [17]presentation or [18]Upload your own. (tags: [19]yerme [20]yess) 3.

The presentation of Jean-Baptiste Lagrange

[21]Yess4 Jean-baptiste Lagrange View SlideShare [22]presentation or [23]Upload your own. (tags: [24]yerme

[25]yess) 4. Laurinda Brown’s talk

[26]Yess 4 Laurinda Brown View SlideShare [27]presentation or [28]Upload your own. (tags: [29]yerme [30]yess)

5. Günther Törner’s presentation

[31]Yess 4 Günter Törner View SlideShare [32]presentation or [33]Upload your own. (tags: [34]edumate

[35]yerme)

1. http://yess4.ktu.edu.tr/index.html

2. http://mathedresearch.blogspot.com/2008/08/yerme-summer-school.html

3. http://mathedresearch.blogspot.com/2008/08/yess-4-day-2.html

4. http://mathedresearch.blogspot.com/2008/08/yess-4-day-3.html

5. http://mathedresearch.blogspot.com/2008/08/yess-4-day-4.html

6. http://mathedresearch.blogspot.com/2008/08/yess-4-day-5.html

7. http://mathedresearch.blogspot.com/2008/08/yess-4-day-7.html

8. http://mathedresearch.blogspot.com/search?q=YESS

9. http://edumate.wordpress.com/

10. http://www.slideshare.net/cartoni21/slideshows

11. http://www.slideshare.net/cartoni21/yess4-barbara-jaworski-presentation?type=powerpoint

12. http://www.slideshare.net/cartoni21/yess4-barbara-jaworski-presentation?type=powerpoint

13. http://www.slideshare.net/upload?type=powerpoint

14. http://slideshare.net/tag/yerme

15. http://slideshare.net/tag/yess

16. http://www.slideshare.net/cartoni21/guershon-harel-presentation?type=powerpoint

170 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

17. http://www.slideshare.net/cartoni21/guershon-harel-presentation?type=powerpoint

18. http://www.slideshare.net/upload?type=powerpoint

19. http://slideshare.net/tag/yerme

20. http://slideshare.net/tag/yess

21. http:

//www.slideshare.net/cartoni21/yess4-jeanbaptiste-lagrange-presentation?type=powerpoint

22. http:

//www.slideshare.net/cartoni21/yess4-jeanbaptiste-lagrange-presentation?type=powerpoint

23. http://www.slideshare.net/upload?type=powerpoint

24. http://slideshare.net/tag/yerme

25. http://slideshare.net/tag/yess

26. http://www.slideshare.net/cartoni21/yess-4-laurinda-brown-presentation?type=powerpoint

27. http://www.slideshare.net/cartoni21/yess-4-laurinda-brown-presentation?type=powerpoint

28. http://www.slideshare.net/upload?type=powerpoint

29. http://slideshare.net/tag/yerme

30. http://slideshare.net/tag/yess

31. http://www.slideshare.net/cartoni21/yess-4-gnter-trner-presentation?type=powerpoint

32. http://www.slideshare.net/cartoni21/yess-4-gnter-trner-presentation?type=powerpoint

33. http://www.slideshare.net/upload?type=powerpoint

34. http://slideshare.net/tag/edumate

35. http://slideshare.net/tag/yerme

Updates on the major journals (2008-10-09 10:55)

I have written a lot about new articles that have been published in the major journals lately, but not so much about

updates on new issues of these journals. Here is an overview of some of the latest news from the major journals:

[1]Educational Studies in Mathematics has released the October issue of this year, with a special focus on "The

role and use of examples in mathematics education". The articles in the issue include:

• [2]Intuitive nonexamples: the case of triangles, by Pessia Tsamir, Dina Tirosh and Esther Levenson

• [3]Using learner generated examples to introduce new concepts, by Anne Watson and Steve Shipman

• [4]Doctoral students` use of examples in evaluating and proving conjectures, by Lara Alcock and Matthew

Inglis

• [5]Exemplifying deﬁnitions: a case of a square, by Rina Zazkis and Roza Leikin

• [6]The purpose, design and use of examples in the teaching of elementary mathematics, by Tim Rowland

• [7]Characteristics of teachers` choice of examples in and for the mathematics classroom, by Iris Zodik and

Orit Zaslavsky

• [8]Shedding light on and with example spaces, by Paul Goldenberg and John Mason

[9]Journal of Mathematics Teacher Education has released the [10]September issue with the following highlights:

• [11]How can research be used to inform and improve mathematics teaching practice? by Anne D. Cockburn

• [12]Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom, by

Megan E. Staples

• [13]Using a video-based curriculum to develop a reﬂective stance in prospective mathematics teachers, by

Shari L. Stockero

c 2011 ’http://mathedresearch.wordpress.com’ 171

BlogBook 1.9. October

• [14]What makes a problem mathematically interesting? Inviting prospective teachers to pose better prob-

lems, by Sandra Crespo and Nathalie Sinclair

• [15]Mathematical preparation of elementary teachers in China: changes and issues, by Yeping Li, Dongchen

Zhao, Rongjin Huang and Yunpeng Ma

[16]International Journal of Science and Mathematics Education has released the [17]September issue of this year

with the following articles:

• [18]Effects of advance organiser strategy during instruction on secondary school students` mathematics

achievement in Kenya`s Nakuru district, by Bernard N. Githua and Rachel Angela Nyabwa

• [19]Examining Reﬂective Thinking: A Study of Changes in Methods Students` Conceptions and Under-

standings of Inquiry Teaching, by Jing-Ru Wang and Sheau-Wen Lin

• [20]Following Young Students` Understanding of Three Phenomena in which Transformations of Matter

Occur, by Lena Löfgren and Gustav Helldén

• [21]Secondary School Students` Construction and Use of Mathematical Models in Solving Word Problems,

by Salvador Llinares and Ana Isabel Roig

• [22]Cognitive Incoherence of Students Regarding the Establishment of Universality of Propositions through

Experimentation/Measurement, by Mikio Miyazaki

• [23]Differentials in Mathematics Achievement among Eighth-Grade Students in Malaysia, by Noor Azina

Ismail and Halimah Awang

• [24]THAI GRADE 10 AND 11 STUDENTS` UNDERSTANDING OF STOICHIOMETRY AND RE-

LATED CONCEPTS, by Chanyah Dahsah and Richard Kevin Coll

• [25]The Inquiry Laboratory as a Source for Development of Metacognitive Skills, by Mira Kipnis and Avi

Hofstein

Otherwise, [26]For the learning of mathematics has released issue 2 of this year.

1. http://springerlink.metapress.com/content/102875/?p=4f92b4438f6e4a85af31164939bf6e09&pi=0

2. http://springerlink.metapress.com/content/k1v42u65733162j5/?p=

2636a4aeac95439cb2da466eaccd6832&pi=1

3. http://springerlink.metapress.com/content/t7141073pv78678q/?p=

2636a4aeac95439cb2da466eaccd6832&pi=2

4. http://springerlink.metapress.com/content/b087p3576641u33t/?p=

2636a4aeac95439cb2da466eaccd6832&pi=3

5. http://springerlink.metapress.com/content/p74j3nn8g7j53037/?p=

2636a4aeac95439cb2da466eaccd6832&pi=4

6. http://springerlink.metapress.com/content/j8726k100554g5n0/?p=

2636a4aeac95439cb2da466eaccd6832&pi=5

7. http://springerlink.metapress.com/content/e380734g7t8v84r2/?p=

2636a4aeac95439cb2da466eaccd6832&pi=6

8. http://springerlink.metapress.com/content/f38271072t9n4104/?p=

2636a4aeac95439cb2da466eaccd6832&pi=7

9. http://springerlink.metapress.com/content/102941/?p=c8c92f732da84dd390929b0bb5ac0de8&pi=0

10. http:

//springerlink.metapress.com/content/r0274427625g/?p=93d5e78c37be40ddbfd85cc3c7925f98&pi=0

11. http://springerlink.metapress.com/content/f58w053v476412t6/?p=

832435d863284837b62b3564bc4a99dc&pi=0

172 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

12. http://springerlink.metapress.com/content/810420rx00780882/?p=

832435d863284837b62b3564bc4a99dc&pi=1

13. http://springerlink.metapress.com/content/0ut1m74001u1754h/?p=

832435d863284837b62b3564bc4a99dc&pi=2

14. http://springerlink.metapress.com/content/c404x37187h1811w/?p=

832435d863284837b62b3564bc4a99dc&pi=3

15. http://springerlink.metapress.com/content/m5567889470521mh/?p=

832435d863284837b62b3564bc4a99dc&pi=4

16. http://springerlink.metapress.com/content/111141/?p=483e44a63c424445a1a0b3144bca728a&pi=0

17. http:

//springerlink.metapress.com/content/p5642572287j/?p=3948301a2d5043258998a987a04ca1bf&pi=0

18. http://springerlink.metapress.com/content/337474762640r124/?p=

2d128118cf544e1fa18924f60d402b04&pi=0

19. http://springerlink.metapress.com/content/j0868x67t216n24k/?p=

2d128118cf544e1fa18924f60d402b04&pi=1

20. http://springerlink.metapress.com/content/642135m0688225p5/?p=

2d128118cf544e1fa18924f60d402b04&pi=2

21. http://springerlink.metapress.com/content/61717534821118r2/?p=

2d128118cf544e1fa18924f60d402b04&pi=3

22. http://springerlink.metapress.com/content/y5v212456r344117/?p=

2d128118cf544e1fa18924f60d402b04&pi=4

23. http://springerlink.metapress.com/content/087930541h73u111/?p=

2d128118cf544e1fa18924f60d402b04&pi=5

24. http://springerlink.metapress.com/content/35281870u068w20k/?p=2d128118cf544e1fa18924f60d402b04&pi=

6

25. http://springerlink.metapress.com/content/l707572213313k11/?p=2d128118cf544e1fa18924f60d402b04&pi=

7

26. http://flm.educ.ualberta.ca/

BSHM Bulletin (2008-10-13 08:08)

The [1]third issue of [2]BSHM Bulletin: Journal of the British Society for the History of Mathematics has been

published. It contains several interesting articles:

• [3]Ancient accounting in the modern mathematics classroom, by Kathleen Clark and Eleanor Robson

• [4]The inﬂuence of Amatino Manucci and Luca Pacioli, by Fenny Smith

• [5]A teaching module on the history of public-key cryptography and RSA, by Uffe Thomas Jankvist

• [6]The history of symmetry and the asymmetry of history, by Peter M. Neumann

• [7]A mathematical walk in Surrey, by Simon R. Blackburn

1. http://www.informaworld.com/smpp/title%7Econtent=g903561292%7Edb=all?jumptype=

alert&alerttype=new_issue_alert,email

2. http://www.informaworld.com/smpp/title%7Econtent=t741771156%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a903543227%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a903546776%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a903545552%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a903542687%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a903544861%7Edb=all%7Eorder=page

c 2011 ’http://mathedresearch.wordpress.com’ 173

BlogBook 1.9. October

The emergence of women (2008-10-13 08:10)

Fulvia Furinghetti has written an article about [1]The emergence of women on the international stage of mathe-

matics education. This article was published online in [2]ZDM last week. The article has a particular focus on

women in the history of ICMI. Here is the article abstract:

In this article, I consider the history of the International Commission on Mathematical Instruction

(ICMI) from its inception until the International Congress on Mathematical Education (ICME) held

in 1969. In this period, mathematics education developed as a scientiﬁc discipline. My aim is to

study the presence and the contribution of women (if any) in this development. ICMI was founded in

1908, but my history starts before then, at the end of the nineteenth century, when the process of in-

ternationalization of mathematics began, thanks to the ﬁrst International Congress of Mathematicians.

Already in those years, the need for internationalizing the debate on mathematics teaching was spread-

ing throughout the mathematical community. I use as my main sources of information the didactics

sections in the proceedings of the International Congresses of Mathematicians and the proceedings of

the ﬁrst ICME. The data collected are complemented with information from the editorial board of two

journals that for different reasons are linked to ICMI: L`Enseignement Mathématique and Educational

Studies in Mathematics. In particular, as a result of my analyses, I have identiﬁed four women who

may be considered as pioneer women in mathematics education. Some biographical notes on their

professional life are included in the paper.

1. http://springerlink.metapress.com/content/2521683637810817/

2. http://springerlink.metapress.com/content/120453/?p=bd7d08c9c258431ab07f9c8017130192&pi=0

Secondary mathematics teachers’ pedagogical content knowledge (2008-10-13 08:17)

Stefan Krauss, Jürgen Baumert and Werner Blum have written an article entitled [1]Secondary mathematics teach-

ers` pedagogical content knowledge and content knowledge: validation of the COACTIV constructs. The article

(which is an Open Access article!) was published online in [2]ZDM last week. This is a very interesting article,

which gives a nice contribution to the ﬁeld of research related to teachers’ knowledge. It builds upon the framework

of Shulman, and it gives a nice overview of these theories, as well as an overview of some of the other research

projects that have been contributing to this ﬁeld (like the study of Ball, Hill, Schilling et al. in Michigan). Here is

the abstract of the article:

Research interest in the professional knowledge of mathematics teachers has grown considerably

in recent years. In the COACTIV project, tests of secondary mathematics teachers` pedagogical con-

tent knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of

teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The

present article investigates the validity of the COACTIV constructs of PCK and CK. To this end, the

COACTIV tests of PCK and CK were administered to various 'contrast populations,¨ namely, can-

didate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced

school students. The hypotheses for each population`s performance in the PCK and CK tests were

formulated and empirically tested. In addition, the article compares the COACTIV approach with

related conceptualizations and ﬁndings of two other research groups.

1. http://springerlink.metapress.com/content/t86vvlh11481tv82/

2. http://springerlink.metapress.com/content/120453/?p=247ac3accc1045c88b7c1edffd7a0b53&pi=0

174 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

Do we all have multicreative potential? (2008-10-13 08:20)

Ronald A. Beghetto and James C. Kaufman have written an article in [1]ZDM that was published on Friday. The

article is entitled [2]Do we all have multicreative potential? and it deals with the issue of creativity and multicre-

ativity. Here is the abstract of the article:

Are only certain people destined to be multicreative÷capable of unique and meaningful contribu-

tions across unrelated domains? In this article, we argue that all students have multicreative potential.

We discuss this argument in light of different conceptions of creativity and assert that the likelihood

of expressing multicreative potential varies across levels of creativity (most likely at smaller-c levels

of creativity; least likely at professional and eminent levels of creativity). We close by offering con-

siderations for how math educators might nurture the multicreative potential of their students.

1. http://springerlink.metapress.com/content/120453/?p=b904c35011be4cf78fa6d0b4ddab2f42&pi=0

2. http://springerlink.metapress.com/content/c10u766xk147770h/

Is there a crisis in maths education (2008-10-14 07:11)

Brendan Goldsmith, Professor at [1]Dublin Institute of Technology has written an interesting article about [2]the

crisis in maths education in Ireland. This article was published under the "Opinion" section of [3]Trinity News.ie.

The introduction deals with what a Dublin paper referred to as a crisis, where more than 20 percent of the students

had failed mathematics when the "Leaving Certiﬁcate" results were published. A quick review of Professor Gold-

smith revealed that the crisis was more severe on the newspaper’s side:

A quick read revealed that it wasn`t. The correct failure rate was 10.2 percent, but the error made

by the journalist, and presumably approved by the editor, was perhaps more revealing about the true

position of mathematics nationally. They reasoned that since 4.5 percent of students had failed the

higher level paper, 5.7 percent had failed the foundation level and 12.3 percent had failed the ordinary

level paper, it must follow that 4.5 + 5.7 + 12.3 = 22.5 percent of students had failed mathematics.

The enormity of such an error and its ability to reach the front page illustrates clearly that many of us

are functionally innumerate.

The article further gives a nice insight into the situation for mathematics education in Ireland, and although it is

more of a news article than a scientiﬁc paper, it might be worth reading.

1. http://www.dit.ie/index.html

2. http://www.trinitynews.ie/index.php/opinion/editorial/

201-is-there-a-crisis-in-maths-education-or-not

3. http://www.trinitynews.ie/

Rationals and decimals (2008-10-15 08:05)

Guy Brousseau, Nadine Brousseau and Virginia Warﬁeld have written an article called [1]Rationals and decimals

as required in the school curriculum Part 3. Rationals and decimals as linear functions. The article was published

in [2]The Journal of Mathematical Behavior a few days ago. Here is the abstract of the article:

c 2011 ’http://mathedresearch.wordpress.com’ 175

BlogBook 1.9. October

In the late seventies, Guy Brousseau set himself the goal of verifying experimentally a theory he

had been building up for a number of years. The theory, consistent with what was later named (non-

radical) constructivism, was that children, in suitable carefully arranged circumstances, can build their

own knowledge of mathematics. The experiment, carried out by a team of researchers and teachers

that included his wife, Nadine, in classrooms at the École Jules Michelet, was to teach all of the mate-

rial on rational and decimal numbers required by the national programme with a carefully structured,

tightly woven and interdependent sequence of 'situations.¨ This article describes and discusses the

third portion of that experiment.

1. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4TN5MH1-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_version=1&_urlVersion=0&_userid=1460901&md5=

66060d1d0706283caa079c888716999a

2. http://www.sciencedirect.com/science/journal/07323123

A DNR perspective on mathematics curriculum and instruction (2008-10-16 09:15)

Guershon Harel has written an article called [1]A DNR perspective on mathematics curriculum and instruction.

Part II: with reference to teacher`s knowledge base, which was published online in [2]ZDM on Tuesday this week.

In this article, Harel touches upon many interesting issues concerning the teaching and learning of mathematics.

Here is the abstract of the article:

Two questions are on the mind of many mathematics educators; namely: What is the mathematics

that we should teach in school? and how should we teach it? This is the second in a series of two

papers addressing these fundamental questions. The ﬁrst paper (Harel, 2008a) focuses on the ﬁrst

question and this paper on the second. Collectively, the two papers articulate a pedagogical stance

oriented within a theoretical framework called DNR-based instruction in mathematics. The relation

of this paper to the topic of this Special Issue is that it deﬁnes the concept of teacher`s knowledge

base and illustrates with authentic teaching episodes an approach to its development with mathemat-

ics teachers. This approach is entailed from DNR`s premises, concepts, and instructional principles,

which are also discussed in this paper.

1. http://springerlink.metapress.com/content/jkk11glq8x820571/

2. http://springerlink.metapress.com/content/120453/?p=284ffb5ca53347e780506ef1eca6b3ab&pi=0

Mathematics learning and aesthetic production (2008-10-16 09:18)

Herbert Gerstberger has written an interesting article about the connection between [1]Mathematics learning and

aesthetic production. In the article, he introduces several interesting aspects concerning aesthetics, arts, metaphor,

semiotics, etc. The article was published online in [2]ZDM, two days ago. Here is the article abstract:

Some teaching projects in which the learning of mathematics was combined with mainly theatrical

productions are reported on. They are related and opposed to an approach of drama in education by

Pesci and the proposals of Sinclair for mathematics teaching and beauty. The analysis is based on the

distinction between aesthetics as related to beauty or as related to sensual perception. The usefulness

of concepts of model and metaphor for the understanding of aesthetic representations of mathematical

subject matter is examined. It is claimed that the Peircean concept of the interpretant contributes to

a concise analytical approach. The pedagogical attitude is committed to a balanced relationship of

scientiﬁc and aesthetic values.

176 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

1. http://springerlink.metapress.com/content/2n355w170tl3101n/

2. http://springerlink.metapress.com/content/120453/?p=30b1ab0daced4555b38b8102f1ca9101&pi=0

Teachers’ perceptions of assessments (2008-10-16 09:22)

Michelle T. Chamberlin, Jeff D. Farmer and Jodie D. Novak have written an article called [1]Teachers` perceptions

of assessments of their mathematical knowledge in a professional development course. The article was published

online in [2]Journal of Mathematics Teacher Education a couple of days ago. Here is the abstract:

The purpose of the project reported in this article was to evaluate how assessing teachers` mathe-

matical knowledge within a professional development course impacted from the teachers` perspective

their learning and their experience with the course. The professional development course consisted

of a 2-week summer institute and the content focus was geometry. We had decided to assess the

mathematical learning of the teachers during this professional development course for various ac-

countability reasons, but were concerned about possible negative by-products of this decision on the

teachers and their participation. Thus, we worked to design assessment in ways that we hoped would

minimize negative impacts and maintain a supportive learning environment. In addition, we undertook

this evaluation to examine the impacts of the assessment, which included homework, quizzes, various

projects, and an examination for program evaluation. Seventeen grade 5÷9 teachers enrolled in the

course participated in the study by completing written reﬂections and by describing their experiences

in interviews. We learned that while our original intent was 'to do no harm,¨ the teachers reported

that their learning was enhanced by the assessment. The article concludes by describing the various

properties of the assessments that the teachers identiﬁed as contributing to their learning of the geom-

etry content, many of which align with current recommendations for assessing and evaluating grade

K-16 mathematics students.

1. http://springerlink.metapress.com/content/e3188631j55t1843/

2. http://springerlink.metapress.com/content/102941/?p=db290ccb8b1942eba712b4400de41bd6&pi=0

Mathematical knowledge for teaching (2008-10-16 09:31)

Jason Silverman and Patrick W. Thompson have written an interesting article entitled [1]Toward a framework

for the development of mathematical knowledge for teaching. This article was published online in [2]Journal of

Mathematics Teacher Education on October 14. In the article, they draw upon the research that has been done in

the area of Mathematical Knowledge for Teaching (MKT), and they try to navigate towards a framework for this.

Silverman and Thompson present a framework that is "not only informed by the work of mathematics teaching,

but also a developmental trajectory for mathematics learning and the learning sciences" (from their concluding

comments).

Here is the abstract of their article:

Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at

that time had become increasingly evident÷that content knowledge itself was not sufﬁcient for teach-

ers to be successful. Throughout the past two decades, researchers within the ﬁeld of mathematics

teacher education have been expanding the notion of PCK and developing more ﬁne-grained con-

ceptualizations of this knowledge for teaching mathematics. One such conceptualization that shows

promise is mathematical knowledge for teaching÷mathematical knowledge that is speciﬁcally useful

in teaching mathematics. While mathematical knowledge for teaching has started to gain attention as

an important concept in the mathematics teacher education research community, there is limited under-

standing of what it is, how one might recognize it, and how it might develop in the minds of teachers.

c 2011 ’http://mathedresearch.wordpress.com’ 177

BlogBook 1.9. October

In this article, we propose a framework for studying the development of mathematical knowledge for

teaching that is grounded in research in both mathematics education and the learning sciences.

1. http://springerlink.metapress.com/content/604p402lw2567373/

2. http://springerlink.metapress.com/content/102941/?p=6519f5e6f1184333883f99136fcf4d5f&pi=0

Teachers’ goals in spreadsheet-based lessons (2008-10-16 09:34)

Jean-Baptiste Lagrange and Emel Ozdemir Erdogan have written an article called [1]Teachers` emergent goals in

spreadsheet-based lessons: analyzing the complexity of technology integration, which was published in [2]Educa-

tional Studies in Mathematics on Tuesday. Here is the abstract of the article:

We examine teachers` classroom activities with the spreadsheet, focusing especially on episodes

marked by improvisation and uncertainty. The framework is based on Saxe`s cultural approach to

cognitive development. The study considers two teachers, one positively disposed towards classroom

use of technology, and the other not, both of them experienced and in a context in which spreadsheet

use was compulsory: a new curriculum in France for upper secondary non-scientiﬁc classes. The

paper presents and contrasts the two teachers in view of Saxe`s parameters, and analyzes their activity

in two similar lessons. Goals emerging in these lessons show how teachers deal with instrumented

techniques and the milieu under the inﬂuence of cultural representations. The conclusion examines

the contribution that the approach and the ﬁndings can bring to understanding technology integration

in other contexts, especially teacher education.

1. http://springerlink.metapress.com/content/5380854g85002684/

2. http://springerlink.metapress.com/content/102875/?p=f4508de2804241979423190c9816679f&pi=0

From arithmetical thought to algebraic thought (2008-10-20 08:32)

Elsa Malisani and Filippo Spagnolo have written an article called [1]From arithmetical thought to algebraic

thought: The role of the 'variable¨. This article was published online in [2]Educational Studies in Mathemat-

ics last week. Here is the article abstract:

The introduction of the concept of the variable represents a critical point in the arith-

metic÷algebraic transition. This concept is complex because it is used with different meanings in

different situations. Its management depends on the particular way of using it in problem-solving.

The aim of this paper was to analyse whether the notion of 'unknown¨ interferes with the inter-

pretation of the variable 'in functional relation¨ and the kinds of languages used by the students in

problem-solving. We also wanted to study the concept of the variable in the process of translation

from algebraic language into natural language. We present two experimental studies. In the ﬁrst one,

we administered a questionnaire to 111 students aged 16÷19 years. Drawing on the conclusions of

this research we carried out the second study with two pairs of students aged 16÷17 years.

1. http://springerlink.metapress.com/content/4m4h3269438552v6/

2. http://springerlink.metapress.com/content/102875/?p=00e7ff7e306742b5aefcf11cc3a42240&pi=0

178 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

Seminar with Sean Delaney (2008-10-20 10:52)

Thursday and Friday last week, we had an interesting seminar at [1]University of Stavanger with [2]Seán Delaney

from [3]Marino Institute of Education, Ireland. The seminar had four themes, all within the topic of mathematical

knowledge for teaching (MKT):

1. Overview of research on teacher knowledge, with reference to pupil attainment

2. Studying the mathematical work of teaching in order to evaluate construct equivalence of the teacher knowl-

edge measures in new settings

3. Using the mathematical quality of instruction to validate the multiple-choice measures of teacher knowledge

4. Issues related to translation and cultural adaptation of measures

Seán Delaney has been part of the Learning Mathematics for Teaching ([4]LMT) Project at [5]University of Michi-

gan, and he ﬁnished his PhD earlier this year. His thesis was entitled Adapting and using U.S. measures to study

Irish teachers’ mathematical knowledge for teaching, and he had [6]Deborah Ball as his main supervisor. In the

June issue of [7]Journal of Mathematics Teacher Education, an article about the pilot phase of Delaney’s study was

published:

Delaney, S., Ball, D., Hill, H., Schilling, S., and Zopf, D. (2008). [8]'Mathematical knowledge for teaching¨:

adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education, 1(3):171-197.

1. http://www.uis.no/

2. http://www.mie.ie/staff/sdelaney/

3. http://www.mie.ie/

4. http://sitemaker.umich.edu/lmt/home

5. http://www.umich.edu/

6. http://www-personal.umich.edu/%7Edball/

7. http://www.springerlink.com/content/102941/?p=477f318360634ecb8ac269af6e3b1683&pi=0

8. http://www.springerlink.com/content/t46066428r673730/

IEJME, October 2008 (2008-10-22 14:30)

The October issue of [1]International Electronic Journal of Mathematics Education has been published. It has the

following articles (links to the article abstracts):

• [2]Do You Want Me to Do It with Probability or with My Normal Thinking? Horizontal and Vertical Views

on the Formation of Stochastic Conceptions, by Susanne Prediger, Germany

• [3]Teachers` Perceptions of Mathematics Content Knowledge Assessments in Professional Development

Courses, by Michelle T. Chamberlin, Robert A. Powers and Jodie D. Novak, USA

• [4]Mathematics Anxiety Among 4th And 5th Grade Turkish Elementary School Students, by Fulya Yüksel-

^ahin, Türkiye

• [5]A Comparison of Placement in First-Year University Mathematics Courses Using Paper and Online Ad-

ministration of a Placement Test, by Phyllis A. Schumacher and Richard M. Smith, USA

• [6]Senior Student Teachers` Understanding of Relations Between Function, Equation, and Polynomial Con-

cepts as Conceptual Knowledge, Danyal Soybas, Y1lmaz Aksoy and Hayri Akay, Türkiye

c 2011 ’http://mathedresearch.wordpress.com’ 179

BlogBook 1.9. October

1. http://www.iejme.com/

2. http://www.iejme.com/032008/ab1.htm

3. http://www.iejme.com/032008/ab2.htm

4. http://www.iejme.com/032008/ab3.htm

5. http://www.iejme.com/032008/ab4.htm

6. http://www.iejme.com/032008/ab5.htm

MTL, Volume 10 Issue 4 2008 (2008-10-23 07:19)

[1]Issue 4 of [2]Mathematical Thinking and Learning has been published with the following main articles:

• [3]Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond

Show and Tell, by Mary Kay Stein, Randi A. Engle, Margaret S. Smith and Elizabeth K. Hughes

• [4]Picture Books as an Impetus for Kindergartners’ Mathematical Thinking, Marja van den Heuvel-

Panhuizen and Sylvia van den Boogaard

• [5]Mathematics Teaching and Learning as a Mediating Process: The Case of Tape Diagrams, by Aki Murata

1. http://www.informaworld.com/smpp/title%7Econtent=g904609264%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=t775653685%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a904608287%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a904601257%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a904608947%7Edb=all%7Eorder=page

Knowledge and conﬁdence of pre-service mathematics teachers (2008-10-23 14:11)

Yeping Li and Gerald Kulm have written an interesting article that was published in [1]ZDM on Tuesday. The

article is entitled [2]Knowledge and conﬁdence of pre-service mathematics teachers: the case of fraction division.

Here is the abstract of the article:

To make teacher preparation and professional development effective, it is important to ﬁnd out

possible deﬁciencies in teachers` knowledge as well as teachers` own perceptions about their needs.

By focusing on pre-service teachers` knowledge of fraction division in this article, we conceptualize

the notion of pre-service teachers` knowledge in mathematics and pedagogy for teaching as containing

both teachers` perceptions of their preparation and their mathematics knowledge needed for teaching.

With speciﬁc assessment instruments developed for pre-service middle school teachers, we focus on

both pre-service teachers` own perceptions about their knowledge preparation and the extent of their

mathematics knowledge on the topic of fraction division. The results reveal a wide gap between

sampled pre-service middle school teachers` general perceptions/conﬁdence and their limited mathe-

matics knowledge needed for teaching fraction division conceptually. The results suggest that these

pre-service teachers need to develop a sound and deep understanding of mathematics knowledge for

teaching in order to build their conﬁdence for classroom instruction. The study`s ﬁndings indicate

the feasibility and importance of conceptualizing the notion of teachers` knowledge in mathematics

and pedagogy for teaching to include teachers` perceptions. The applicability and implications of this

expanded notion of teachers` knowledge is then discussed.

1. http://springerlink.metapress.com/content/120453/?p=b843c1451b8a4add9e70bbc652e105cb&pi=0

2. http://springerlink.metapress.com/content/gj273775xhq242j8/

180 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

Estimating Iraqi deaths (2008-10-23 14:16)

Brian Greer’s article, which was published in [1]ZDM two days ago, surely has an interesting title: [2]Estimating

Iraqi deaths: a case study with implications for mathematics education. The focus of this article is also interesting:

In this paper, I present an account of attempts to quantify deaths of Iraqis during the occupation

by US and other forces since the invasion of March 2003, and of the reactions to these attempts. This

story illuminates many aspects of current socio-political reality, particularly, but by no means exclu-

sively, in the United States. Here, these aspects are selectively discussed in relation to the overarching

themes of what the story illuminates about the uses of statistical information in society and about

shortcomings in mathematics education.

1. http://springerlink.metapress.com/content/120453/?p=3c28e2fc229f4f279cf57ac79e22b15f&pi=0

2. http://springerlink.metapress.com/content/05u68441n42u4u4g/

ESM, November issue (2008-10-27 15:26)

The [1]November issue of [2]Educational Studies in Mathematics has arrived. It contains the following articles:

• [3]Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary

role of three different frameworks, by Ivy Kidron

• [4]Students` images and their understanding of deﬁnitions of the limit of a sequence, by Kyeong Hah Roh

• [5]Deductive reasoning: in the eye of the beholder, by Michal Ayalon and Ruhama Even

• [6]Signifying 'students¨, 'teachers¨ and 'mathematics¨: a reading of a special issue, by Tony Brown

• [7]On semiotics and subjectivity: a response to Tony Brown`s 'signifying 'students`, 'teachers`, and 'mathe-

matics`: a reading of a special issue¨, by Norma Presmeg and Luis Radford

• [8]Review of the proceedings of the 2001, 2003 and 2005 French summer schools in Didactics of Mathe-

matics, by Rudolf Sträßer

• [9]Brian Grifﬁths (1927÷2008) ÷ his pioneering contributions to mathematics and education, by Keith Jones

and Joanna Mamona-Downs

1. http:

//springerlink.metapress.com/content/h1k01313778l/?p=09c5f866c4e742e88fcfd2538e0f5685&pi=0

2. http://springerlink.metapress.com/content/102875/?p=4f92b4438f6e4a85af31164939bf6e09&pi=0

3. http://springerlink.metapress.com/content/76438302241740q8/?p=

e69b691740424a638e93b9f14b0e3a09&pi=1

4. http://springerlink.metapress.com/content/r08p62229u377k24/?p=

e69b691740424a638e93b9f14b0e3a09&pi=2

5. http://springerlink.metapress.com/content/upp71l6g53564625/?p=

e69b691740424a638e93b9f14b0e3a09&pi=3

6. http://springerlink.metapress.com/content/x51838k6367w416g/?p=

e69b691740424a638e93b9f14b0e3a09&pi=4

7. http://springerlink.metapress.com/content/81747812kh107356/?p=

e69b691740424a638e93b9f14b0e3a09&pi=5

8. http://springerlink.metapress.com/content/t3813327gkg01hlt/?p=

e69b691740424a638e93b9f14b0e3a09&pi=6

9. http://springerlink.metapress.com/content/ar4l61l229443264/?p=

e69b691740424a638e93b9f14b0e3a09&pi=7

c 2011 ’http://mathedresearch.wordpress.com’ 181

BlogBook 1.9. October

JMTE, November 2008 (2008-10-27 15:34)

The [1]November issue of [2]Journal of Mathematics Teacher Education has been published, and it contains the

following set of articles:

• [3]Education for the knowledge to teach mathematics: it all has to come together, by Peter Sullivan

• [4]Teachers` perceptions of assessments of their mathematical knowledge in a professional development

course, by Michelle T. Chamberlin, Jeff D. Farmer and Jodie D. Novak

• [5]Learning mathematics for teaching in the student teaching experience: two contrasting cases, by Blake E.

Peterson and Steven R. Williams

• [6]Mathematical belief change in prospective primary teachers, by Peter Grootenboer

• [7]Toward a framework for the development of mathematical knowledge for teaching, by Jason Silverman

and Patrick W. Thompson

Personally, I ﬁnd this issue particularly interesting, as it has a strong focus on mathematical content knowledge as

well as beliefs. These are the main focus areas of my own research as well. I especially ﬁnd the article by Silver-

man and Thompson interesting, and their attempt to approach a framework for the development of mathematical

knowledge for teaching provides a nice overview of the research that has been done after Lee Shulman presented

his ideas about Pedagogical Content Knowledge.

1. http:

//springerlink.metapress.com/content/m51r107v6423/?p=5003c35cce534243a442c4149e51d2d7&pi=0

2. http://springerlink.metapress.com/content/102941/?p=231440c1c0bb488b9e1e3400f20b73f4&pi=0

3. http://springerlink.metapress.com/content/x4462h04u5451667/?p=

a6913602980644bb859418d34e138647&pi=0

4. http://springerlink.metapress.com/content/e3188631j55t1843/?p=

a6913602980644bb859418d34e138647&pi=1

5. http://springerlink.metapress.com/content/m12t03504w284359/?p=

a6913602980644bb859418d34e138647&pi=2

6. http://springerlink.metapress.com/content/64107p4823u8760q/?p=

a6913602980644bb859418d34e138647&pi=3

7. http://springerlink.metapress.com/content/604p402lw2567373/?p=

a6913602980644bb859418d34e138647&pi=4

ZDM, November 2008 (2008-10-27 15:44)

Along with Educational Studies in Mathematics and Journal of Mathematics Teacher Education, [1]ZDM has also

recently published their [2]November issue of this year. This issue contains a long list of interesting articles:

• [3]Mathematics education: new perspectives on gender, by Gilah Leder and Helen Forgasz

• [4]Moving towards a feminist epistemology of mathematics, by Leone Burtonf

• [5]The emergence of women on the international stage of mathematics education, by Fulvia Furinghetti

• [6]Israeli Jewish and Arab students` gendering of mathematics, by Helen J. Forgasz and David Mittelberg

• [7]Gender, technology and attitude towards mathematics: a comparative longitudinal study with Mexican

students, by Sonia Ursini and Gabriel Sánchez

182 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

• [8]On the role of computers and complementary situations for gendering in mathematics classrooms, by

Helga Jungwirth

• [9]Exploring gender factors related to PISA 2003 results in Iceland: a youth interview study, by Olof Bjorg

Steinthorsdottir and Bharath Sriraman

• [10]Gender differences in the mathematics achievements of German primary school students: results from

a German large-scale study, by Henrik Winkelmann, Marja van den Heuvel-Panhuizen and Alexander Rob-

itzsch

• [11]Adolescent girls` construction of moral discourses and appropriation of primary identity in a mathemat-

ics classroom, by Jae Hoon Lim

• [12]Images of mathematicians: a new perspective on the shortage of women in mathematical careers, by

Katrina Piatek-Jimenez

• [13]Equity in mathematics education: unions and intersections of feminist and social justice literature, by

Laura Jacobsen Spielman

• [14]Progress and stagnation of gender equity: contradictory trends within mathematics research and educa-

tion in Sweden, by Gerd Brandell

• [15]Gender in mathematics relationality: counseling underprepared college students, by Jillian M. Knowles

• [16]Stepping beyond high school mathematics: a case study of high school women, by Charlene Morrow

and Inga Schowengerdt

• [17]Goos, Stillman and Vale: teaching secondary mathematics: research and practice for the 21st century,

by Gaye Williams

The theme of this issue is: Mathematics Education: New Perspectives on Gender.

1. http://springerlink.metapress.com/content/120453/?p=08cdf90b6147422cb25f3bc502c9aafc&pi=0

2. http:

//springerlink.metapress.com/content/j5824x8m7420/?p=920f39c927f641e9b362082d9308f237&pi=0

3. http://springerlink.metapress.com/content/4446r1067qv4m388/?p=

1d197e2216934b13bfb590a5787d6afb&pi=0

4. http://springerlink.metapress.com/content/pn6300306jj766m1/?p=

1d197e2216934b13bfb590a5787d6afb&pi=1

5. http://springerlink.metapress.com/content/2521683637810817/?p=

1d197e2216934b13bfb590a5787d6afb&pi=2

6. http://springerlink.metapress.com/content/987576r357362528/?p=

1d197e2216934b13bfb590a5787d6afb&pi=3

7. http://springerlink.metapress.com/content/n1w677x51226762j/?p=

1d197e2216934b13bfb590a5787d6afb&pi=4

8. http://springerlink.metapress.com/content/w75642722102h144/?p=

1d197e2216934b13bfb590a5787d6afb&pi=5

9. http://springerlink.metapress.com/content/n5154646268l4874/?p=

1d197e2216934b13bfb590a5787d6afb&pi=6

10. http://springerlink.metapress.com/content/u177240657544832/?p=

1d197e2216934b13bfb590a5787d6afb&pi=7

11. http://springerlink.metapress.com/content/pl71327410457783/?p=

1d197e2216934b13bfb590a5787d6afb&pi=8

12. http://springerlink.metapress.com/content/j480476u75rk8683/?p=

1d197e2216934b13bfb590a5787d6afb&pi=9

13. http://springerlink.metapress.com/content/y2581831112645w5/?p=

c 2011 ’http://mathedresearch.wordpress.com’ 183

BlogBook 1.9. October

48b6588ba8d943e8925924581e80edcd&pi=10

14. http://springerlink.metapress.com/content/x5012434227r00ux/?p=

48b6588ba8d943e8925924581e80edcd&pi=11

15. http://springerlink.metapress.com/content/8135383138g2n024/?p=

48b6588ba8d943e8925924581e80edcd&pi=12

16. http://springerlink.metapress.com/content/22k24236701un010/?p=

48b6588ba8d943e8925924581e80edcd&pi=13

17. http://springerlink.metapress.com/content/d210190001334551/?p=

48b6588ba8d943e8925924581e80edcd&pi=14

Measuring quality of mathematics teaching in early childhood (2008-10-28 08:37)

Carolyn R. Kilday and Mable B. Kinzie have written an article called [1]An Analysis of Instruments that Measure

the Quality of Mathematics Teaching in Early Childhood. This article was published online in [2]Early Childhood

Education Journal on Friday. A starting point for this article (both authors work at the University of Virginia, in the

U.S.) is that "the National Mathematics Advisory Panel (2008) has recently called for more research to determine

the skills and practices underlying teacher effectiveness, and on methods for developing this capacity". The article

gives an interesting overview of some of the major instruments for evaluating and measuring teaching quality in

the U.S. Here is the abstract of the article:

The evaluation of teaching quality in mathematics has become increasingly important following re-

search reports indicating that preschoolers are developmentally able to engage in mathematic thought

and that child performance in mathematics at this level is a strong predictor of later school achieve-

ment. As attention turns to early mathematics education, so too does the focus on teaching quality.

This paper reviews nine instruments designed to measure mathematics teaching quality÷their theo-

retical bases, foci, and psychometrics÷and examines their appropriateness for administration in early

childhood settings. Three of the nine measures are identiﬁed as having highly desirable characteris-

tics, with one of them speciﬁcally designed for early childhood administration. The measures, our

review process, and our recommendations for practice are presented. As school divisions and teacher

educators examine teaching quality, they will be better able to support their teachers` practice, and

better able to reap the beneﬁts in improved child outcomes.

1. http://www.springerlink.com/content/5n771l50062v334l/

2. http://www.springerlink.com/content/105549/?p=7dd1fd942795469cbc0b2b2e33a99c90&pi=0

What’s all the fuss about gestures? (2008-10-28 08:41)

Over the last years, the focus on gestures in mathematics education research has been growing. Anna Sfard has

now written an article that was published in [1]Educational Studies in Mathematics a couple of days ago. The

article has a focus on this particular ﬁeld of research, and it is entitled: [2]What`s all the fuss about gestures? A

commentary. Here is the abstract:

While reading the articles assembled in this volume, one cannot help asking Why gestures? What`s

all the fuss about them? In the last few years, the fuss is, indeed, considerable, and not just here, in

this special issue, but also in research on learning and teaching at large. What changed? After all,

gestures have been around ever since the birth of humanity, if not much longer, but until recently, not

many students of human cognition seemed to care. In this commentary, while reporting on what I saw

while scrutinizing this volume for an answer, I will share some thoughts on the relationship between

gesturing and speaking and about their relative roles in mathematical thinking.

184 c 2011 ’http://mathedresearch.wordpress.com’

1.9. October BlogBook

1. http://springerlink.metapress.com/content/102875/?p=a00bb24778b24131b34cc43f509184e2&pi=0

2. http://springerlink.metapress.com/content/k8v883836245p743/

Empirical research on mathematics teachers (2008-10-28 08:46)

Sigrid Blömeke, Gabriele Kaiser, Rainer Lehmann and William H. Schmidt have written an article that has been

entitled: [1]Introduction to the issue on Empirical research on mathematics teachers and their education. The arti-

cle was published in [2]ZDM some days ago. The article is without an abstract, and it appears to be the editorial

of the forthcoming issue of ZDM. This issue will have a main focus on results from the international comparative

study: "Mathematics Teaching in the 21st Century (MT21)". So, it appears as if those of us who are interested

in the preparation of teachers, teacher education, teacher knowledge, etc. are up for an interesting next issue of

ZDM!

1. http://springerlink.metapress.com/content/670n107h1x3r50qn/

2. http://springerlink.metapress.com/content/120453/?p=6e8d8df00ac14194a2ddfb5dbb11fa60&pi=0

Working with artefacts (2008-10-30 09:38)

Michela Maschietto and Maria G. Bartolini Bussi have written an article entitled [1]Working with artefacts: ges-

tures, drawings and speech in the construction of the mathematical meaning of the visual pyramid. The article was

published online in [2]Educational Studies in Mathematics two days ago. Here is a copy of the abstract:

This paper reports a part of a study on the construction of mathematical meanings in terms of de-

velopment of semiotic systems (gestures, speech in oral and written form, drawings) in a Vygotskian

framework, where artefacts are used as tools of semiotic mediation. It describes a teaching experi-

ment on perspective drawing at primary school (fourth to ﬁfth grade classes), starting from a concrete

experience with a Dürer`s glass to the interpretation of a new artefact. We analyse the long term pro-

cess of appropriation of the mathematical model of perspective drawing (visual pyramid) through the

development of gestures, speech and drawings under the teacher`s guidance.

1. http://springerlink.metapress.com/content/h027506142j37n0w/

2. http://springerlink.metapress.com/content/102875/?p=1807947e59df4e8abe81d0bf93150ee2&pi=0

Semi-virtual seminar in mathematics education (2008-10-30 09:40)

Matthias Ludwig, Wolfgang Müller and Binyan Xu have written an article about [1]A Sino-German semi-virtual

seminar in mathematics education. The article was recently published in [2]ZDM. Here is the abstract of their

article:

In summer 2006 the University of Education in Weingarten, Germany, and East China Normal

University, Shanghai, performed a semi-virtual seminar with mathematics students on 'Mathematics

and Architecture¨. The goal was the joint development of teaching materials for German or Chinese

school, based on different buildings such as 'Nanpu Bridge¨, or the 'Eiffel Tower¨. The purpose of

the seminar was to provide a learning environment for students supported by using information and

communication technology (ICT) to understand how the hidden mathematics in buildings should be

related to school mathematics; to experience the multicultural potential of the international language

'Mathematics¨; to develop 'media competence¨ while communicating with others and using tech-

nologies in mathematics education; and to recognize the differences in teaching mathematics between

the two cultures. In this paper we will present our ideas, experiences and results from the seminar.

c 2011 ’http://mathedresearch.wordpress.com’ 185

BlogBook 1.10. November

1. http://springerlink.metapress.com/content/nn2660042q873g62/

2. http://springerlink.metapress.com/content/120453/?p=b1024bb70a6d47b1ac84e18ce443e111&pi=0

Mathematics assessment in East Asia (2008-10-30 09:45)

Frederick K.S. Leung from [1]The University of Hong Kong has written an article in [2]ZDM about assessment in

East Asia. [3]The article is entitled In the books there are golden houses: mathematics assessment in East Asia,

and it was published online on Tuesday. The paper is an adaption of a plenary lecture that Leung presented at the

[4]Third East Asian Regional Conference on Mathematics Education in Shanghai, August 2005. Here is the article

abstract:

In this paper, some fundamental issues on mathematics assessment and how they are related to the

underlying cultural values in East Asia are discussed. Features of the East Asian culture that impact

on mathematics assessment include the pragmatic nature of the culture, the social orientation of East

Asian people, and the lop-sided stress on the utilitarian function of education. East Asians stress the

algorithmic side of mathematics, and mathematics is viewed more as a set of techniques for calcu-

lation and problem solving. The notion of fairness in assessment is of paramount importance, and

there is a great trust in examination as a fair method of differentiating between the able and the less

able. The selection function of education and assessment has great impact on how mathematics is

taught, and assessment constitutes an extrinsic motivation which directs student learning. Finally, the

strengths and weaknesses of these East Asian values are discussed.

1. http://www.hku.hk/

2. http://springerlink.metapress.com/content/120453/?p=7f608080172b4077bfdca29b699bb6ba&pi=0

3. http://springerlink.metapress.com/content/7h84r00j76r71748/

4. http://math.ecnu.edu.cn/earcome3/

1.10 November

Creating optimal mathematics learning environments (2008-11-03 08:20)

Dionne I. Cross has written an article entitled [1]Creating optimal mathematics learning environments: Combining

argumentation and writing to enhance achievement. The article was recently published online in [2]International

Journal of Science and Mathematics Education. Here is a copy of the article’s abstract:

The issue of mathematics underachievement among students has been an increasing international

concern over the last few decades. Research suggests that academic success can be achieved by focus-

ing on both the individual and social aspects of learning. Within the area of mathematics education,

the development of metacognitive skills and the incorporation of discourse in classroom instruction

has resulted in students having deeper conceptual understandings of the content and increased math-

ematical achievement. However, studies in this ﬁeld tend to focus on the effects of these practices

separately, making research that seeks to harness the potential of both quite rare. This paper reports

on a study that was aimed at addressing this gap in the literature by examining the effects of writing

and argumentation on achievement. Two hundred and eleven students and ﬁve teachers participated

in this multimethod study that investigated the effects of three treatment conditions on mathematical

achievement. These conditions were writing alone, argumentation alone, and writing and argumenta-

tion combined. Analysis of covariance revealed signiﬁcant differences between the groups, and tests

of the contrasts showed that students who engaged in both argumentation and writing had greater

knowledge gains than students who engaged in argumentation alone or neither activity.

186 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

1. http://springerlink.metapress.com/content/8r4154x712r74165/

2. http://springerlink.metapress.com/content/111141/?p=214a9b4d160444289ffee739dba5fb93&pi=0

Using SmartBoard (2008-11-03 08:28)

Issic K.C. Leung has written an article about using SmartBoard. The article is entitled [1]Teaching and learning of

inclusive and transitive properties among quadrilaterals by deductive reasoning with the aid of SmartBoard, and it

was published online in [2]ZDM on Friday. Here is the abstract of the article:

Learning to identify Euclidean ﬁgures is an essential content of many elementary school geome-

try curricula. Students often learn to distinguish among quadrilaterals, for example, by categorizing

their geometric properties according to two attributes, namely the length of the edges and the size of

the interior angles. But knowing how to differentiate them based on their geometric properties does

not necessarily help students to develop the abstract concepts of the inclusive and transitive properties

among the quadrilaterals. With the aid of dynamic geometry multimedia software in SmartBoard (SB),

a kind of digital whiteboard (DWB), we enhanced the teaching and learning effectiveness by the effect

of 'animation-on-demand¨ in classrooms. This is basically a dual delivery of geometric concepts by

texts, narrations and words accompanied by pictures, illustrations and animations. The preliminary

results of our study on 9-year-old students` performance in tests given after three such lessons show

that those students could differentiate with reasons why a square is a rhombus (inclusion) as well as a

parallelogram (transitivity).

1. http://springerlink.metapress.com/content/bx702642k31j47t1/

2. http://springerlink.metapress.com/content/120453/?p=29d528522a574b70aa73b014941dd62e&pi=0

JRME, November 2008 (2008-11-03 14:40)

The [1]November issue of [2]Journal for Research in Mathematics Education has been published, with the follow-

ing main articles:

• [3]Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys,

by Robert Q. Berry III

• [4]Mapping Mathematics Classroom Discourse and Its Implications for Models of Teaching, by Mary P.

Truxaw and Thomas C. DeFranco

• [5]The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Pre-

algebraic Conceptualization of Multiplicative Relations, by Yan Ping Xin

• [6]Review: A Trio of Strategies for Success: A Review of Mathematics Education at Highly Effective

Schools That Serve the Poor: Strategies for Change, by Joanne Rossi Becker

1. http://my.nctm.org/eresources/toc.asp?journal_id=1&Issue_id=886

2. http://my.nctm.org/eresources/journal_home.asp?journal_id=1

3. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-11-464a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-11-489a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-11-526a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-11-552a&from=B

c 2011 ’http://mathedresearch.wordpress.com’ 187

BlogBook 1.10. November

Exploring Japanese teachers’ conception of mathematics lesson structure (2008-11-05 07:50)

Yoshinori Shimizu has written an article called [1]Exploring Japanese teachers` conception of mathematics lesson

structure: similarities and differences between pre-service and in-service teachers` lesson plans. The article was

published online in [2]ZDM on Saturday, and it will be one of the articles in a forthcoming issue on [3]An Asia Pa-

ciﬁc focus on mathematics classrooms. Japanese [4]Lesson Study has been known in the Western world for years.

It is normally recognized that the book of Jim Stigler and James Hiebert: [5]The teaching gap, ﬁrst introduced the

idea of lesson study to the West.

In this article, Shimizu analyzes the teachers’ conception of structure in mathematics lessons by focusing on their

lesson plans. Here is the abstract of the article:

The research reported in this paper explores teachers` conception of what mathematics lesson

structure is like by analyzing the lesson plans they wrote. Japanese in-service and pre-service teach-

ers (n = 246) were asked to produce a lesson plan for teaching the formula for ﬁnding the area of

a parallelogram. Organizations of planned lessons were analyzed in terms of the form and content

of steps/phases descriptions of them. Also, the multiplicity was analyzed of anticipated students` re-

sponses to the problem posed in the plans. The analysis revealed both similarities and differences

between lesson plans produced by the two groups of teachers. In particular, it was found that in-

service teachers tended to retain the description of the problem to be posed and the anticipation of

student responses in their lesson plans, while they abandoned other elements that they were trained

to write when they were pre-service teachers. The results suggest that these two elements constitute

the 'core¨ of Japanese teachers` conception of lesson structure. Origins of these core elements are

discussed with a focus on the role of lesson plans as vehicles for examining and improving lessons in

Lesson Study.

1. http://springerlink.metapress.com/content/d83t5222p3711481/

2. http://springerlink.metapress.com/content/120453/?p=4b83a9937cd145d89c1198c3e195cec2&pi=0

3. http://springerlink.metapress.com/content/m2650369r07723t7/

4. http://en.wikipedia.org/wiki/Lesson_study

5. http://books.google.no/books?id=LMfLxeHXzpAC&q=the+teaching+gap&dq=the+teaching+gap&ei=

NDMRSbu7GJWszATx3ZWeDQ&pgis=1

Creativity and interdisciplinarity (2008-11-06 09:41)

Johathan Plucker and Dasha Zabelina have written an article in [1]ZDM called: [2]Creativity and interdisciplinar-

ity: one creativity or many creativities? The article was published online on Tuesday. Here is the abstract of the

article:

Psychologists and educators frequently debate whether creativity and problem solving are domain-

general÷applicable to all disciplines and tasks÷or domain-speciﬁc÷tailored to speciﬁc disciplines

and tasks. In this paper, we brieﬂy review the major arguments for both positions, identify concep-

tual and empirical weaknesses of both perspectives, and describe two relatively new hybrid models

that attempt to address ways in which creativity and innovation are both domain-general and domain-

speciﬁc.

1. http://springerlink.metapress.com/content/120453/?p=7323e5ec1f5b4b5c94d5c32f70d3613e&pi=0

2. http://springerlink.metapress.com/content/m7607j3722ww5014/

188 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

The decorative impulse (2008-11-06 09:44)

Swapna Mukhopadhyay has written an article entitled [1]The decorative impulse: ethnomathematics and Tlingit

basketry. The article was published online in [2]ZDM earlier this week. Here is the article abstract:

Pattern is a key element in both the esthetics of design and mathematics, one deﬁnition of which

is 'the study of all possible patterns¨. Thus, the geometric patterns that adorn cultural artifacts mani-

fest mathematical thinking in the artisans who create them, albeit their lack of 'formal¨ mathematics

learning. In describing human constructions, Franz Boas afﬁrmed that people, regardless of their eco-

nomic conditions, always have been engaged in activities that reveal their deeply held esthetic sense.

The Tlingit Indians from Sitka, Alaska, are known for their artistic endeavors. Art aﬁcionados and

museum collectors revere their baskets and other artifacts. Taking the approach of ethnomathematics,

I report my analysis of the complex geometrical patterns in Tlingit basketry.

1. http://springerlink.metapress.com/content/c5g4x64q72312npk/

2. http://springerlink.metapress.com/content/120453/?p=b69f1684f2e44170b1a2bf8343d9b585&pi=0

Interdisciplinarity in mathematics education (2008-11-06 09:49)

Bharath Sriraman (the editor of The Montana Mathematics Enthusiast) has written the editorial to a forthcoming

issue of [1]ZDM. The leading idea of this special issue is that of interdisciplinarity, and Sriraman’s editorial is

entitled: [2]Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and cur-

riculum. This special issue (ZDM, vol. 41, nos 1 and 2) will be a double issue with 22 articles! Sriraman presents

some interesting numbers about the issue in his editorial, indicating that this is a somewhat special issue:

ZDM, vol 41, nos 1 and 2 = 3 International Symposia + 5 years of collaboration + 22 months of

planning + 44 reviewers + 3 rounds of reviews, revisions, commentaries, re-revisions + 24 authors +

1 idiosyncratic guest editor + 1,123 e-mail communications = 22 articles.

1. http://springerlink.metapress.com/content/120453/?p=f773dae4a42c46c3bd9321d4c9f31d19&pi=0

2. http://springerlink.metapress.com/content/vg6772846pgv8136/

PME 33 (2008-11-07 08:29)

[1]The next annual conference for the [2]International Group of Psychology of Mathematics Education (PME) is

going to be held in Thessaloniki, Greece. The conference will take place between July 19-24, 2009. The confer-

ence venues will be the Aristotle University of Thessaloniki and the University of Macedonia. The theme of the

conference has been chosen to be: "In search for theories in Mathematics Education". Be sure to check the [3]list

of important dates, if you plan to attend. The next deadline to look out for is January 12, for those who plan to

submit research reports.

1. http://www.pme33.eu/pme33/index.php

2. http://www.igpme.org/

3. http://www.pme33.eu/pme33/index.php?page=dates

c 2011 ’http://mathedresearch.wordpress.com’ 189

BlogBook 1.10. November

Content and pedagogical content knowledge in Germany and Hong Kong (2008-11-10 12:55)

Alexandra Corleis, Björn Schwarz, Gabriele Kaiser and Issic K.C. Leung have written an article called [1]Content

and pedagogical content knowledge in argumentation and proof of future teachers: a comparative case study in

Germany and Hong Kong. The article was published in [2]ZDM last week, and it provides an interesting compar-

ison between teachers in Germany and Hong Kong. Here is the article abstract:

The results of a comparative case study on mathematical and pedagogical content knowledge in

the area of argumentation and proof of future teachers in Germany and Hong Kong are reported in this

article. The study forms part of a qualitatively oriented comparative study on future teachers in Aus-

tralia, Germany, and Hong Kong. Six case studies based on interviews and written questionnaires are

described. These case studies show the strengths of the Hong Kong future teachers in mathematical

knowledge in the area of argumentation and proof, whereas the three German future teachers perform

stronger in the related pedagogical content domain. Furthermore, regarding the German future teach-

ers, it seems that the two domains of knowledge are more strongly connected to each other. The results

are interpreted in the light of related research, such as the MT21 study.

1. http://springerlink.metapress.com/content/w256467701q1jtv7/

2. http://springerlink.metapress.com/content/120453/?p=cbcd8cbd615d4ea784a401300442872a&pi=0

Future teachers’ professional knowledge on argumentation and proof (2008-11-10 12:58)

Björn Schwarz, Issic K.C. Leung, Nils Buchholtz, Gabriele Kaiser, Gloria Stillman, Jill Brown and Colleen Vale

have written an article about [1]Future teachers` professional knowledge on argumentation and proof: a case

study from universities in three countries, which was also published online in [2]ZDM last week. It appears that

a forthcoming issue of ZDM will have a strong focus on teacher education and teachers’ mathematical content

knowledge!

Here is the abstract of the article:

In this paper, qualitative results of a case study about the professional knowledge in the area of

argumentation and proof of future teachers from universities in three countries are described. Based

on results of open questionnaires, data about the competencies these future teachers have in the ar-

eas of mathematical knowledge and knowledge of mathematics pedagogy are presented. The study

shows that the majority of the future teachers at the participating universities situated in Germany,

Hong Kong and Australia, were not able to execute formal proofs, requiring only lower secondary

mathematical content, in an adequate and mathematically correct way. In contrast, in all samples

there was evidence of at least average competencies of pedagogical content reﬂection about formal

and pre-formal proving in mathematics teaching. However, it appears that possessing a mathematical

background as mandated for teaching and having a high afﬁnity with proving in mathematics teaching

at the lower secondary level are not a sufﬁcient preparation for teaching proof.

1. http://springerlink.metapress.com/content/d877417l2748h474/

2. http://springerlink.metapress.com/content/120453/?p=b2fc20daa8bd4270a9770294c1f10320&pi=0

Diagnostic competentces of future teachers (2008-11-10 13:00)

Björn Schwarz, Björn Wissmach and Gabriele Kaiser have written an article entitled [1]'Last curves not quite

correct¨: diagnostic competences of future teachers with regard to modelling and graphical representations. The

article was published online in [2]ZDM last week. Here is the abstract of their article:

190 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

The article describes the results of a national enrichment to the six-country study Mathemat-

ics Teaching in the 21st century (MT21)÷an international comparative study about the efﬁciency

of teacher education. The enrichment focuses on the diagnostic competence of future mathematics

teachers as sub-component of teachers` professional competence for which the evaluation of students`

solutions of a modelling task about the course of a racetrack is demanded. In connection with two

sub-facets of the diagnostic competence, namely the competence to recognise students` misconcep-

tions and the competence of criteria-guided assessment of students` solutions, typical answer patterns

are distinguished as well as the frequency of their occurrence with regard to future teachers` phase of

teacher education and the level of school teaching they are going to teach in.

1. http://springerlink.metapress.com/content/l5g383n08p669443/

2. http://springerlink.metapress.com/content/120453/?p=33707da3afc942fcb7802d2dcb4105df&pi=0

Interdisciplinary instruction (2008-11-11 09:52)

Claus Michelsen and Bharath Sriraman have written an article called [1]Does interdisciplinary instruction raise

students` interest in mathematics and the subjects of the natural sciences? The article was published online in

[2]ZDM on Sunday. Here is the abstract of their article:

This article presents the research project IFUN (the acronym IFUN refers to Interesse og Fagov-

erskrindende Undervisning i Naturvidenskab and Interesse und Fächerübergreifender Unterricht in

den Naturwisseschaften which is Danish and German, respectively, for Interest and Interdisciplinary

Instruction in Science and Mathematics)÷Interest and Interdisciplinary Instruction in Science (we

use the term science as a common denominator for the subjects of physics, chemistry and biology)

and Mathematics. The aim of the project was to investigate on how upper secondary students` inter-

est in the subjects of mathematics, physics, chemistry and biology might be improved by increased

instructional interplay and integration between the subjects. The individual student`s interests in inter-

disciplinary domains of mathematics and science are studied within a three-dimensional framework:

(1) the student`s interest in a particular interdisciplinary domain of mathematics and science. (2) The

characteristics of a speciﬁc learning setting that causes a situational interest in the topic and promotes

and supports a shift from catching interest to holding interest. (3) The student`s afﬁliation with and

valuation of mathematics and science. We present the main results from an interest study conducted

with a 147 item Likert questionnaire administered to 255 grade 11 students. The results of the study

show that students have a high interest in mathematics and are positive towards interdisciplinary in-

struction. When it comes to the individual student`s afﬁliation with and valuation of mathematics and

science, the study shows that future studies and careers play an important role. We conclude that the

results indicate it is possible to expand interest in one subject to another subject through interdisci-

plinary instruction.

1. http://springerlink.metapress.com/content/rm51303782085n61/

2. http://springerlink.metapress.com/content/120453/?p=65a4fd46f3b14c79aee7485b0d268aeb&pi=0

ICMI newsletter, No 6, 2008 (2008-11-12 10:48)

The [1]October version of the ICMI newsletter has been sent to the subscribers’ mailboxes. If you do not subscribe

to the newsletter, you can ﬁnd a [2]complete archive here. Here is a copy of the table of contents:

CONTENTS

1. Editorial: About the ICMI Studies — and a Call For Proposals

c 2011 ’http://mathedresearch.wordpress.com’ 191

BlogBook 1.10. November

2. Symposium Celebrating the Centennial of the ICMI

3. Proceedings of the Symposium Celebrating the Centennial of the ICMI

4. ICTMA 14

5. New e-journal: Educational Designer

6. Calendar of Events of Interest to the ICMI Community

7. Subscribing to ICMI News

1. http://www.mathunion.org/pipermail/icmi-news/2008-November.txt

2. http://www.mathunion.org/pipermail/icmi-news/

New journal: Educational Designer (2008-11-12 10:55)

A new journal for educational research has seen the light of day: [1]Educational Designer! The journal is an online

journal, and it was established by the [2]International Society for Design and Development in Education. One of

the articles in the ﬁrst issue is written by Malcolm Swan, mathematics education researcher from the [3]University

of Nottingham. The article is concerned with [4]Designing a Multiple Representation Learning Experience in

Secondary Algebra. Here is the abstract of Swan’s article (but the entire article is available online!):

This paper describes some of the research-based principles that I use when designing learning ex-

periences to foster conceptual understanding. These principles are illustrated through the discussion

of one type of experience: that of sorting multiple representations. I refer to learning experiences

rather than tasks, because tasks are only one component of the design. Close attention is also paid to

the role of the teacher in creating an appropriate climate for learning to take place.

After a brief excursion into my own theoretical framework, I describe the educational objectives be-

hind my design and provide a detailed explanation of it in one topic, that of algebraic notation. This is

followed with an explanation of the principles that informed the design and the evolution of the task.

Finally, I brieﬂy indicate how the design might be generalised to include other topics.

1. http://www.educationaldesigner.org/

2. http://www.isdde.org/

3. http://www.nottingham.ac.uk/

4. http://www.educationaldesigner.org/ed/volume1/issue1/article3/index.htm

Playing with representations (2008-11-13 10:19)

Tom Satwicz and Reed Stevens have written an article called [1]Playing with Representations: How Do Kids Make

Use of Quantitative Representations in Video Games? The article was published online in [2]International Journal

of Computers for Mathematical Learning on Tuesday. Here is a copy of the abstract of their article:

This paper describes the use of quantities in video games by young people as part of a broader ef-

fort to understand thinking and learning across naturally occurring contexts of activity. Our approach

to investigating the use of quantities in game play is ethnographic; we have followed eight children

over a six-month period as they play their own games at home. The data set is composed of video

recordings and artifact-based interviews. The concept of disciplined perception is used to understand

how quantities are coordinated during game play. The current study shows young people using quan-

tities in games to make predictions and organize their actions based on those predictions. Some ideas

based on the study`s ﬁndings for using video games in school are discussed.

1. http://springerlink.metapress.com/content/nvl53u2328r34616/

2. http://springerlink.metapress.com/content/102910/?p=7c86d6f6a7314029ac8669e55cf1307a&pi=0

192 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

IJSME, December 2008 (2008-11-14 09:20)

The [1]December issue of [2]International Journal of Science and Mathematics Education has been published.

This peer-reviewed journal is sponsored by the National Science Council in Taiwan, and has a particular emphasis

on articles "that explore science and mathematics education from different cultural perspectives". The journal also

encourages articles written by authors who do not have English as their ﬁrst language. This is, in my opinion, a

very nice focus from a scientiﬁc journal! The issue contains the following articles:

• [3]Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics, by Margareta

Enghag and Hans Niedderer

• [4]Issues in Implementing a Structured Problem-based Learning Strategy in a Volcano Unit: A Case Study,

by Hyunju Lee and Sungah Bae

• [5]Gender and Performance in Mathematical Tasks: Does the Context Make a Difference? by Anat Zohar

and Anna Gershikov

• [6]Exploring the phase space of a system of differential equations: different mathematical registers, by

Thierry Dana-Picard and Ivy Kidron

• [7]The Force Concept Inventory as a Measure of Students Conceptual Coherence, by Antti Savinainen and

Jouni Viiri

• [8]Sample, Random and Variation: The Vocabulary of Statistical Literacy, by Jane M. Watson and Ben A.

Kelly

• [9]Chinese High-School Students in Physics Classroom as Active, Self-Regulated Learners: Cognitive, Mo-

tivational and Environmental Aspects, by Heinz Neber, Jing He, Bang-Xiang Liu and Neville Schoﬁeld

• [10]A Study of the Performance of 5th Graders in Number Sense and its Relationship to Achievement in

Mathematics, by Der-Ching Yang, Mao-neng Li and Chih-I Lin

1. http://www.springerlink.com/content/n55084481162/?p=d543d24a78c14913b9ea138b722561f9&pi=0

2. http://www.springerlink.com/content/111141/?p=c2a131cab8c647ffaa85b8336abf5ef3&pi=0

3. http:

//www.springerlink.com/content/w6h812mp26862502/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=0

4. http:

//www.springerlink.com/content/e07416226l611778/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=1

5. http:

//www.springerlink.com/content/a02m531083143518/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=2

6. http:

//www.springerlink.com/content/t0m1530h15200263/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=3

7. http:

//www.springerlink.com/content/qk577076585v2884/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=4

8. http:

//www.springerlink.com/content/w81t082lu724p234/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=5

9. http:

//www.springerlink.com/content/j437544v1x72h7q5/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=6

10. http:

//www.springerlink.com/content/j31w6j628777841k/?p=58dad6d08d1e4325b8c799d74ccc7df5&pi=7

Embodied multi-modal communication (2008-11-17 08:00)

Julian Williams from University of Manchester (UK) has written an article entitled [1]Embodied multi-modal com-

munication from the perspective of activity theory. This article was published online in [2]Educational Studies in

c 2011 ’http://mathedresearch.wordpress.com’ 193

BlogBook 1.10. November

Mathematics last week. Here is the abstract of the article:

I begin by appreciating the contributions in the volume that indirectly and directly address the

questions: Why do gestures and embodiment matter to mathematics education, what has understand-

ing of these achieved and what might they achieve? I argue, however, that understanding gestures can

in general only play an important role in 'grasping` the meaning of mathematics if the whole object-

orientated 'activity` is taken into account in our perspective, and give examples from my own work and

from this Special Issue. Finally, I put forward the notion of a 'threshold` moment, where seeing and

grasping at the nexus of two or more activities often seem to be critical to breakthroughs in learning.

1. http://springerlink.metapress.com/content/u6247451u5228p62/

2. http://springerlink.metapress.com/content/102875/?p=7bea946c7307453aaa92d3929fd73dd1&pi=0

ZDM, December 2008 (2008-11-17 20:15)

The [1]December issue of [2]ZDM is out, and it contains 12 interesting articles. The theme of the issue is "An

Asia Paciﬁc focus on Mathematics Classrooms:

• [3]Editorial to the issue 'An Asia Paciﬁc focus on mathematics classrooms¨, by Chap Sam Lim, Allan White

and Berinderjeet Kaur

• [4]Lesson study in Asia Paciﬁc classrooms: local responses to a global movement, by Allan Leslie White

and Chap Sam Lim

• [5]Reforming mathematics learning in Indonesian classrooms through RME, by Robert K. Sembiring, Su-

tarto Hadi and Maarten Dolk (Freely available Open Access article!)

• [6]Exploring Japanese teachers` conception of mathematics lesson structure: similarities and differences

between pre-service and in-service teachers` lesson plans, by Yoshinori Shimizu

• [7]Teaching and learning of mathematics: what really matters to teachers and students?, by Berinderjeet

Kaur

• [8]Distinguishing between mathematics classrooms in Australia, China, Japan, Korea and the USA through

the lens of the distribution of responsibility for knowledge generation: public oral interactivity and mathe-

matical orality, by David Clarke and Li Hua Xu

• [9]Confucian heritage culture learner`s phenomenon: from 'exploring the middle zone¨ to 'constructing a

bridge¨, by Ngai-Ying Wong

• [10]In the books there are golden houses: mathematics assessment in East Asia, by Frederick K. S. Leung

• [11]An overview of the gender factor in mathematics in TIMSS-2003 for the Asia-Paciﬁc region, by Jaguths-

ing Dindyal

• [12]Teaching and learning of inclusive and transitive properties among quadrilaterals by deductive reasoning

with the aid of SmartBoard, by Issic K. C. Leung

• [13]A Sino-German semi-virtual seminar in mathematics education, by Matthias Ludwig, Wolfgang Müller

and Binyan Xu

• [14]U. D`Ambrosio (2006). Ethnomathematics: Link between traditions and modernity (A. Kepple, Trans.),

by Hugh Burkhardt (Book review)

194 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

1. http://www.springerlink.com/content/nhv42u474851/?p=2b2dc79f6aad466095a0bc862638956c&pi=0

2. http://www.springerlink.com/content/120453/?p=2be17be5069d4b19ae48df3705910015&pi=0

3. http:

//www.springerlink.com/content/m2650369r07723t7/?p=432bc04515b74791b1b7e23cad76533b&pi=0

4. http:

//www.springerlink.com/content/6460110642142rv1/?p=432bc04515b74791b1b7e23cad76533b&pi=1

5. http:

//www.springerlink.com/content/t3771084x264vm27/?p=432bc04515b74791b1b7e23cad76533b&pi=2

6. http:

//www.springerlink.com/content/d83t5222p3711481/?p=432bc04515b74791b1b7e23cad76533b&pi=3

7. http:

//www.springerlink.com/content/tj62w71q69417up1/?p=432bc04515b74791b1b7e23cad76533b&pi=4

8. http:

//www.springerlink.com/content/742qn11288727322/?p=432bc04515b74791b1b7e23cad76533b&pi=5

9. http:

//www.springerlink.com/content/vjl13327p0q7v432/?p=432bc04515b74791b1b7e23cad76533b&pi=6

10. http:

//www.springerlink.com/content/7h84r00j76r71748/?p=432bc04515b74791b1b7e23cad76533b&pi=7

11. http:

//www.springerlink.com/content/r7751425r1w76jn7/?p=432bc04515b74791b1b7e23cad76533b&pi=8

12. http:

//www.springerlink.com/content/bx702642k31j47t1/?p=432bc04515b74791b1b7e23cad76533b&pi=9

13. http://www.springerlink.com/content/nn2660042q873g62/?p=806aa30e322c4bb3bd64a3e84c94a680&pi=

10

14. http://www.springerlink.com/content/3136mvv2up516167/?p=806aa30e322c4bb3bd64a3e84c94a680&pi=

11

Mathematical enculturation (2008-11-22 20:12)

Jacob Perrenet and Ruurd Taconis have written an article called [1]Mathematical enculturation from the students`

perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme. The article was pub-

lished online in [2]Educational Studies in Mathematics on Tuesday, and it is an Open Access article, so it is freely

available to anyone! Here is the article abstract:

This study investigates the changes in mathematical problem-solving beliefs and behaviour of

mathematics students during the years after entering university. Novice bachelor students ﬁll in a

questionnaire about their problem-solving beliefs and behaviour. At the end of their bachelor pro-

gramme, as experienced bachelor students, they again ﬁll in the questionnaire. As an educational

exercise in academic reﬂection, they have to explain their individual shifts in beliefs, if any. Signif-

icant shifts for the group as a whole are reported, such as the growth of attention to metacognitive

aspects in problem-solving or the growth of the belief that problem-solving is not only routine but has

many productive aspects. On the one hand, the changes in beliefs and behaviour are mostly towards

their teachers` beliefs and behaviour, which were measured using the same questionnaire. On the other

hand, students show aspects of the development of an individual problem-solving style. The students

explain the shifts mainly by the speciﬁc nature of the mathematics problems encountered at university

compared to secondary school mathematics problems. This study was carried out in the theoretical

framework of learning as enculturation. Apparently, secondary mathematics education does not quite

succeed in showing an authentic image of the culture of mathematics concerning problem-solving.

This aspect partly explains the low number of students choosing to study mathematics.

1. http://springerlink.metapress.com/content/y0x51104422v14n8/

2. http://springerlink.metapress.com/content/102875/?p=2cceb2fa8c124cb9b0e1a445b8933da6&pi=0

c 2011 ’http://mathedresearch.wordpress.com’ 195

BlogBook 1.10. November

Mathematics teachers’ observable learning objectives (2008-11-22 20:15)

Paul Andrews has written an article entitled [1]Comparative studies of mathematics teachers` observable learning

objectives: validating low inference codes. The article was published online in [2]Educational Studies in Mathe-

matics on Wednesday. Here is a copy of the article abstract:

Videotape is an increasingly used tool in cross-national studies of mathematics teaching. However,

the means by which videotaped lessons are coded and analysed remains an underdeveloped area with

scholars adopting substantially different approaches to the task. In this paper we present an approach

based on generic descriptors of mathematics learning objectives. Exploiting live observations in ﬁve

European countries, the descriptors were developed in a bottom-up recursive manner for application

to videotaped lessons from four of these countries, Belgium (Flanders), England, Hungary and Spain.

The analyses showed not only that the descriptors were consistently operationalised but also that they

facilitated the identiﬁcation of both similarities and differences in the ways in which teachers con-

ceptualise and present mathematics that resonated with the available literature. In so doing we make

both methodological and theoretical contributions to comparative mathematics research in general and

debates concerning the national mathematics teaching script in particular.

1. http://springerlink.metapress.com/content/0208128r30703421/

2. http://springerlink.metapress.com/content/102875/?p=85995e28e5ec46dca25d6a14760c0469&pi=0

NOMAD, No 3, 2008 (2008-11-22 20:37)

Finally, the October issue of [1]NOMAD is available! It contains the following articles:

• [2]Nordic mathematics education research in the world and in the region (Editorial)

• [3]Analyzing mathematical classroom discourse ÷ initiating elaborations on the usefulness of the dialogical

approach, by Andreas Ryve

• [4]Learning mathematics through inquiry, by Ole Skovsmose and Roger Säljö

• [5]Do students need to learn how to use their mathematics textbooks? The case of reading comprehension,

by Magnus Österholm

1. http://ncm.gu.se/node/959

2. http://ncm.gu.se/node/3149

3. http://ncm.gu.se/node/3150

4. http://ncm.gu.se/node/3151

5. http://ncm.gu.se/node/3152

ZDM, No 5, 2008 (2008-11-24 09:43)

For some reason, [1]ZDM has published two December issues this year. I have [2]already covered one of them,

which is actually [3]No 6, but I have not covered [4]No 5 (both are December issues). ZDM, No 5 has a focus

on Empirical Research on Mathematics Teachers and their Education, and it is a very interesting issue (for me at

least), with 14 articles:

• [5]Introduction to the issue on Empirical research on mathematics teachers and their education, by Sigrid

Blömeke, Gabriele Kaiser, Rainer Lehmann and William H. Schmidt

196 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

• [6]Effectiveness of teacher education - State of research, measurement issues and consequences for future

studies, by Sigrid Blömeke, Anja Felbrich, Christiane Müller, Gabriele Kaiser and Rainer Lehmann

• [7]Opportunity to learn in the preparation of mathematics teachers: its structure and how it varies across six

countries, by William H. Schmidt, Richard T. Houang, Leland Cogan, Sigrid Blömeke, Maria Teresa Tatto,

Feng Jui Hsieh, Marcella Santillan, Kiril Bankov, Shin Il Han, Tenoch Cedillo, John Schwille and Lynn

Paine

• [8]Future teachers` competence to plan a lesson: ﬁrst results of a six-country study on the efﬁciency of

teacher education, by Sigrid Blömeke, Lynn Paine, Richard T. Houang, Feng-Jui Hsieh, William H. Schmidt,

M. Teresa Tatto, Kiril Bankov, Tenoch Cedilllo, Leland Cogan, Shin Il Han, Marcella Santillan and John

Schwille

• [9]Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher edu-

cation students in mathematics, by Anja Felbrich, Christiane Müller and Sigrid Blömeke

• [10]'Last curves not quite correct¨: diagnostic competences of future teachers with regard to modelling and

graphical representations, by Björn Schwarz, Björn Wissmach and Gabriele Kaiser

• [11]Future teachers` professional knowledge on argumentation and proof: a case study from universities in

three countries, by Björn Schwarz, Issic K. C. Leung, Nils Buchholtz, Gabriele Kaiser, Gloria Stillman, Jill

Brown and Colleen Vale

• [12]Content and pedagogical content knowledge in argumentation and proof of future teachers: a compar-

ative case study in Germany and Hong Kong, by Alexandra Corleis, Björn Schwarz, Gabriele Kaiser and

Issic K. C. Leung

• [13]Knowledge and conﬁdence of pre-service mathematics teachers: the case of fraction division, by Yeping

Li and Gerald Kulm

• [14]Chinese elementary mathematics teachers` knowledge in mathematics and pedagogy for teaching: the

case of fraction division, by Yeping Li and Rongjin Huang

• [15]Combining theories in research in mathematics teacher education, by Pessia Tsamir and Dina Tirosh

• [16]Secondary mathematics teachers` pedagogical content knowledge and content knowledge: validation of

the COACTIV constructs, by Stefan Krauss, Jürgen Baumert and Werner Blum

• [17]A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher`s

knowledge base, by Guershon Harel

• [18]Theories, context and values to understand learning with digital media: book review of 'humans-with-

media and the reorganization of mathematical thinking`, by M. Borba and M. Villareal, by Chronis Kynigos

So, if you (like me) you are interested in research related to mathematics teachers and/or mathematics teacher

education, this would certainly be an issue to take a closer look at!

A large part of the articles in this issue are related to the international comparative study: "Mathematics Teaching

in the 21st Century (MT21)". This study, according to the editorial, is the ﬁrst study that has a focus on "how

teachers are trained and how they perform at the end of their education".

1. http://springerlink.com/content/120453/?p=cb2bd4b8a4384b3f87e00be593288396&pi=0

2. http://mathedresearch.blogspot.com/2008/11/zdm-december-2008.html

3. http://www.springerlink.com/content/nhv42u474851/?p=2b2dc79f6aad466095a0bc862638956c&pi=0

4. http://springerlink.com/content/k22x7r336h38/?p=744b0e2cf0374d9fa8945f38a1d97e37&pi=1

5. http://springerlink.com/content/670n107h1x3r50qn/?p=3788ca31dbbb49289d54be02fb1062dc&pi=0

6. http://springerlink.com/content/8582971201uv3t25/?p=3788ca31dbbb49289d54be02fb1062dc&pi=1

7. http://springerlink.com/content/v293l3n614603972/?p=3788ca31dbbb49289d54be02fb1062dc&pi=2

c 2011 ’http://mathedresearch.wordpress.com’ 197

BlogBook 1.10. November

8. http://springerlink.com/content/x2h73w784367w738/?p=3788ca31dbbb49289d54be02fb1062dc&pi=3

9. http://springerlink.com/content/j30k4p21580850ph/?p=3788ca31dbbb49289d54be02fb1062dc&pi=4

10. http://springerlink.com/content/l5g383n08p669443/?p=3788ca31dbbb49289d54be02fb1062dc&pi=5

11. http://springerlink.com/content/d877417l2748h474/?p=3788ca31dbbb49289d54be02fb1062dc&pi=6

12. http://springerlink.com/content/w256467701q1jtv7/?p=3788ca31dbbb49289d54be02fb1062dc&pi=7

13. http://springerlink.com/content/gj273775xhq242j8/?p=3788ca31dbbb49289d54be02fb1062dc&pi=8

14. http://springerlink.com/content/kk89n38014865265/?p=3788ca31dbbb49289d54be02fb1062dc&pi=9

15. http://springerlink.com/content/l3111110450t0h36/?p=044f065ef6124bb180ed2c09d52647a4&pi=

10

16. http://springerlink.com/content/t86vvlh11481tv82/?p=044f065ef6124bb180ed2c09d52647a4&pi=

11

17. http://springerlink.com/content/jkk11glq8x820571/?p=044f065ef6124bb180ed2c09d52647a4&pi=

12

18. http://springerlink.com/content/ah2xl3277131343p/?p=044f065ef6124bb180ed2c09d52647a4&pi=

13

Research fellow at University of Agder! (2008-11-24 20:50)

[1]University of Agder, Norway, arguably has one of the strongest research groups in mathematics education. They

have a strong Master programme, a PhD programme, and ﬁve international professors in mathematics education.

Now, they have announced a free [2]position/appointment as research fellow for a period of three years. So, if you

want to become a PhD student in Norway, this might be your lucky day :-)

Some of the research areas within the ﬁeld of mathematics education in Agder include:

• Developmental research in the teaching and learning of mathematics (from day-care centres to the university

level)

• Mathematics classroom research

• Pupils’ and students’ understanding, attitudes and motivation for mathematics

• Problem solving and modelling in mathematics

• History of mathematics

• Mathematics teacher education and professional development

If you are interested, you can read the entire announcement from the link above, or you can contact Professor

Simon Goodchild (simon.goodchild@uia.no).

1. http://www.uia.no/

2. http://uia.easycruit.com/vacancy/251972/35071?iso=gb

Gestures as semiotic resources (2008-11-25 09:37)

Ferdinando Arzarello, Domingo Paola, Ornella Robutti and Cristina Sabena have written an article called [1]Ges-

tures as semiotic resources in the mathematics classroom. The article was published online in [2]Educational

Studies in Mathematics a while ago. Here is the abstract of their paper:

In this paper, we consider gestures as part of the resources activated in the mathematics class-

room: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the semiotic tools used

by students and teacher in mathematics teaching÷learning. To analyze them, we introduce a suitable

198 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

model, the semiotic bundle. It allows focusing on the relationships of gestures with the other semiotic

resources within a multimodal approach. It also enables framing the mediating action of the teacher

in the classroom: in this respect, we introduce the notion of semiotic game where gestures are one of

the major ingredients.

1. http://springerlink.metapress.com/content/b237nh8150301613/

2. http://springerlink.metapress.com/content/102875/?p=90e8a3ef1f8144a1a4c62078b544d5ea&pi=0

Prospective elementary teachers’ motivation (2008-11-25 09:39)

Amanda Jansen has written an article entitled [1]Prospective elementary teachers` motivation to participate in

whole-class discussions during mathematics content courses for teachers. This article was published on Sunday in

[2]Educational Studies in Mathematics. Here is the abstract of her article:

Prospective elementary teachers` (N = 148) motivation to participate in whole-class discus-

sions during mathematics content courses for teachers, as expressed in their own words on an open-

ended questionnaire, were studied. Results indicated that prospective teachers were motivated by posi-

tive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term

goal of becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or

to help others (to achieve social goals). Negative utility values for participating were expressed by

those who preferred to learn through actively listening. Five motivational proﬁles, as composed of

interactions among motivational values, beliefs, goals and self-reported participation practices, were

prevalent in this sample. Self-reported variations among participants` utility values and participation

practices suggested that prospective teachers engaged differentially in opportunities to learn to com-

municate mathematically. Results provide pedagogical learner knowledge for mathematics teacher

educators.

1. http://springerlink.metapress.com/content/n62k9582627m3n53/

2. http://springerlink.metapress.com/content/102875/?p=bbe652b854224104b405c4d4a36fbb90&pi=0

Activating mathematical competencies (2008-11-25 09:50)

César Sáenz from the Autonomous University of Madrid, Spain, has written an article called [1]The role of contex-

tual, conceptual and procedural knowledge in activating mathematical competencies (PISA). This article describes

and analyzes the difﬁculties that Spanish student teachers had when attempting to solve the released items from

[2]PISA 2003. The student teachers (n=140) were ﬁrst-year students, and they had not taken any mathematics

courses in their teacher training at the time of the study. They didn’t have any experience with the PISA tests, and

they had no more than secondary-level mathematics studies before they started their teacher education. The test

they took was made from a collection of 39 [3]released items from PISA 2003.

The article was published in [4]Educational Studies in Mathematics on Sunday. Here is the article abstract:

This paper analyses the difﬁculties which Spanish student teachers have in solving the PISA 2003

released items. It studies the role played by the type and organisation of mathematical knowledge in

the activation of competencies identiﬁed by PISA with particular attention to the function of contex-

tual knowledge. The results of the research lead us to conclude that the assessment of the partici-

pant`s mathematical competencies must include an assessment of the extent to which they have school

mathematical knowledge (contextual, conceptual and procedural) that can be productively applied to

problem situations. In this way, the school knowledge variable becomes a variable associated with the

PISA competence variable.

c 2011 ’http://mathedresearch.wordpress.com’ 199

BlogBook 1.10. November

1. http://springerlink.metapress.com/content/e55477336t20393p/

2. http://www.pisa.oecd.org/pages/0,3417,en_32252351_32236173_1_1_1_1_1,00.html

3. http://www.pisa.oecd.org/document/38/0,3343,en_32252351_32236173_34993126_1_1_1_1,00.html

4. http://springerlink.metapress.com/content/102875/?p=952d686ed5f947ebacfe4ea0b5796712&pi=0

Book review: "Algebra in the Early Grades" (2008-11-25 20:25)

The latest issue of [1]Teachers College Record includes a [2]book review of "Algebra in the Early Grades". This

important book was edited by late James J. Kaput together with David W. Carraher and Maria L. Blanton, and it

was published by Lawrence Erlbaum Associates in 2007. David Slavit provides a thorough review, which gives a

nice insight into the main parts of the book.

If you are interested, you might want to check out [3]the information about the book in Google Books (which

includes links to where you can buy the book), and you might also be interested in taking a look at [4]this page

about Early Algebra.

1. http://www.tcrecord.org/

2. http://www.tcrecord.org/Content.asp?ContentID=15443

3. http://books.google.com/books?id=vbF2AAAACAAJ&dq=algebra+in+the+early+grades&hl=no&source=

gbs_book_other_versions_r&cad=0_1

4. http://www.earlyalgebra.terc.edu/index.html

Pearson’s correlation between three variables (2008-11-26 09:27)

Pauline Vos has written an article called [1]Pearson’s correlation between three variables; using students’ basic

knowledge of geometry for an exercise in mathematical statistics. The article was recently published in [2]Inter-

national Journal of Mathematical Education in Science and Technology. Here is a copy of the article abstract:

When studying correlations, how do the three bivariate correlation coefﬁcients between three vari-

ables relate? After transforming Pearson’s correlation coefﬁcient r into a Euclidean distance, un-

dergraduate students can tackle this problem using their secondary school knowledge of geometry

(Pythagoras’ theorem and similarity of triangles). Through a geometric interpretation, we start from

two correlation coefﬁcients rAB and rBC and then estimate a range for the third correlation rAC. In

the case of three records (n = 3), the third correlation rAC can only attain two possible values. Cross-

ing borders between mathematical disciplines, such as statistics and geometry, can assist students in

deepening their conceptual knowledge.

1. http://www.informaworld.com/smpp/content%7Econtent=a906010843%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

New IJMTL articles (2008-11-27 09:34)

Five new articles were published in [1]International Journal for Mathematics Teaching and Learning on Tuesday:

[2]How Does the Problem Based Learning Approach Compare to the Model-Eliciting Activity Approach in Math-

ematics? by Scott A. Chamberlin and Sidney M. Moon. Abstract: The purpose of this article is to discuss the

similarities and differences in the two approaches referred to in the article title with an emphasis on implementa-

tion and outcomes.

[3]Seeds of Professional Growth Nurture Students` Deeper Mathematical Understanding, by Ji-Eun Lee and

200 c 2011 ’http://mathedresearch.wordpress.com’

1.10. November BlogBook

Dyanne Tracy. Abstract: This manuscript describes a group of middle school age students’ exploration of vir-

tual mathematics manipulatives and the authors’ professional development process. In the manuscript, the authors

share the experiences they had with middle school students and the process that they, as mathematics teachers,

used to reﬁne their own learning and teaching alongside the middle school students.

[4]The State of Balance Between Procedural Knowledge and Conceptual Understanding in Mathematics Teacher

Education, By Michael J. Bossé and Damon L. Bahr. Abstract: In this paper, we present the results of a survey-

based study of the perspectives of mathematics teacher educators in the United States regarding the effects of the

conceptual/procedural balance upon four concerns: the type of mathematics that should be learned in school, pre-

service teacher preparation, instructional conceptualization and design, and assessment.

[5]An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elemen-

tary Preservice Teachers, by Damon L. Bahr and Eula Ewing Monroe. Abstract: Effects of a practicum-based

elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in

school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and

after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the 'Integrating

Mathematics and Pedagogy¨ (IMAP) research group at San Diego State University.

[6]What is Good College Mathematics Teaching? by Carmen M. Latterell. Abstract: This article attempts to

answer the question 'What is good college mathematics teaching?¨ by examining three sources of information:

research, student course evaluations, and responses on the website RateMyProfessors.com.

This is the journal where I published my own article about [7]Real-life Connections in Japan and the Netherlands:

National Teaching Patterns and Cultural Beliefs, in July, and as always, all articles are freely available in pdf for-

mat.

1. http://www.cimt.plymouth.ac.uk/journal/default.htm

2. http://www.cimt.plymouth.ac.uk/journal/chamberlin.pdf

3. http://www.cimt.plymouth.ac.uk/journal/jieunlee.pdf

4. http://www.cimt.plymouth.ac.uk/journal/bossebahr.pdf

5. http://www.cimt.plymouth.ac.uk/journal/bahrmonroe.pdf

6. http://www.cimt.plymouth.ac.uk/journal/latterell2.pdf

7. http://www.cimt.plymouth.ac.uk/journal/mosvold.pdf

Method, certainty and trust (2008-11-30 11:57)

David Pimm has written an article called [1]Method, certainty and trust across disciplinary boundaries. This article

was published online in [2]ZDM earlier this week. Here is the abstract of his article:

This paper starts from some observations about Presmeg`s paper 'Mathematics education research

embracing arts and sciences` also published in this issue. The main topics discussed here are disci-

plinary boundaries, method and, brieﬂy, certainty and trust. Speciﬁc interdisciplinary examples of

work come from the history of mathematics (Diophantus`s Arithmetica), from linguistics (hedging, in

relation to Toulmin`s argumentation scheme and Peirce`s notion of abduction) and from contemporary

poetry and poetics.

1. http://springerlink.metapress.com/content/3737v7017470mq16/

2. http://springerlink.metapress.com/content/120453/?p=5054074e648346afb908b6e0ef095a90&pi=0

Belief enactment (2008-11-30 12:01)

Danish colleague Jeppe Skott has written an interesting article about research concerning teachers’ beliefs. The

article is entitled [1]Contextualising the notion of 'belief enactment`, and it was published online in [2]Journal of

Mathematics Teacher Education on Wednesday. Skott is a prominent researcher within the ﬁeld of mathematics

c 2011 ’http://mathedresearch.wordpress.com’ 201

BlogBook 1.11. December

education research in the Nordic countries, and he has a critical view on the notion of research on teachers’ beliefs,

as well as the approach to this area of research. Here is the abstract of his article:

For more than 20 years, belief research has been based on the premise that teachers` beliefs may

serve as an explanatory principle for classroom practice. This is a highly individual perspective on

belief÷practice relationships, one that does not seem to have been inﬂuenced by the increasingly social

emphases in other parts of mathematics education research. In this article, I use the notions of context

and practice to develop a locally social approach to understanding the belief÷practice relationships. It

is a corollary of the approach taken that the high hopes for belief research with regard to its potential

impact on mathematics instruction need to be modiﬁed.

1. http://springerlink.metapress.com/content/pu45048u71775618/

2. http://springerlink.metapress.com/content/102941/?p=7336d275428d4838b38fbf604f0c45ef&pi=0

Elementary prospective teachers’ mathematical beliefs (2008-11-30 12:03)

Susan L. Swars, Stephanie Z. Smith, Marvin E. Smith and Lynn C. Hart have written an article called [1]A lon-

gitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers`

mathematics beliefs. The article was published online in [2]Journal of Mathematics Teacher Education on Thurs-

day. Here is the abstract of their article:

The universal emphasis in mathematics education on teaching and learning for understanding can

require substantial paradigmatic shifts for many elementary school teachers. Consequently, a pressing

goal of teacher preparation programs should be the facilitation of these changes during program ex-

periences. This longitudinal, mixed methods study presents a thorough investigation of the effects of

a distinctive teacher preparation program on important constructs related to prospective teacher pre-

paredness to teach mathematics for understanding, including mathematics pedagogical and teaching

efﬁcacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics.

The results indicate that the programmatic features experienced by the prospective teachers in this

study, including a developmental two-course mathematics methods sequence and coordinated devel-

opmental ﬁeld placements, provided a context supporting teacher change. These shifts are interpreted

through the nature and timing of the experiences in the program and a model of teacher change pro-

cesses. The ﬁndings provide insights for mathematics educators as to the outcomes of these program-

matic features.

1. http://springerlink.metapress.com/content/j6j7x5w1g6764687/

2. http://springerlink.metapress.com/content/102941/?p=e0c869ca08d645b9865ae94abb39fbc8&pi=0

1.11 December

Where am I, and where do I want to go? (2008-12-04 13:31)

I have started the countdown to Christmas, and 2008 is approaching the end. Since the major journals in mathe-

matics education are having a few slow days at the moment, I found it useful to start reﬂecting about the year that

is soon behind us, and the one which lies ahead.

I started this blog in February this year, and in [1]the welcome post on February 5, I wrote:

202 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

There are so many journals, so many conferences, so many web-sites that cover research in math-

ematics education. This blog will be my humble attempt to cover the most important ones. In the

sidebar, you can ﬁnd feeds from the most important scientiﬁc journals in mathematics education re-

search. In this blog, I will comment on new and interesting (to me at least) articles in these and other

journals. I will also try to follow some of the most important conferences in mathematics education,

as well as sharing interesting bookmarks regarding mathematics education.

Now, ten months later, I think it’s appropriate to look back and see where I have come. The blog started out as a

personal wish to get to know my own ﬁeld of research better, and I personally feel that I have been extremely suc-

cessful in this realm! I never advertised much for this blog, but when I started tracking the statistics with [2]Google

Analytics in late June, I realized that lots of people from all over the world actually read the blog!

Between July 1 and December 1, the blog had 5423 unique visitors, from 114 countries. I know this doesn’t sound

like a lot, but for a niche blog like this, I think it is actually quite good. For me, it is also interesting to note that

my own country - Norway - is only in the third spot when it comes to number of visitors.

Most of my time has been spent on covering articles from peer-reviewed journals in mathematics education, and

I have also covered some conferences. This is something I intend to continue doing, but I have been thinking

about different possible ways of doing this. First, I have thought about the possibility of writing more about some

main articles in a way that people who are not researchers can relate to. I think it is important for researchers to

communicate their results not only to fellow researchers. Unfortunately, but understandably, most teachers do not

read our research journals! So, I have started thinking about writing some abstracts or impressions of research

articles that teachers, parents and others who are interested but not researchers might relate to. I have also started

thinking about making a stronger effort into providing an even better overview of the ﬁeld (indexing journal arti-

cles, updating the conference calendar more, etc.). These are some of my own thoughts. But I am also interested

in learning about your ideas! So, if you read this blog frequently, or if this is the ﬁrst time you drop by ... What do

you think? What would be more useful to you? Please write comments to this post, or send me an e-mail to let me

know!

I already know what an incredible learning experience this blog has been for me, but now I want to know how I

can make it a better experience for you - the readers - as well!

1. http://mathedresearch.blogspot.com/2008/02/welcome.html

2. http://www.google.com/analytics

IEJME, October issue revisited (2008-12-04 14:16)

I have written about the October issue of [1]International Electronic Journal of Mathematics Education in [2]an

earlier post. For some reason, the full-text version of the articles in this journal don’t appear as a new issue of the

journal appears - at least for me they don’t! The articles are available now however, and you can freely download

them in PDF format. This provides a nice occasion of referring to the articles again, and writing more about one

of them:

• [3]Do You Want Me to Do It with Probability or with My Normal Thinking? Horizontal and Vertical Views

on the Formation of Stochastic Conceptions, by Susanne Prediger, Germany

• [4]Teachers` Perceptions of Mathematics Content Knowledge Assessments in Professional Development

Courses, by Michelle T. Chamberlin, Robert A. Powers and Jodie D. Novak, USA

• [5]Mathematics Anxiety Among 4th And 5th Grade Turkish Elementary School Students, by Fulya Yüksel-

^ahin, Türkiye

• [6]A Comparison of Placement in First-Year University Mathematics Courses Using Paper and Online Ad-

ministration of a Placement Test, by Phyllis A. Schumacher and Richard M. Smith, USA

c 2011 ’http://mathedresearch.wordpress.com’ 203

BlogBook 1.11. December

• [7]Senior Student Teachers` Understanding of Relations Between Function, Equation, and Polynomial Con-

cepts as Conceptual Knowledge, Danyal Soybas, Y1lmaz Aksoy and Hayri Akay, Türkiye

In this collection, I found the article by Chamberlin, Powers and Novak particularly interesting, so I will provide

you with some more details about it. The study reported in this article is related to the No Child Left Behind ini-

tiative in the U.S. In relation to this initiative, several professional development courses in the U.S. are required to

assess the teachers’ content knowledge. This article reports on the evaluation of the impact of these assessments.

Although the article does not provide a very thorough theoretical background, it gives a good overview of the

survey that were made to investigate the teachers’ perceptions about these assessments.

One of the results of this survey was that the teachers appeared to learn more because of the assessments. They

explain it like this:

We surmise that these positive effects may be due to an important aspect of theassessment process

in these PD courses ÷ the assessment and learning of mathematical topics and material was on-going

and demonstrating mastery of those ideas was expected.

Many teachers appear to be reluctant to be tested, and this study apparently describes a study which had positive

experiences with assessing the teachers after a course, and this might be interesting for other teacher educators or

providers of in-service courses to take a closer look at.

1. http://www.iejme.com/

2. http://mathedresearch.blogspot.com/2008/10/iejme-october-2008.html

3. http://www.iejme.com/032008/ab1.htm

4. http://www.iejme.com/032008/ab2.htm

5. http://www.iejme.com/032008/ab3.htm

6. http://www.iejme.com/032008/ab4.htm

7. http://www.iejme.com/032008/ab5.htm

Building intellectual infrastructure (2008-12-08 09:46)

James Kaput wrote an article that was published online in [1]Educational Studies in Mathematics on Friday. The

article is entitled: [2]Building intellectual infrastructure to expose and understand ever-increasing complexity.

Here is the abstract of the article:

This paper comments on the expanded repertoire of techniques, conceptual frameworks, and per-

spectives developed to study the phenomena of gesture, bodily action and other modalities as related to

thinking, learning, acting, and speaking. Certain broad issues are considered, including (1) the distinc-

tion between 'contextual¨ generalization of instances across context (of virtually any kind÷numeric,

situational, etc.) and the generalization of structured actions on symbols, (2) fundamental distinctions

between the use of semiotic means to describe speciﬁc situations versus semiosis serving the process

of generalization, and (3) the challenges of building generalizable research ﬁndings at such an early

stage in infrastructure building.

1. http://springerlink.metapress.com/content/102875/?p=b173c44b45e84fb399785c0479a55afc&pi=0

2. http://springerlink.metapress.com/content/d8138785137ul82x/

204 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

Science & Education, January 2009 (2008-12-08 09:52)

[1]Science & Education is a journal that is devoted to publishing articles related to improving the teaching and

learning of science and mathematics. The [2]January issue of 2009 has recently been published. None of the

articles in this issue are directly related to mathematics education, but if you are interested in science education in

general, you might want to have a closer look at the issue anyway!

1. http://springerlink.com/content/102992/?p=7a6e132a0e5640bfa91cb89f9dec58c1&pi=0

2. http://springerlink.com/content/q730m233181v/?p=d9acfdd34b9f4165ae6e7d5505c1b752&pi=0

Terence Tao in Norway (2008-12-08 11:14)

[1]Terence Tao is by many said to be the best mathematician in the world today, and for two days this week (to-

day and tomorrow) he is [2]visiting Trondheim, Norway. Unfortunately, I don’t have the opportunity to travel to

Trondheim and listen to him, but it sure would have been interesting.

Tao - born in 1975 (like myself) - is professor of mathematics at UCLA, winner of the Fields medal and lots of

other prizes. He is working within many different ﬁelds of mathematics, and he frequently reports his work on his

[3]web page and [4]his blog. Below is a small video presenting Tao:

1. http://en.wikipedia.org/wiki/Terence_Tao

2. http://www.ntnu.no/imf/_media/onsager/2008_lecture-invitation.pdf?id=onsager%

3Asidebar&cache=cache

3. http://ftp.math.ucla.edu/%7Etao/

4. http://terrytao.wordpress.com/

Conference calendar updated (2008-12-08 15:45)

I have now updated the [1]conference calendar to include relevant conferences in 2009. If there are any conferences

that I have missed, please let me knowby sending me an e-mail or writing in the comment ﬁeld below this message!

You can always ﬁnd a quick link to the conference calendar in the column to the right.

1. http://www.google.com/calendar/embed?src=tj8dd9mkjvseeclsn0g5q8gjsc%40group.calendar.

google.com&ctz=Europe/Oslo

TIMSS 2007 (2008-12-09 23:23)

The [1]results from TIMSS 2007 were released today, and the media appears to be full of reports about how the

students in each of our countries are doing. Overall, countries from Asia are on top as usual. If you want to

learn more, there is a webcast to watch ([2].rm and [3].mov formats), [4]international reports to read as well as a

[5]Technical Report and a very interesting set of [6]Encyclopedias, which offer a nice overview of the mathematics

(and science) teaching in each of the participating countries. That means: lots of interesting reading to do!

c 2011 ’http://mathedresearch.wordpress.com’ 205

BlogBook 1.11. December

1. http://timss.bc.edu/TIMSS2007/release.html

2. http://timss.bc.edu/video/20081209TIMSS.rm

3. http://timss.bc.edu/video/20081209TIMSS.mov

4. http://timss.bc.edu/TIMSS2007/intl_reports.html

5. http://timss.bc.edu/TIMSS2007/techreport.html

6. http://timss.bc.edu/TIMSS2007/encyclopedia.html

Educational Researcher, December 2008 (2008-12-10 20:14)

The [1]December issue of [2]Educational Researcher has been published, and it is a special issue on Foundations

for Success: The Final Report of the National Mathematics Advisory Panel. The issue contains 13 interesting

articles with a focus on the Math Panel Report:

• Anthony E. Kelly: [3]Reﬂections on the National Mathematics Advisory Panel Final Report

• Hilda Borko and Jennifer A. Whitcomb: [4]Teachers, Teaching, and Teacher Education: Comments on the

National Mathematics Advisory Panel`s Report

• Paul Cobb and Kara Jackson: [5]The Consequences of Experimentalism in Formulating Recommendations

for Policy and Practice in Mathematics Education

• Patrick W. Thompson: [6]On Professional Judgment and the National Mathematics Advisory Panel Report:

Curricular Content

• Jo Boaler: [7]When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory

Panel`s Review of Instructional Practices

• Joanne Lobato: [8]On Learning Processes and the National Mathematics Advisory Panel Report

• Lorrie A. Shepard: [9]Commentary on the National Mathematics Advisory Panel Recommendations on

Assessment

• Jeremy Roschelle, Corinne Singleton, Nora Sabelli, Roy Pea, and John D. Bransford: [10]Mathematics

Worth Knowing, Resources Worth Growing, Research Worth Noting: A Response to the National Mathe-

matics Advisory Panel Report

• James G. Greeno and Allan Collins: [11]Commentary on the Final Report of the National Mathematics

Advisory Panel

• Finbarr C. Sloane: [12]Randomized Trials in Mathematics Education: Recalibrating the Proposed High

Watermark

• Jere Confrey, Alan P. Maloney, and Kenny H. Nguyen: [13]Breaching the Conditions for Success for a

National Advisory Panel

• James P. Spillane: [14]Policy, Politics, and the National Mathematics Advisory Panel Report: Topology,

Functions, and Limits

• Camilla Persson Benbow and Larry R. Faulkner: [15]Rejoinder to the Critiques of the National Mathematics

Advisory Panel Final Report

1. http://edr.sagepub.com/content/vol37/issue9/

2. http://edr.sagepub.com/

3. http://edr.sagepub.com/cgi/content/abstract/37/9/561

4. http://edr.sagepub.com/cgi/content/abstract/37/9/565

5. http://edr.sagepub.com/cgi/content/abstract/37/9/573

6. http://edr.sagepub.com/cgi/content/abstract/37/9/582

206 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

7. http://edr.sagepub.com/cgi/content/abstract/37/9/588

8. http://edr.sagepub.com/cgi/content/abstract/37/9/595

9. http://edr.sagepub.com/cgi/content/abstract/37/9/602

10. http://edr.sagepub.com/cgi/content/abstract/37/9/610

11. http://edr.sagepub.com/cgi/content/abstract/37/9/618

12. http://edr.sagepub.com/cgi/content/abstract/37/9/624

13. http://edr.sagepub.com/cgi/content/abstract/37/9/631

14. http://edr.sagepub.com/cgi/content/abstract/37/9/638

15. http://edr.sagepub.com/cgi/content/abstract/37/9/645

The professional education of mathematics teachers (2008-12-10 20:38)

[1]Springer has recently published a new book on mathematics education. The book is entitled [2]The Profes-

sional Education and Development of Teachers of Mathematics, and it is edited by Ruhama Even and Deborah

Loewenberg Ball. Here are some of the highlights of the book, as presented by the publisher:

• Focuses speciﬁcally on mathematics teacher education development

• Provides practical strategies for learning

• Addresses the balance between pedagogy and mathematical content

• Edited by the world’s leading scholars on mathematics teacher education, teacher knowledge, and teacher

education

1. http://www.springer.com/

2. http://www.springer.com/education/mathematics+education/book/978-0-387-09600-1?cm_mmc=

NBA-_-Dec-08_EAST_2661739-_-product-_-978-0-387-09600-1

Reasons for change in enrolments (2008-12-11 08:01)

Derek Holton, Eric Muller, Juha Oikkonen, Oscar Adolfo Sanches Valenzuela, and Ren Zizhao have written an ar-

ticle called Some reasons for change in undergraduate mathematics enrolments. This article article was published

online in [1]International Journal of Mathematical Education in Science and Technology yesterday. Here is the

abstract of their article:

Here, we look at the enrolments of students in undergraduate mathematics courses in a number of

countries. The data show various increases and decreases and we suggest some common reasons for

the ﬂuctuations. These include students’ goals of a secure and well-paid job, government actions and

the state of the economy in the country concerned. We consider several ways in which departments

have successfully approached downturns in numbers by their interactions with students by introducing

new teaching approaches, using technology and establishing mathematics centres.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Using history of mathematics (2008-12-12 21:45)

Charalambos Y. Charalambous, Areti Panaoura and George Philippou have written an article called [1]Using the

history of mathematics to induce changes in preservice teachers` beliefs and attitudes: insights from evaluating a

teacher education program. The article was published online in [2]Educational Studies in Mathematics on Tuesday.

Here is the abstract of their article:

c 2011 ’http://mathedresearch.wordpress.com’ 207

BlogBook 1.11. December

Scholars and teacher educators alike agree that teachers` beliefs and attitudes toward mathemat-

ics are key informants of teachers` instructional approaches. Therefore, it has become clear that, in

addition to enriching preservice teachers` (PSTs) knowledge, teacher education programs should also

create opportunities for prospective teachers to develop productive beliefs and attitudes toward teach-

ing and learning mathematics. This study explored the effectiveness of a mathematics preparatory

program based on the history of mathematics that aimed at enhancing PSTs` epistemological and efﬁ-

cacy beliefs and their attitudes toward mathematics. Using data froma questionnaire administered four

times, the study traced the development of 94 PSTs` beliefs and attitudes over a period of 2 years. The

analysis of these data showed changes in certain dimensions of the PSTs` beliefs and attitudes; how-

ever, other dimensions were found to change in the opposite direction to that expected. Differences

were also found in the development of the PSTs` beliefs and attitudes according to their mathematical

background. The data yielded from semi-structured follow-up interviews conducted with a conve-

nience sample of PSTs largely corroborated the quantitative data and helped explain some of these

changes. We discuss the effectiveness of the program considered herein and draw implications for the

design of teacher education programs grounded in the history of mathematics.

1. http://springerlink.metapress.com/content/k5823p778178x235/

2. http://springerlink.metapress.com/content/102875/?p=05f5af70b18a40239c4d05ac918b75af&pi=0

The development of beliefs and practice (2008-12-12 21:51)

Despina Potari and Barbara Georgiadou÷Kabouridis have written an article called [1]A primary teacher`s math-

ematics teaching: the development of beliefs and practice in different 'supportive¨ contexts. The article was

recently published online in [2]Journal of Mathematics Teacher Education. Here is the article abstract:

This article refers to a longitudinal case study of a primary school teacher over a period of 4 years.

The focus is on the development of the teacher`s beliefs regarding mathematics teaching and learning

from the last year of her university studies up to the third year of teaching mathematics in school. This

development has been investigated within three different contexts, which have been distinguished in

terms of the kind of support provided to this teacher. Two dominant beliefs emerged which have been

traced through the period of the study from both the teacher`s reﬂections and actions. The ﬁrst belief

drew on the idea that what was considered an easy mathematical task by an adult could also be easily

understood by children, while the second was that children learn mathematics through their actual

involvement in a variety of teaching activities. The results indicate the way that teacher`s experiences

from her university studies, actual classroom practice and inservice education interact and inﬂuence

her beliefs and professional development.

1. http://springerlink.metapress.com/content/x7r0861m623800l5/

2. http://springerlink.metapress.com/content/102941/?p=619c7dcd09e048a7b901430398dcc967&pi=0

A cultural-historical approach to teaching geometry (2008-12-12 21:56)

Stuart Rowlands has recently written an article called [1]A Pilot Study of a Cultural-Historical Approach to Teach-

ing Geometry, which was published in [2]Science & Education on Wednesday. Here is the abstract of the article:

There appears to be a widespread assumption that deductive geometry is inappropriate for most

learners and that they are incapable of engaging with the abstract and rule-governed intellectual pro-

cesses that became the world`s ﬁrst fully developed and comprehensive formalised system of thought.

This article discusses a curriculum initiative that aims to 'bring to life` the major transformative (pri-

mary) events in the history of Greek geometry, aims to encourage a meta-discourse that can develop

a reﬂective consciousness and aims to provide an opportunity for the induction into the formalities

208 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

of proof and to engage with the abstract. The results of a pilot study to see whether 14÷15 year old

'mixed ability` and 15÷16 year old 'gifted and talented` students can be meaningfully engaged with

two such transformative events are discussed.

1. http://springerlink.metapress.com/content/71m58563122774hm/

2. http://springerlink.metapress.com/content/102992/?p=feb8313a6ebf4407a4f9d048f53e330e&pi=0

A comparison of curricular effect (2008-12-15 09:29)

The new issue of [1]Instructional Science ([2]January, 2009) has an article related to mathematics education: [3]A

comparison of curricular effects on the integration of arithmetic and algebraic schemata in pre-algebra students,

by Bryan Moseley and Mary E. ("Betsy") Brenner. Here is their article abstract:

This research examines students` ability to integrate algebraic variables with arithmetic operations

and symbols as a result of the type of instruction they received, and places their work on scales that

illustrate its location on the continuum from arithmetic to algebraic reasoning. It presents data from

pre and post instruction clinical interviews administered to a sample of middle school students experi-

encing their ﬁrst exposure to formal pre-algebra. Roughly half of the sample (n = 15) was taught with

a standards-based curriculum emphasizing representation skills, while a comparable group (n = 12) of

students received traditional instruction. Analysis of the pre and post interviews indicated that partic-

ipants receiving a standards-based curriculum demonstrated more frequent and sophisticated usage of

variables when writing equations to model word problems of varying complexity. This advantage was

attenuated on problems that provided more representational support in which a diagram with a vari-

able was presented with the request that an expression be written to represent the perimeter and area.

Differences in strategies used by the two groups suggest that the traditional curriculum encouraged

students to continue using arithmetic conventions, such as focusing on ﬁnding speciﬁc values, when

asked to model relations with algebraic notation.

1. http://www.springerlink.com/content/102905/?p=336157f69fec4f088c80c98e0bb6bcda&pi=0

2. http://www.springerlink.com/content/m411l44351kp/?p=336157f69fec4f088c80c98e0bb6bcda&pi=0

3. http://www.springerlink.com/content/n28n57172227755x/

A brief history of mathematics (book) (2008-12-15 20:35)

For those of you who haven’t already discover it, here is a tip for Christmas: [1]Scribd! You can ﬁnd lots of

interesting books and papers here, and some are true gems. Here is one of them: A brief history of mathematics,

by Karl Fink. This ofﬁcial translation was published in 1900, and therefore is in the public domain. You can read

the book in its entirety here:

[2]A brief history of mathematics

[3]Publish at Scribd or [4]explore others: [5]Mathematics [6]Science [7]Mathematics [8]History

If you want to read the book in fullscreen, you can [9]go here. To download the book as pdf, click on [10]this link.

1. http://www.scribd.com/

2. http://www.scribd.com/doc/4149485/A-brief-history-of-mathematics

3. http://www.scribd.com/upload

4. http://www.scribd.com/browse

5. http://www.scribd.com/browse?c=27-mathematics

6. http://www.scribd.com/browse?c=21-science

7. http://www.scribd.com/tag/Mathematics

8. http://www.scribd.com/tag/History

9. http://www.scribd.com/full/4149485?access_key=key-10yzhrouafxyx5o0g8i

10. http://www.scribd.com/document_downloads/4149485?extension=pdf&secret_password=

c 2011 ’http://mathedresearch.wordpress.com’ 209

BlogBook 1.11. December

ZDM, No 1-2, 2009 (2008-12-15 20:43)

A [1]new issue of [2]ZDM was published on Friday. It is a double issue, with the following theme: Interdisci-

plinarity in Mathematics Education: Psychology, Philosophy, Aesthetics, Modelling and Curriculum. Guest editor

of this issue is Bharath Sriraman, the editor of [3]The Montana Mathematics Enthusiast. The issue contains not

less than 22 articles:

• [4]Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and curricu-

lum, by Bharath Sriraman

• [5]Creativity and interdisciplinarity: one creativity or many creativities? by Jonathan Plucker and Dasha

Zabelina

• [6]The characteristics of mathematical creativity, by Bharath Sriraman

• [7]Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry, by Bharath

Sriraman

• [8]Do we all have multicreative potential? by Ronald A. Beghetto and James C. Kaufman

• [9]Aesthetics as a liberating force in mathematics education? by Nathalie Sinclair

• [10]Mathematics learning and aesthetic production, by Herbert Gerstberger

• [11]A historic overview of the interplay of theology and philosophy in the arts, mathematics and sciences,

by Bharath Sriraman

• [12]Integrating history and philosophy in mathematics education at university level through problem-

oriented project work, by Tinne Hoff Kjeldsen and Morten Blomhøj

• [13]Estimating Iraqi deaths: a case study with implications for mathematics education, by Brian Greer

• [14]The decorative impulse: ethnomathematics and Tlingit basketry, by Swapna Mukhopadhyay

• [15]Mathematics education research embracing arts and sciences, by Norma Presmeg

• [16]Dialogue on mathematics education: two points of view on the state of the art, by Theodore Eisenberg

and Michael N. Fried

• [17]The harmony of opposites: a response to a response, by Norma Presmeg

• [18]Method, certainty and trust across disciplinary boundaries, by David Pimm

• [19]Promoting interdisciplinarity through mathematical modelling, by Lyn D. English

• [20]Project organised science studies at university level: exemplarity and interdisciplinarity, by Morten

Blomhøj and Tinne Hoff Kjeldsen

• [21]Emergent modeling: discrete graphs to support the understanding of change and velocity, by L. M.

Doorman and K. P. E. Gravemeijer

• [22]New roles for mathematics in multi-disciplinary, upper secondary school projects, by Mette Andresen

and Lena Lindenskov

• [23]Supporting mathematical literacy: examples from a cross-curricular project, by Thilo Höfer and Astrid

Beckmann

• [24]Does interdisciplinary instruction raise students` interest in mathematics and the subjects of the natural

sciences? by Claus Michelsen and Bharath Sriraman

210 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

• [25]Building a virtual learning community of problem solvers: example of CASMI community, by Viktor

Freiman and Nicole Lirette-Pitre

If you don’t have full access to Springer (so that you can read these articles), you might want to pay attention to

the article by Doorman and Gravemeijer, which is an Open Access article (i.e. freely available for all to read).

1. http://springerlink.com/content/g71m25052028/?p=b2e9f77854f34be1a64755f7fa16fd10&pi=0

2. http://springerlink.com/content/120453/?p=d72cfee1e99b4e2cb30f0d4b004c1e85&pi=0

3. http://www.math.umt.edu/TMME/

4. http://springerlink.com/content/vg6772846pgv8136/?p=d641b94575034ca79c006223b1251386&pi=0

5. http://springerlink.com/content/m7607j3722ww5014/?p=d641b94575034ca79c006223b1251386&pi=1

6. http://springerlink.com/content/u50461562q3ghgx1/?p=d641b94575034ca79c006223b1251386&pi=2

7. http://springerlink.com/content/b25r45k2421v3061/?p=d641b94575034ca79c006223b1251386&pi=3

8. http://springerlink.com/content/c10u766xk147770h/?p=d641b94575034ca79c006223b1251386&pi=4

9. http://springerlink.com/content/q074457243142635/?p=d641b94575034ca79c006223b1251386&pi=5

10. http://springerlink.com/content/2n355w170tl3101n/?p=d641b94575034ca79c006223b1251386&pi=6

11. http://springerlink.com/content/k66vt322u1331274/?p=d641b94575034ca79c006223b1251386&pi=7

12. http://springerlink.com/content/k84h965427070070/?p=d641b94575034ca79c006223b1251386&pi=8

13. http://springerlink.com/content/05u68441n42u4u4g/?p=d641b94575034ca79c006223b1251386&pi=9

14. http://springerlink.com/content/c5g4x64q72312npk/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

10

15. http://springerlink.com/content/l8m510v62hh12373/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

11

16. http://springerlink.com/content/a352062431478p43/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

12

17. http://springerlink.com/content/rg01172251374283/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

13

18. http://springerlink.com/content/3737v7017470mq16/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

14

19. http://springerlink.com/content/f71w1624761655v6/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

15

20. http://springerlink.com/content/b288750621kv8180/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

16

21. http://springerlink.com/content/vm2053101l701352/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

17

22. http://springerlink.com/content/g0654881n8g17142/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

18

23. http://springerlink.com/content/a168n1124m271pw1/?p=e775ba79a1ca4bdd88cf26d077e8cd8d&pi=

19

24. http://springerlink.com/content/rm51303782085n61/?p=565016954251429192dcaeff943b9f91&pi=

20

25. http://springerlink.com/content/f4445r43w214xlw3/?p=565016954251429192dcaeff943b9f91&pi=

21

Working for learning (2008-12-16 09:42)

Pat Drake has written an article that was recently published online in [1]Journal of Mathematics

Teacher Education. The article is entitled [2]Working for learning: [3]teaching assistants developing

mathematics for teaching. Here is the abstract of the article:

This article derives from a case study of 10 secondary school teaching assistants (TAs)

who did not have conventional pre-qualiﬁcations in mathematics but who undertook an

honours degree in mathematics education studies at a Higher Education Institution in Eng-

land whilst continuing to work as TAs in school. Work-based learning was thus undertaken

c 2011 ’http://mathedresearch.wordpress.com’ 211

BlogBook 1.11. December

in parallel with advancement through the hierarchical undergraduate mathematics curricu-

lum. Lave and Wenger`s work on communities of practice is used as a framework to ex-

plore the TAs` learning of mathematics alongside their professional work in schools. This

case illustrates how and where institution-based undergraduate teaching relates to work in

school, and where it does not, thus signalling the importance of the TAs` informal learning

strategies in bringing together these experiences.

1. http://springerlink.metapress.com/content/102941/?p=78174aeedb044f3b810d9546cf43ebee&pi=0

2. http://springerlink.metapress.com/content/601q24672622783v/

3. http://springerlink.metapress.com/content/601q24672622783v/

ATM eNews (2008-12-16 09:57)

[1] [2]ATM eNews is available, and it was published yesterday. Those who subscribe

to the newsletter have probably got an email about it already, and those who don’t can read the entire [3]newsletter

online. The eNews contains lots of useful information about new publications, conferences, etc. If you don’t know,

ATM is the Association of Teachers of Mathematics (in UK), and it has about 4000 members. ATM has an annual

conference, which might be worth paying attention to. Online registration is now open.

1. http://www.atm.org.uk/news/enews/general/enews-2008-12-15.html

2. http://www.atm.org/

3. http://www.atm.org.uk/news/enews/general/enews-2008-12-15.html

Reading tips: Branford (1908) (2008-12-17 09:05)

Many great books have been written, and an increasing number are becoming part of the public domain. One of

them, which I would like to point your attention to, is a classical book written by Benchara Branford in 1908!

The title of the book is: "A Study of Mathematical Education, including The Teaching of Arithmetic". Besides

being an important book in the history of mathematics education, it also provides a nice insight into the teaching

of mathematics as it was 100 years ago!

Personally, I think his very direct connection between the historical development of mathematics and the child’s

development of mathematical thinking (often referred to as "the genetic approach" in mathematics education) is

interesting.

[1]A Study of Mathematical Education

[2]Publish at Scribd or [3]explore others: [4]Teaching [5]Education [6]Mathematics [7]Education

If you want to read the book in [8]fullscreen format, click here. For [9]download (pdf), click here.

1. http://www.scribd.com/doc/7755396/A-Study-of-Mathematical-Education

2. http://www.scribd.com/upload

212 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

3. http://www.scribd.com/browse

4. http://www.scribd.com/browse?c=157-teaching

5. http://www.scribd.com/browse?c=156-education

6. http://www.scribd.com/tag/Mathematics

7. http://www.scribd.com/tag/Education

8. http://www.scribd.com/full/7755396?access_key=key-f1zegcbsiu1rd7np2d

9. http://www.scribd.com/document_downloads/7755396?extension=pdf&secret_password=

NCTM E-workshops (2008-12-18 22:27)

If you would like to learn more about teaching mathematics, a good idea might be to participate in an e-workshop!

[1]NCTM are going to organize several such workshops in 2009. If you want to learn more you might want to

check out [2]their website.

1. http://www.nctm.org/

2. http://www.nctm.org/eworkshops.aspx

Holidays are approaching... (2008-12-19 11:49)

The holidays are approaching, and the Christmas bells have almost started ringing in my house. In that connection,

I am going to inform the readers of Mathematics Education Research Blog that the next two weeks are probably

going to be a bit slower than usual here. Most of the main journals have also entered a slow period it seems, so this

might work out ﬁne.

I am planning to write something during Christmas break, but the pace will be slower. If you want to make sure

that you don’t miss all the important new articles that appear in the next two weeks, you might want to take a

[1]look at this page! This is a shared page from my [2]Google Reader account, which is automatically updated

with news from most of the journals I follow (those that have an RSS feed). No matter how slow my own pace is,

this page will always be updated.

If you still need something more to read during Christmas break, you might want to take a look at the 630+

references that I have stored in [3]my CiteULike account, or the 275+ bookmarks related to mathematics in my

[4]Delicious account. You might also be interested in taking a look at the [5]list of academic journals in mathe-

matics education, that I created over at Wikipedia the other day (and possibly contributing to the expansion of the

list)!

Merry Christmas to all!

1. http://www.google.no/reader/shared/user/07716708065977899712/label/faglig

2. http://www.google.com/reader/

3. http://no.citeulike.org/user/rmosvold

4. http://delicious.com/rmosvold/mathematics

5. http://en.wikipedia.org/wiki/List_of_scientific_journals_in_mathematics_education

Mathematics in everyday life - a PhD thesis lives on! (2008-12-19 13:04)

Normally, a PhD thesis is seldom read by many people, and years of work often end up in a drawer. My own thesis

was published in a very limited number, and most of these disappeared during the day of my defense. About a year

ago, I decided to [1]publish my PhD thesis on Scribd, because - well mainly because I wanted more people to read

it, of course!

Since then, my thesis - a 300 page long thesis in mathematics education - has been viewed 2779 times (as of

writing), downloaded 4 times, liked by 4 people and 18 people have added the thesis to their favorites. It has also

been awarded to the hot-list on Scribd. Although these numbers are not fantastic, I think it is pretty good for such

a thesis. If you are interested in taking a look for yourself, you can either click on the link above, or you can read

c 2011 ’http://mathedresearch.wordpress.com’ 213

BlogBook 1.11. December

the embedded document below. If you rather want to read in fullscreen, [2]click here. If you want to download it,

[3]click here (pdf).

[4]Mathematics in everyday life - A study of beliefs and actions

[5]Publish at Scribd or [6]explore others: [7]Mathematics [8]Science [9]education [10]mathematics

1. http:

//www.scribd.com/doc/506952/Mathematics-in-everyday-life-A-study-of-beliefs-and-actions

2. http://www.scribd.com/full/506952?access_key=33k7fubui5jpe

3. http://www.scribd.com/document_downloads/506952?extension=pdf&secret_password=

4. http:

//www.scribd.com/doc/506952/Mathematics-in-everyday-life-A-study-of-beliefs-and-actions

5. http://www.scribd.com/upload

6. http://www.scribd.com/browse

7. http://www.scribd.com/browse?c=27-mathematics

8. http://www.scribd.com/browse?c=21-science

9. http://www.scribd.com/tag/education

10. http://www.scribd.com/tag/mathematics

TMME, No 1/2, 2009 (2008-12-20 17:42)

[1]

The Montana Mathematics Enthusiast is about to publish issues 1 and 2 of 2009. You can ﬁnd them [2]in print

or [3]in electronic format quite soon. Before they arrive at these web sites, you can take a look at [4]the table of

contents, or you can read the editorial below:

[5]TMME 2 Article 0 Editorial Pp.1 2 [6]Publish at Scribd or [7]explore others:

1. http://www.infoagepub.com/products/journals/TMME/tmme_cover.gif

2. http://www.infoagepub.com/products/journals/TMME/

3. http://www.math.umt.edu/TMME/

4. http://www.scribd.com/full/9235850?access_key=key-25iachotc96hofzx9dxh

5. http://www.scribd.com/doc/9235849/TMME-2-Article-0-Editorial-Pp1-2

6. http://www.scribd.com/upload

7. http://www.scribd.com/browse

ESM, January 2009 (2008-12-22 17:48)

[1]Educational Studies in Mathematics has already released the [2]ﬁrst issue of 2009. In addition to [3]Norma

Presmeg’s editorial, the issue contains the following articles:

• [4]Cognitive styles, dynamic geometry and measurement performance, by Demetra Pitta-Pantazi and Con-

stantinos Christou

• [5]Embodied design: constructing means for constructing meaning, by Dor Abrahamson

214 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

• [6]Constructing competence: an analysis of student participation in the activity systems of mathematics

classrooms, by Melissa Gresalﬁ, Taylor Martin, Victoria Hand and James Greeno

• [7]Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors

in proving, by Fulvia Furinghetti and Francesca Morselli

1. http://springerlink.com/content/102875/?p=2ccef56b4ed0413abddba89c03aee2a2&pi=0

2. http://springerlink.com/content/r714h55u0331/?p=80ebec978b874a3ea5dbf75ce5bf476d&pi=0

3. http://springerlink.com/content/n8267714q553v781/?p=5f006a8051254165af53e7333daa7cb5&pi=0

4. http://springerlink.com/content/21k6872302n43572/?p=5f006a8051254165af53e7333daa7cb5&pi=1

5. http://springerlink.com/content/j54720v17x646llu/?p=5f006a8051254165af53e7333daa7cb5&pi=2

6. http://springerlink.com/content/17685jl641327p28/?p=5f006a8051254165af53e7333daa7cb5&pi=3

7. http://springerlink.com/content/3r62042183578748/?p=5f006a8051254165af53e7333daa7cb5&pi=4

IJSME, February 2009 (2008-12-22 18:01)

[1]International Journal of Science and Mathematics Education has already released the [2]February issue (Num-

ber 1) of 2009. The issue contains the following articles:

• [3]A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish

high school students` understanding of acid-base chemistry, by Haluk Özmen, GÖkhan Dem0rc0olu and

Richard K. Coll

• [4]Development of Student Understanding of Outcomes Involving Two or More Dice, by Jane M. Watson

and Ben A. Kelly

• [5]Approaches to the Teaching of Creative and Non-Creative Mathematical Problems, by Mei-Shiu Chiu

• [6]Teaching Deductive Reasoning to Pre-service Teachers: Promises and Constraints, by Kostas Hatzikiri-

akou and Panayiota Metallidou

• [7]Students` Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies, by

Nada Chatila Afra, Iman Osta and Wassim Zoubeir

• [8]Student-teachers` Dialectically Developed Motivation for Promoting Student-led Science Projects, by J.

Lawrence Bencze and G. Michael Bowen

• [9]An Exploratory Study of Mathematics Test Results: What is the Gender Effect? by Simon Goodchild and

Barbro Grevholm

• [10]The Numeracies of Boatbuilding: New Numeracies Shaped by Workplace Technologies, by Robyn

Zevenbergen and Kelly Zevenbergen

• [11]The Development of an Instrument for a Technology-integrated Science Learning Environment, by

Weishen Wu, Huey-Por Chang and Chorng-Jee Guo

1. http://springerlink.com/content/111141/?p=091262ee130c40008e63fd88c9419a84&pi=0

2. http://springerlink.com/content/l3017u4u4xn1/?p=feb74035071d41a18eb05b79f1adfab2&pi=0

3. http://springerlink.com/content/x65h373125r306w0/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=0

4. http://springerlink.com/content/t52q137454538350/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=1

5. http://springerlink.com/content/63657ll82214k600/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=2

6. http://springerlink.com/content/w2v70r6j54833482/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=3

7. http://springerlink.com/content/8j5uu3q7htv8g031/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=4

8. http://springerlink.com/content/6l51031378x52vxp/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=5

9. http://springerlink.com/content/6857410r7684n727/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=6

10. http://springerlink.com/content/119774r33pj765n6/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=7

11. http://springerlink.com/content/56m276vj41800113/?p=9ad6af3a6ebd4f03b339397a30fb4305&pi=8

c 2011 ’http://mathedresearch.wordpress.com’ 215

BlogBook 1.11. December

TMME, No 1/2 2009 is here! (2008-12-23 00:17)

I gave a [1]pre-announcement of this two days ago, but now the [2]ﬁrst number of [3]The Montana Mathematics

Enthusiast for 2009 is ready for everyone to read. The feature themes in this double-issue is statistics education,

and mathematics education research in the southern hemisphere. The ﬁrst section of the issue has a number on

articles on this:

• [4]TEACHER KNOWLEDGE AND STATISTICS: WHAT TYPES OF KNOWLEDGE ARE USED IN

THE PRIMARY CLASSROOM? by Tim Burgess (New Zealand)

• [5]WHAT MAKES A 'GOOD¨ STATISTICS STUDENT AND A 'GOOD¨ STATISTICS TEACHER IN

SERVICE COURSES? by Sue Gordon, Peter Petocz and Anna Reid (Australia)

• [6]STUDENTS` CONCEPTIONS ABOUT PROBABILITY AND ACCURACY, by Ignacio Nemirovsky,

Mónica Giuliano, Silvia Pérez, Sonia Concari , Aldo Sacerdoti and Marcelo Alvarez (Argentina)

• [7]UNDERGRADUATE STUDENT DIFFICULTIES WITH INDEPENDENT AND MUTUALLY EX-

CLUSIVE EVENTS CONCEPTS, by Adriana D’Amelio (Argentina)

• [8]ENHANCING STATISTICS INSTRUCTION IN ELEMENTARY SCHOOLS: INTEGRATING TECH-

NOLOGY IN PROFESSIONAL DEVELOPMENT, by Maria Meletiou-Mavrotheris (Cyprus), Eﬁ Paparis-

todemou (Cyprus) & Despina Stylianou(USA)

• [9]TEACHING STATISTICS MUST BE ADAPTED TO CHANGING CIRCUMSTANCES: A Case Study

from Hungarian Higher Education, by Andras Komaromi (Hungary)

• [10]STATISTICS TEACHING IN AN AGRICULTURAL UNIVERSITY: A Motivation Problem, by Klara

Lokos Toth (Hungary)

• [11]CALCULATING DEPENDENT PROBABILITIES, by Mike Fletcher (UK)

• [12]FOR THE REST OF YOUR LIFE, by Mike Fletcher (UK)

• [13]LEARNING, PARTICIPATION AND LOCAL SCHOOL MATHEMATICS PRACTICE, by Cristina

Frade (Brazil) & Konstantinos Tatsis (Greece)

• [14]IF A.B = 0 THEN A = 0 or B = 0? by Cristina Ochoviet(Uruguay) & Asuman Oktaç (Mexico)

Other feature articles in this double-issue include:

• [15]THE ORIGINS OF THE GENUS CONCEPT IN QUADRATIC FORMS, by Mark Beintema & Azar

Khosravani (Illinois, USA)

• [16]THE IMPACT OF UNDERGRADUATE MATHEMATICS COURSES ON COLLEGE STUDENT`S

GEOMETRIC REASONING STAGES, by Nuh Aydin (Ohio, USA) & Erdogan Halat (Turkey)

• [17]A LONGITUDINAL STUDY OF STUDENT`S REPRESENTATIONS FOR DIVISION OF FRAC-

TIONS, by Sylvia Bulgar (USA)

• [18]ELEMENTARY SCHOOL PRE-SERVICE TEACHERS` UNDERSTANDINGS OF ALGEBRAIC

GENERALIZATIONS, by Jean E. Hallagan, Audrey C. Rule & Lynn F. Carlson (Oswego, New York)

• [19]COMPARISION OF HIGH ACHIEVERS WITH LOW ACHIEVERS: Discussion of Juter`s (2007) ar-

ticle, by T. P. Hutchinson (Australia)

• [20]FOSTERING CONNECTIONS BETWEEN THE VERBAL, ALGEBRAIC, AND GEOMETRIC REP-

RESENTATIONS OF BASIC PLANAR CURVES FOR STUDENT`S SUCCESS IN THE STUDY OF

MATHEMATICS, by Margo F. Kondratieva & Oana G. Radu (New Foundland, Canada)

216 c 2011 ’http://mathedresearch.wordpress.com’

1.11. December BlogBook

• [21]KOREAN TEACHERS` PERCEPTIONS OF STUDENT SUCCESS IN MATHEMATICS: Concept

versus procedure, by Insook Chung (Notre Dame, USA)

• [22]HOW TO INCREASE MATHEMATICAL CREATIVITY- AN EXPERIMENT, by Kai Brunkalla

(Ohio, USA)

• [23]CATCH ME IF YOU CAN! by Steve Humble (UK)

• [24]A TRAILER, A SHOTGUN, AND A THEOREM OF PYTHAGORAS, by William H. Kazez (Georgia,

USA)

1. http://mathedresearch.blogspot.com/2008/12/tmme-no-12-2009.html

2. http://www.math.umt.edu/TMME/vol6no1and2/

3. http://www.math.umt.edu/TMME/

4. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article1_pp.3_24.pdf

5. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article2_pp.25_40.pdf

6. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article3_pp.41_46.pdf

7. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article4_pp.47_56.pdf

8. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article5_pp.57_78.pdf

9. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article6_pp.79_86.pdf

10. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article7_pp.87_90.pdf

11. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article8_pp.91_94.pdf

12. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article9_pp.95_98.pdf

13. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article10_pp.99_112.pdf

14. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article11_pp.113_136.pdf

15. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article12_pp.137_150.pdf

16. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article13_pp.151_164.pdf

17. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article14_pp.165_200.pdf

18. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article15_pp.201_206.pdf

19. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article16_pp.207_212.pdf

20. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article17_pp.213_238.pdf

21. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article18_pp.239_256.pdf

22. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article19_pp.257_266.pdf

23. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article20_pp.267_274.pdf

24. http://www.math.umt.edu/TMME/vol6no1and2/TMME_vol6nos1and2_article21_pp.275_276.pdf

Blog tips: "Wild about math!" (2008-12-30 17:35)

Sol Lederman has a very

nice blog about mathematics, and the focus is on "making math fun and accessible". The blog itself is called

c 2011 ’http://mathedresearch.wordpress.com’ 217

BlogBook 1.11. December

"[1]Wild About Math!", and it is deﬁnitely worth checking out!

Sol has written much about learning mathematics by doing mathematics, and he appears to have a special interest

in solving mathematical problems. One of the things Sol often writes about is the so called Monday Math Madness

problem from the Blinkdagger blog. Lots of people already subscribe to the blog, and you can too! It’s easy!

A good idea for starters would be to read some of Sol’s [2]featured articles. The ﬁrst ﬁve are:

• [3]10 ways to get wild about Math

• [4]11 tips for building a strong Math foundation for kids

• [5]EFT clears Math phobia[6]

• [7]How kinesthetic folks learn Math

• [8]How to get past 'stupid¨ Math mistakes

1. http://wildaboutmath.com/

2. http://wildaboutmath.com/articles/

3. http://wildaboutmath.com/2007/10/15/10-ways-to-get-wild-about-math/

4. http:

//wildaboutmath.com/2007/11/02/building-blocks-that-lead-to-math-success-and-enjoyment/

5. http://wildaboutmath.com/2007/11/07/eft-clears-math-phobia/

6. http://wildaboutmath.com/2007/10/15/10-ways-to-get-wild-about-math/

7. http://wildaboutmath.com/2007/11/06/how-kinesthetic-folks-learn-math/

8. http://wildaboutmath.com/2007/11/09/how-to-get-past-stupid-math-mistakes/

218 c 2011 ’http://mathedresearch.wordpress.com’

Chapter 2

2009

2.1 January

Gem #1: Euclid’s Elements (2009-01-02 12:03)

When I was a student, I was lucky enough to study in a school which had a very good library of books related

to mathematics and mathematics education. Nowadays, you can study many of the great classical texts online.

In 2009, I am going to share with you several gems that I have found online. In my quest for these texts on

mathematics/mathematics education, a natural ﬁrst stop is with one of the greatest mathematical texts of all times:

The Elements, by Euclid.

Here is the text:

[1]Euclid Elements

[2]Publish at Scribd or [3]explore others: [4]Engineering [5]Mathematics [6]platonic [7]Euclid

You can also download (or read online) this great book in Google Books. See [8]these two [9]links for two versions

of the text. Happy new year, and happy reading!

1. http://www.scribd.com/doc/3170895/Euclid-Elements

2. http://www.scribd.com/upload

3. http://www.scribd.com/browse

4. http://www.scribd.com/browse?c=25-engineering

5. http://www.scribd.com/browse?c=27-mathematics

6. http://www.scribd.com/tag/platonic

7. http://www.scribd.com/tag/Euclid

8. http://books.google.com/books?id=Qa42AAAAMAAJ

9. http://books.google.com/books?id=P_BJAAAAMAAJ&oe=UTF-8

Gem #2: Hilbert’s "The Foundations of Geometry" (2009-01-05 09:24)

[1]David Hilbert (1862-1943) was one of the most important mathematicians of last century. He worked most

of his life in Göttingen, which had a very important mathematics center at the time. Here, Hilbert was surrounded

by excellent mathematicians like [2]Felix Klein, [3]John von Neumann, [4]Ernst Zermelo, [5]Emmy Noether and

more.

One of Hilbert’s achievements was to initiate a shift towards a more modern axiomatic method in mathematics,

and in particular in geometry. In relation to this, he proposed a research project, called "Hilbert’s program", which

aimed at formulating a solid and complete logical foundation for mathematics. Hilbert’s "The Foundations of

Geometry" is therefore one of the most important modern works in mathematics, although his program did not

succeed. The book is therefore a natural follow-up for [6]Gem #1: Euclid’s "The Elements" (which is regarded as

one of the most important mathematics texts ever, and in particular related to geometry). If you want to download

c 2011 ’http://mathedresearch.wordpress.com’ 219

BlogBook 2.1. January

the book in pdf format, you can [7]go to the Gutenberg Project. Otherwise, you can read it here:

[8]David Hilbert - The Foundations of Geometry [9]Publish at Scribd or [10]explore others: [11]Science

[12]Course Material [13]foundation [14]Rockefeller

1. http://en.wikipedia.org/wiki/David_hilbert

2. http://en.wikipedia.org/wiki/Felix_Klein

3. http://en.wikipedia.org/wiki/John_von_Neumann

4. http://en.wikipedia.org/wiki/Ernst_Zermelo

5. http://en.wikipedia.org/wiki/Emmy_Noether

6. http://mathedresearch.blogspot.com/2009/01/gem-1-euclids-elements.html

7. http://www.gutenberg.org/files/17384/17384-pdf.pdf

8. http://www.scribd.com/doc/6779286/David-Hilbert-The-Foundations-of-Geometry

9. http://www.scribd.com/upload

10. http://www.scribd.com/browse

11. http://www.scribd.com/browse?c=21-science

12. http://www.scribd.com/browse?c=161-course-material

13. http://www.scribd.com/tag/foundation

14. http://www.scribd.com/tag/Rockefeller

The cost of poor math skills (2009-01-05 15:25)

[1]The National Centre for Excellence in the Teaching of Mathematics (UK) presents the news of a new report

about "[2]The long term cost of numeracy difﬁculties". The report concludes that poor skills in mathematics ends

up costing the society an enormous amount of money. [3]BBC reports:

Children who are bad at maths at school end up costing the taxpayer up to £2.4bn a year, a report

suggests.

Head of distrubution and product at Barclays, Mike Amato said to BBC:

We are very conscious that every child needs basic numeracy skills for survival.

This is also [4]discussed in The Times and other sources. A key message is that spending money on mathematics

education will save us a lot of money in the future.

If you have more information on this, links to other sources, similar studies in other countries, etc., feel free to

leave a comment!

1. http://www.ncetm.org.uk/

2. http:

//www.everychildachancetrust.org/pubs/ECC_long_term_costs_numeracy_difficulties_final.pdf

3. http://news.bbc.co.uk/1/hi/education/7810938.stm

4. http://www.timesonline.co.uk/tol/news/uk/education/article5446919.ece

epiSTEME 3 (2009-01-07 19:04)

A little more than a month ago, Mumbai (India) was the venue for a three-day massacre that caught the world’s

attention (see for instance [1]this Newsweek article). This week, a far more peaceful event takes place in Mumbai,

namely the 3rd International conference to review research on Science, TEchnology and Mathematics Education

220 c 2011 ’http://mathedresearch.wordpress.com’

2.1. January BlogBook

([2]epiSTEME 3). The conference presents a number of interesting [3]main speakers, but unfortunately there

appears to be little or no live coverage. As far as I can tell, none of the presentations are put online, but you can

still get an impression by reading the extensive [4]list of abstracts.

1. http://www.newsweek.com/id/171366

2. http://cvs.gnowledge.org/episteme3/index.php

3. http://cvs.gnowledge.org/episteme3/speakers.php

4. http://cvs.gnowledge.org/episteme3/abstracts.php

Gem #3: Newton’s Principia (2009-01-07 19:25)

[1]Isaac Newton is arguably one of the greatest scientists (and mathematicians) of all times, and his Principia is one

of the great works from the history of mathematics. Together with [2]Leibniz, Newton is normally acknowledged

as the founder of differential and integral [3]calculus. If you want to download Principia to your computer, you

can head over to [4]the Internet Archive. The original was in Latin, but you can read an English translation below:

[5]Newton’s Principia

[6]Publish at Scribd or [7]explore others: [8]Mathematics [9]Science [10]literature [11]math

1. http://en.wikipedia.org/wiki/Isaac_Newton

2. http://en.wikipedia.org/wiki/Gottfried_Leibniz

3. http://en.wikipedia.org/wiki/Infinitesimal_calculus

4. http://www.archive.org/details/newtonspmathema00newtrich

5. http://www.scribd.com/doc/5103380/Newtons-Principia

6. http://www.scribd.com/upload

7. http://www.scribd.com/browse

8. http://www.scribd.com/browse?c=27-mathematics

9. http://www.scribd.com/browse?c=21-science

10. http://www.scribd.com/tag/literature

11. http://www.scribd.com/tag/math

Mathematics in Early Childhood (book) (2009-01-08 20:15)

A new and interesting book has been published (or is about to be published) by the [1]National Academies Press:

"[2]Mathematics in Early Childhood: Learning Paths Toward Excellence and Equity". The book has 560 pages,

and it costs $51.26 when ordered online. So far, the book appears to be available for pre-order only.

1. http://www.nap.edu/

2. http://books.nap.edu/catalog.php?record_id=12519

Measuring teachers’ beliefs about mathematics (2009-01-13 08:20)

M.A. Lazim and M.T. Abu Osman have written an article called [1]Measuring Teachers’ Beliefs about Mathemat-

ics: A Fuzzy Set Approach. The article was published in [2]the current issue of [3]International Journal of Social

Sciences. Here is the abstract of their article:

This paper deals with the application of a fuzzy set in measuring teachers’ beliefs about mathe-

matics. The vagueness of beliefs was transformed into standard mathematical values using a fuzzy

preferences model. The study employed a fuzzy approach questionnaire which consists of six at-

tributes for measuring mathematics teachers’ beliefs about mathematics. The fuzzy conjoint analysis

approach based on fuzzy set theory was used to analyze the data from twenty three mathematics teach-

ers from four secondary schools in Terengganu, Malaysia. Teachers’ beliefs were recorded in form

c 2011 ’http://mathedresearch.wordpress.com’ 221

BlogBook 2.1. January

of degrees of similarity and its level of agreement. The attribute ’Drills and practice is one of the

best ways of learning mathematics’ scored the highest degree of similarity at 0.79860 with level of

’strongly agree’. The results showed that the teachers’ beliefs about mathematics were varied. This is

shown by different levels of agreement and degrees of similarity of the measured attributes.

1. http://www.waset.org/ijss/v4/v4-1-6.pdf

2. http://www.waset.org/ijss/current.html

3. http://www.waset.org/ijss/index.php

Using graphing software in algebra teaching (2009-01-13 12:08)

Kenneth Ruthven, Rosemary Deaney and Sara Hennesy have written an article that was published online in [1]Ed-

ucational Studies in Mathematics on Saturday. It is entitled: [2]Using graphing software to teach about algebraic

forms: a study of technology-supported practice in secondary-school mathematics. Besides having a focus on the

use of graphing software, the article also discusses issues related to classroom teaching practice, teacher knowl-

edge and teacher thinking. Here is the abstract of their article:

From preliminary analysis of teacher-nominated examples of successful technology-supported

practice in secondary-school mathematics, the use of graphing software to teach about algebraic

forms was identiﬁed as being an important archetype. Employing evidence from lesson observa-

tion and teacher interview, such practice was investigated in greater depth through case study of

two teachers each teaching two lessons of this type. The practitioner model developed in earlier

research (Ruthven & Hennessy, Educational Studies in Mathematics 49(1):47÷88, 2002; Micromath

19(2):20÷24, 2003) provided a framework for synthesising teacher thinking about the contribution

of graphing software. Further analysis highlighted the crucial part played by teacher prestructuring

and shaping of technology-and-task-mediated student activity in realising the ideals of the practitioner

model. Although teachers consider graphing software very accessible, successful classroom use still

depends on their inducting students into using it for mathematical purposes, providing suitably pre-

structured lesson tasks, prompting strategic use of the software by students and supporting mathemat-

ical interpretation of the results. Accordingly, this study has illustrated how, in the course of appro-

priating the technology, teachers adapt their classroom practice and develop their craft knowledge:

particularly by establishing a coherent resource system that effectively incorporates the software; by

adapting activity formats to exploit new interactive possibilities; by extending curriculum scripts to

provide for proactive structuring and responsive shaping of activity; and by reworking lesson agendas

to take advantage of the new time economy.

1. http://springerlink.metapress.com/content/102875/?p=0eb5f49052654a70ae60f90c71804284&pi=0

2. http://springerlink.metapress.com/content/73431511826781jg/

Intuitive vs analytical thinking (2009-01-13 12:10)

Uri Leron and Orit Hazzan have written an article called [1]Intuitive vs analytical thinking: four perspectives. The

article was recently published online in [2]Educational Studies in Mathematics. Here is the abstract of their article:

This article is an attempt to place mathematical thinking in the context of more general theories of

human cognition. We describe and compare four perspectives÷mathematics, mathematics education,

cognitive psychology, and evolutionary psychology÷each offering a different view on mathematical

thinking and learning and, in particular, on the source of mathematical errors and on ways of dealing

222 c 2011 ’http://mathedresearch.wordpress.com’

2.1. January BlogBook

with them in the classroom. The four perspectives represent four levels of explanation, and we see

them not as competing but as complementing each other. In the classroom or in research data, all four

perspectives may be observed. They may differentially account for the behavior of different students

on the same task, the same student in different stages of development, or even the same student in

different stages of working on a complex task. We ﬁrst introduce each of the perspectives by review-

ing its basic ideas and research base. We then show each perspective at work, by applying it to the

analysis of typical mathematical misconceptions. Our illustrations are based on two tasks: one from

statistics (taken from the psychological research literature) and one from abstract algebra (based on

our own research).

1. http://springerlink.metapress.com/content/x228466318825631/

2. http://springerlink.metapress.com/content/102875/?p=99d51257abaf491988a46df27af55a2b&pi=0

Preservice teachers’ subject matter knowledge of mathematics (2009-01-15 08:29)

Ramakrishnan Menon has written an article entitled [1]Preservice teachers’ subject matter knowledge of mathe-

matics. The article has been published in [2]International Journal for Mathematics Teaching and Learning. Here

is the abstract of the article:

Sixty four preservice teachers taking a mathematics methods class for middle schools were given

3 math problems: multiply a three digit number by a two digit number; divide a whole number by a

fraction; and compare the volume of two cylinders made in different ways from the same rectangular

sheet. They were to a) solve them, explaining their solution, b) classify them as easy, of medium

difﬁculty, or difﬁcult, explaining the rationale for their classiﬁcation, and c) explain how they would

teach/help children to solve them. Responses were classiﬁed under three categories of subject matter

knowledge, namely traditional, pedagogical, and reﬂective. Implications of these categories to effec-

tive math teaching are then discussed.

1. http://www.cimt.plymouth.ac.uk/journal/menon.pdf

2. http://www.cimt.plymouth.ac.uk/journal/default.htm

Students’ perceptions (2009-01-15 08:32)

Mashooque Ali Samo has written an article called [1]Students’ Perceptions Abouth the Symbols, Letters and Signs

in Algebra and How Do These Affect Their Learning of Algebra: A Case Study in a Govenrment Girls’ Secondary

School, Karachi. This article pays attention to misconceptions that arise in Algebra, and it has been published in

[2]International Journal for Mathematics Teaching and Learning. Here is the article abstract:

Algebra uses symbols for generalizing arithmetic. These symbols have different meanings and

interpretations in different situations. Students have different perceptions about these symbols, let-

ters and signs. Despite the vast research by on the students difﬁculties in understanding letters in

Algebra, the overall image that emerges from the literature is that students have misconceptions of

the use of letters and signs in Algebra. My empirical research done through this study has revealed

that the students have many misconceptions in the use of symbols in Algebra which have bearings

on their learning of Algebra. It appears that the problems encountered by the students appeared to

have connection with their lack of conceptual knowledge and might have been result of teaching they

experience in learning Algebra at the secondary schooling level. Some of the ﬁndings also suggest

that teachers appeared to have difﬁculties with their own content knowledge. Here one can also see

c 2011 ’http://mathedresearch.wordpress.com’ 223

BlogBook 2.1. January

that textbooks are also not presenting content in such an elaborate way that these could have provided

sufﬁcient room for students to develop their relational knowledge and conceptual understanding of Al-

gebra. Moreover, this study investigates students difﬁculty in translating word problems in algebraic

and symbolic form. They usually follow phrase- to- phrase strategy in translating word problem from

English to Urdu. This process of translating the word problem from English to their own language

appears to have hindered in the correct use of symbols in Algebra. The ﬁndings have some important

implications for the teaching of Algebra that might help to develop symbol sense in both students

and teachers. By the help of symbol sense, they can use symbols properly; understand the nature of

symbols in different situations, like, in functions, in variables and in relationships between algebraic

representations. This study will contribute to future research on similar topics.

1. http://www.cimt.plymouth.ac.uk/journal/samo.pdf

2. http://www.cimt.plymouth.ac.uk/journal/default.htm

JRME, January 2009 (2009-01-15 15:51)

[1]Journal for Research in Mathematics Education (JRME) has released the [2]January issue of 2009 (vol. 40,

issue 1). It contains the following list of articles:

• [3]Editorial: It Takes a Community..., by M. Kathleen Heid

• [4]RESEARCH COMMENTARY: The Effects of Spacing and Mixing Practice Problems, by Doug Rohrer

• [5]The Slippery Road From Actions on Objects to Functions and Variables, by Tamar Paz and Uri Leron

• [6]An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms,

by Paul Cobb, Melissa Gresalﬁ and Lynn Liao Hodge

• [7]BOOK REVIEW: A Trio of Strategies for Success: A Review of Mathematics Education at Highly

Effective Schools That Serve the Poor: Strategies for Change, by Joanne Rossi Becker

Unfortunately, only the editorial is freely available for all to read. You might also be interested in looking up the

issue [8]as listed in the ProQuest database.

1. http://my.nctm.org/eresources/journal_home.asp?journal_id=1

2. http://my.nctm.org/eresources/toc.asp?journal_id=1&Issue_id=891

3. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2009-01-2a&from=B

4. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2009-01-4a&from=B

5. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2009-01-18a&from=B

6. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2009-01-40a&from=B

7. http://my.nctm.org/eresources/article_summary.asp?URI=JRME2009-01-69a&from=B

8. http://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=23908&pcid=

41593801&SrchMode=3

Students’ use of technological tools (2009-01-16 17:36)

Ioannis Papadopoulosa and Vassilios Dagdilelis have written an article that was published online in [1]the Journal

of Mathematical Behavior yesterday. The article is entitled [2]Students` use of technological tools for veriﬁcation

purposes in geometry problem solving. Here is a copy of the article abstract:

224 c 2011 ’http://mathedresearch.wordpress.com’

2.1. January BlogBook

Despite its importance in mathematical problem solving, veriﬁcation receives rather little attention

by the students in classrooms, especially at the primary school level. Under the hypotheses that (a)

non-standard tasks create a feeling of uncertainty that stimulates the students to proceed to veriﬁcation

processes and (b) computational environments ÷ by providing more available tools compared to the

traditional environment ÷ might offer opportunities for more frequent usage of veriﬁcation techniques,

we posed to 5th and 6th graders non-routine problems dealing with area of plane irregular ﬁgures. The

data collected gave us evidence that computational environments allowthe development of veriﬁcation

processes in a wider variety compared to the traditional paper-and-pencil environment and at the same

time we had the chance to propose a preliminary categorization of the students` veriﬁcation processes

under certain conditions.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4VCNF02-1&_user=10&_rdoc=

1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=

10&md5=6e2aa501b129af741a757af3b204cb6e

Gem #4: Hardy’s Apology (2009-01-19 15:13)

This gem from the history of mathematics is more recent. It was published in 1940 by British mathematician

[1]G.H. Hardy. The book/essay was written when Hardy (then 62) felt that he no longer had the ability to contribute

to the ﬁeld of mathematics. A main theme in the book is concerning mathematical beauty, and he believed that the

most beautiful mathematics was that, which had no application! Luckily, this book is also in the public domain,

and you can read it in below (or [2]download the pdf):

[3]A Mathematician’s Apology

[4]Publish at Scribd or [5]explore others: [6]math [7]Science-Mathematics

1. http://en.wikipedia.org/wiki/G._H._Hardy

2. http://www.math.ualberta.ca/%7Emss/misc/A%20Mathematician%27s%20Apology.pdf

3. http://www.scribd.com/doc/2867/A-Mathematicians-Apology

4. http://www.scribd.com/upload

5. http://www.scribd.com/browse

6. http://www.scribd.com/tag/math

7. http://www.scribd.com/tag/Science-Mathematics

Re-mythologizing mathematics (2009-01-22 11:40)

David Wagner and Beth Herbel-Eisenmann have written an article entitled [1]Re-mythologizing mathematics

through attention to classroom positioning. the article was published online in [2]Educational Studies in Mathe-

matics on Tuesday. Here is their article abstract:

With our conceptualization of Harré and van Langenhove`s (1999) positioning theory, we draw

attention to immanent experience and read transcendent discursive practices through the moment of

interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptu-

alized in current mathematics education literature and the way it may be alternatively conceptualized.

This leads us to claim that changing the way mathematics is talked about and changing the stories (or

myths) told about mathematics is necessary for efforts to change the way mathematics is done and the

way it is taught.

1. http://springerlink.metapress.com/content/82v750722jlx62k4/

2. http://springerlink.metapress.com/content/102875/?p=c85edef7ac534b4bb5b36fff8548cb61&pi=0

c 2011 ’http://mathedresearch.wordpress.com’ 225

BlogBook 2.1. January

Pursuing excellence (2009-01-26 08:23)

Rongjin Huang and Yeping Li have written an article called [1]Pursuing excellence in mathematics classroom

instruction through exemplary lesson development in China: a case study. The article was published online in

[2]ZDM on Friday. To me, this article is interesting for a few reasons:

• It has a focus on teaching mathematics

• It has a focus on how to develop exemplary lessons

• It has a focus on learning from "master teachers"

• It provides a nice insight into chinese mathematics teaching

Several aspects in this study remind me of the Lesson Study approach and theories related to Mathematical Knowl-

edge for Teaching (MKT), both of which are among my main research interests. Here is an abstract of their article:

In this article, we aim to examine the features of mathematics classroom instruction excellence

valued in China. The popular approach to pursuing mathematics classroom instruction excellence

through exemplary lesson development is also investigated to demonstrate the nature of teaching cul-

ture that has been advocated and nurtured in China. Features of an exemplary lesson are analyzed

in detail, and the practicing teacher`s experience through participating in the development of the ex-

emplary lesson is examined as well. Finally, the implications of developing exemplary lessons for

pursuing excellence in mathematics classroom instruction as a culturally valued approach in China

are also discussed.

1. http://springerlink.metapress.com/content/j271g68518161338/

2. http://springerlink.metapress.com/content/120453/?p=6615f7f7182c4e31b2dc408e1090c44a&pi=0

Using history in mathematics education (2009-01-26 08:32)

Uffe Thomas Jankvist has written an article about using history in mathematics education. The article was pub-

lished in [1]Educational Studies in Mathematics last week, and it is entitled: [2]A categorization of the 'whys¨

and 'hows¨ of using history in mathematics education. Here is the abstract of his article:

This is a theoretical article proposing a way of organizing and structuring the discussion of why

and how to use the history of mathematics in the teaching and learning of mathematics, as well as the

interrelations between the arguments for using history and the approaches to doing so. The way of

going about this is to propose two sets of categories in which to place the arguments for using history

(the 'whys¨) and the different approaches to doing this (the 'hows¨). The arguments for using history

are divided into two categories; history as a tool and history as a goal. The ways of using history

are placed into three categories of approaches: the illumination, the modules, and the history-based

approaches. This categorization, along with a discussion of the motivation for using history being

one concerned with either the inner issues (in-issues) or the metaperspective issues (meta-issues) of

mathematics, provides a means of ordering the discussion of 'whys¨ and 'hows.¨

1. http://springerlink.metapress.com/content/102875/?p=8db6071c2cbc4d768ddbc30a59d99f6d&pi=0

2. http://springerlink.metapress.com/content/j31j79273u7q5576/

226 c 2011 ’http://mathedresearch.wordpress.com’

2.1. January BlogBook

Problem-solving and cryptography (2009-01-26 08:38)

Tobin White has written an interesting article about cryptography and problem solving. The article is entitled

[1]Encrypted objects and decryption processes: problem-solving with functions in a learning environment based

on cryptography, and the article was published online in [2]Educational Studies in Mathematics on Thursday.

Those of you who don’t have a subscription to this journal will be interested to know that the article is an Open

Access article, and it is therefore available to all! ([3]Direct link to pdf download) Here is the abstract of the article:

This paper introduces an applied problem-solving task, set in the context of cryptography and em-

bedded in a network of computer-based tools. This designed learning environment engaged students

in a series of collaborative problem-solving activities intended to introduce the topic of functions

through a set of linked representations. In a classroom-based study, students were asked to imag-

ine themselves as cryptanalysts, and to collaborate with the other members of their small group on

a series of increasingly difﬁcult problem-solving tasks over several sessions. These tasks involved

decrypting text messages that had been encrypted using polynomial functions as substitution ciphers.

Drawing on the distinction between viewing functions as processes and as objects, the paper presents

a detailed analysis of two groups` developing ﬂuency with regard to these tasks, and of the aspects

of the function concept underlying their problem-solving approaches. Results of this study indicated

that different levels of expertise with regard to the task environment reﬂected and required different

aspects of functions, and thus represented distinct opportunities to engage those different aspects of

the function concept.

1. http://springerlink.metapress.com/content/br4gr48338117482/

2. http://springerlink.metapress.com/content/102875/?p=f3a5fe5ecffe4b1abb85b5a331800a8e&pi=0

3. http://springerlink.metapress.com/content/br4gr48338117482/fulltext.pdf

In search of an exemplary mathematics lesson in Hong Kong (2009-01-26 08:47)

Ida Ah Chee Mok has written an article that was published in [1]ZDM on Thursday. The article is entitled [2]In

search of an exemplary mathematics lesson in Hong Kong: an algebra lesson on factorization of polynomials. The

theoretical perspectives for this article are mathematical enculturation and the theory of learning through variation

(variation theory). The study which is described in the article is part of the Learner’s Perspective Study (LPS).

This study

(...) has engaged researchers in the investigation of mathematics classrooms of teachers in Aus-

tralia, China, the Czech Republic, Germany, Israel, Japan, Korea, the Philippines, Singapore, South

Africa, Sweden and the USA.

Here is the article abstract:

The author here describes an exemplary grade-8 algebra lesson in Hong Kong, taken from the data

of the learners` perspective study. The analysis presents a juxtaposition of the researcher`s analysis

of the lesson with the teacher and students` perspectives of the lesson. The researcher`s perspective

applies the theory of variation for which the main concern of learning is the discernment of the key

aspects of the object of learning and that the description of variations delineates the potential of the

learning space. Some persistent features were illustrated, namely, the teacher talk was a major input

in teaching; the technique of variation was used in the design of the mathematical problems and the

dimensions of variation created in the class interaction provided a potential learning environment;

c 2011 ’http://mathedresearch.wordpress.com’ 227

BlogBook 2.1. January

the teacher taking seriously the student factor into account in his philosophy and practice. From the

standpoint of enculturation, the teacher`s inﬂuence as an enculturator is intentional, signiﬁcant and

inﬂuential.

1. http://springerlink.metapress.com/content/120453/?p=5a74aca1bd734d9bb725a12d2fa1ec71&pi=0

2. http://springerlink.metapress.com/content/417263084126p063/

CERME 6 (2009-01-27 08:42)

The [1]CERME 6 conference starts today in Lyon, France. The conference is organized by [2]ERME, which is the

European society for Research in Mathematics Education. The main aims of ERME are to:

(...)to promote communication, cooperation and collaboration in research in mathematics educa-

tion in Europe

Unfortunately, I am not attending the conference myself, so I am not going to report from it. If you want to learn

more about the scientiﬁc program for the conference, you can ﬁnd it [3]here. Below is the location of the confer-

ence venue:

[googlemaps http://maps.google.com/maps?f=q &source=s _q &hl=en &geocode=

&q=Avenue+Gaston+Berger,+69100+Villeurbanne,+France

&sll=45.755253,4.861584 &sspn=0.084918,0.170975 &ie=UTF8 &z=14 &iwloc=addr &ll=45.789133,4.875612

&output=embed &s=AARTsJowAXqoDP69nx4UIWYlPv-xCGv4xg &w=425 &h=350]

1. http://cerme6.univ-lyon1.fr/

2. http://www.erme-soc.eu/

3. http://cerme6.univ-lyon1.fr/program.php

Science & Education, February 2009 (2009-01-28 21:16)

The [1]February issue of [2]Science & Education has been published. None of the articles in this issue are directly

related to mathematics education, and the theme of the issue is "Politics and philosophy of science". Still, the issue

might be worth checking out, especially if you are interested in the above mentioned theme.

1. http://springerlink.com/content/h782x35r3p85/?p=d456a5068351445cb0197a26ac30785c&pi=0

2. http://springerlink.com/content/102992/?p=3a2c096cb2794cd79aed324301916b29&pi=0

Tools of American Mathematics Teaching, 1800-2000 (2009-01-28 21:27)

The last issue of [1]TCRecord includes a [2]review of a book that I wasn’t aware of before, but that certainly

looks interesting: "[3]Tools of American Mathematics Teaching, 1800-2000", by Peggy Aldrich Kidwell, Amy

Ackerberg-Hastings, and David Lindsay Roberts. The book was published last year. Here is a taster of Alexander

P. Karp’s excellent review of the book:

In today`s classrooms graphing calculators have become routine, yet thousands of teachers can

easily recall a time when they did not exist. Not so with the blackboard, which seems to us something

that is almost as old as the idea of education itself. This, however, is by no means the case. Two

hundred years ago, and for several decades afterwards, blackboards were a novelty in American class-

rooms and their use was regarded as a particular feature of teaching style. And indeed, the transition

from small tablets made of slate to a large blackboard for the whole class went along with a transition

to working simultaneously with a large group of students÷a transition that can hardly be viewed as

anything other than fundamental.

228 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

1. http://www.tcrecord.org/

2. http://www.tcrecord.org/Content.asp?ContentId=15486

3. http://www.amazon.com/American-Mathematics-Teaching-1800-2000-Hopkins/dp/080188814X

2.2 February

Gem #5: Russel’s Principles of Mathematics (2009-02-03 11:37)

[1]

The gem that I have decided to share with you today, is [2]Bertrand Russel’s book from 1903: "The Principles of

Mathematics".

You can [3]download the pdf, or you can read it below. You can also [4]check out this site, for another online

version of the book. Enjoy!

[5]The Principles of Mathematics (1903) - Bertrand Russell

[6]Publish at Scribd or [7]explore others: [8]Science & Engineerin [9]Culture-Philosophy [10]Science-

Mathematics

1. http://upload.wikimedia.org/wikipedia/commons/thumb/3/3a/Russell1907-2.jpg/

150px-Russell1907-2.jpg

2. http://en.wikipedia.org/wiki/Bertrand_Russell

3. http://www.scribd.com/document_downloads/8300456?extension=pdf&secret_password=

4. http://fair-use.org/bertrand-russell/the-principles-of-mathematics/

5. http://www.scribd.com/doc/8300456/The-Principles-of-Mathematics-1903-Bertrand-Russell

6. http://www.scribd.com/upload

7. http://www.scribd.com/browse

8. http:

//www.scribd.com/browse/eBooks/Science-Engineering?style=text-decoration%3A+underline%3B

9. http://www.scribd.com/tag/Culture-Philosophy

10. http://www.scribd.com/tag/Science-Mathematics

Overcoming Algebra (2009-02-03 20:01)

Next Tuesday, there is going to be a free live "webinar" over at [1]http://edweek.org/go/algebra. Presenters in

this web-based seminar are [2]Jon R. Star and Mary Jo Tavormina. Star is educational psychologist and assistant

professor of education at [3]Harvard University, whereas Tavormina is elementary mathematics manager in the

Chicago Public Schools. Here is a description of the webinar:

One of the biggest challenges in K-12 education today is how to help students overcome their

struggles in introductory algebra. Many students fail or are barely able to keep up in their ﬁrst algebra

course, typically taught in 8th or 9th grade. In response, state and school district ofﬁcials are trying

to solve this problem in several ways, such as by encouraging better teacher preparation, including

c 2011 ’http://mathedresearch.wordpress.com’ 229

BlogBook 2.2. February

an emphasis on algebra, and by revamping courses and curricula to help struggling students, such as

through the creation of "algebra readiness" classes aimed at girding students for the challenges of that

class. In addition, policymakers at all levels have called for an improved, more streamlined approach

to teaching elementary and middle-grades math as a way of preparing students for algebra.

This webinar will bring together a number of experts who have examined students’ experiences with

algebra. One of the goals is to explore the fundamental question: Why do so many students ﬁnd alge-

bra so difﬁcult? The webinar will then examine efforts by districts and private curriculum-developers

to help these students. It will also touch on major developments at the national level in this area,

such as the release last year of a report of the National Math Advisory Panel, which called for more

coherent math curricula at early grades as a foundation for algebra.

1. http://edweek.org/go/algebra

2. http://www.gse.harvard.edu/faculty_research/profiles/profile.shtml?vperson_id=79295

3. http://www.gse.harvard.edu/

Why East Asians do well in math (2009-02-03 20:12)

Yesterday, an interesting article was published in the [1]Philippine Daily Inquirer. The article was entitled "[2]Why

East Asians do well in math". This was the second part of an article that was [3]published last week - with the

same name. Of course, this is a news article and not a scientiﬁc paper, but I think the articles alltogether provide

some interesting information about some issues with these cultures that might very well inﬂuence their students’

achievement in mathematics. The ﬁnal claim is that:

The secret to math success is not genetic or innate talent, but environment, family, culture.

1. http://www.inquirer.net/

2. http://newsinfo.inquirer.net/inquirerheadlines/learning/view/20090202-186899/

Why-East-Asians-do-well-in-math

3. http://newsinfo.inquirer.net/inquirerheadlines/learning/view/20090126-185538/

Why-East-Asians-do-well-in-math

AMTE Annual Conference (2009-02-05 15:16)

Today, the [1]13th Annual Conference of [2]the Association of Mathematics Teacher Educators (AMTE) started

in Orlando, Florida. Unfortunately, I am not there, so I cannot report from the conference. If anyone is, please tell

me! And if you are blogging from the conference (or know about someone who does), please leave a note in the

comment ﬁeld :-)

The conference program looks very interesting indeed, so I would love to get information about whether some

papers are published somewhere, etc.

1. http://www.amte.net/conf_index_2009.shtml

2. http://www.amte.net/

JMTE, February 2009 (2009-02-08 00:07)

[1]Journal of Mathematics Teacher Education has published their ﬁrst issue this year. The issue contains some

interesting articles:

230 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

No access to content

Article

[2]Bringing enthusiasm into the mathematics classroom

[3]Anne D. Cockburn

[4]Full Text PDF (94.6 KB)[5] Full Text HTML

1-5

No access to content

Article

[6]A primary teacher`s mathematics teaching: the development of

beliefs and practice in different 'supportive¨ contexts

[7]Despina Potari and [8]Barbara Georgiadou÷Kabouridis

[9]Full Text PDF (228.1 KB)[10] Full Text HTML

7-25

No access to content

Article

[11]Contextualising the notion of 'belief enactment`

[12]Jeppe Skott

[13]Full Text PDF (268.6 KB)[14] Full Text HTML

27-46

No access to content

Article

[15]A longitudinal study of effects of a developmental teacher

preparation program on elementary prospective teachers` mathematics

beliefs

[16]Susan L. Swars, [17]Stephanie Z. Smith, [18]Marvin E. Smith and

[19]Lynn C. Hart

[20]Full Text PDF (248.0 KB)[21] Full Text HTML

47-66

No access to content

Article

[22]Working for learning: teaching assistants developing mathematics

for teaching

[23]Pat Drake

[24]Full Text PDF (165.7 KB)[25] Full Text HTML

67-82

1. http://springerlink.com/content/102941/?p=937a6df3022146a3a927003524125b61&pi=0

2. http://springerlink.com/content/b334237635j45512/?p=6e5e529f8c304ca184847c0d3c6cd8c9&pi=0

3. http://springerlink.com/content/?Author=Anne+D.+Cockburn

4. http://springerlink.com/content/b334237635j45512/fulltext.pdf

5. http://springerlink.com/content/b334237635j45512/fulltext.html

6. http://springerlink.com/content/x7r0861m623800l5/?p=6e5e529f8c304ca184847c0d3c6cd8c9&pi=1

7. http://springerlink.com/content/?Author=Despina+Potari

8. http://springerlink.com/content/?Author=Barbara+Georgiadou%e2%80%93Kabouridis

9. http://springerlink.com/content/x7r0861m623800l5/fulltext.pdf

10. http://springerlink.com/content/x7r0861m623800l5/fulltext.html

11. http://springerlink.com/content/pu45048u71775618/?p=6e5e529f8c304ca184847c0d3c6cd8c9&pi=2

c 2011 ’http://mathedresearch.wordpress.com’ 231

BlogBook 2.2. February

12. http://springerlink.com/content/?Author=Jeppe+Skott

13. http://springerlink.com/content/pu45048u71775618/fulltext.pdf

14. http://springerlink.com/content/pu45048u71775618/fulltext.html

15. http://springerlink.com/content/j6j7x5w1g6764687/?p=6e5e529f8c304ca184847c0d3c6cd8c9&pi=3

16. http://springerlink.com/content/?Author=Susan+L.+Swars

17. http://springerlink.com/content/?Author=Stephanie+Z.+Smith

18. http://springerlink.com/content/?Author=Marvin+E.+Smith

19. http://springerlink.com/content/?Author=Lynn+C.+Hart

20. http://springerlink.com/content/j6j7x5w1g6764687/fulltext.pdf

21. http://springerlink.com/content/j6j7x5w1g6764687/fulltext.html

22. http://springerlink.com/content/601q24672622783v/?p=6e5e529f8c304ca184847c0d3c6cd8c9&pi=4

23. http://springerlink.com/content/?Author=Pat+Drake

24. http://springerlink.com/content/601q24672622783v/fulltext.pdf

25. http://springerlink.com/content/601q24672622783v/fulltext.html

Assessing science students’ attitudes (2009-02-09 20:28)

A new article has recently been published in [1]International Journal of Mathematical Education in Science and

Technology. The article is entitled [2]Assessing science students’ attitudes to mathematics: A case study on a

modelling project with mathematical software, and it is written by L. L. Lim, T. -Y. Tso and F. L. Lin. Here is the

abstract of their article:

This article reports the attitudes of students towards mathematics after they had participated in an

applied mathematical modelling project that was part of an Applied Mathematics course. The students

were majoring in Earth Science at the National Taiwan Normal University. Twenty-six students took

part in the project. It was the ﬁrst time a mathematical modelling project had been incorporated into

the Applied Mathematics course for such students at this University. This was also the ﬁrst time

the students experienced applied mathematical modelling and used the mathematical software. The

main aim of this modelling project was to assess whether the students’ attitudes toward mathematics

changed after participating in the project. We used two questionnaires and interviews to assess the

students. The results were encouraging especially the attitude of enjoyment. Hence the approach of

the modelling project seems to be an effective method for Earth Science students.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a908580191%7Edb=all%7Ejumptype=rss

Math Wrath (2009-02-09 20:34)

[1]Forbes published a [2]nice commentary with a focus on mathematics on Saturday. Here is a taster:

At the tender age of 8, I concluded that, among the varied destinies shimmering before me, being

a profound mathematical genius was not one of them. I won’t have a number named after me, like

Signor Fibonacci, or propose a problem to perplex the generations, like Monsieur Fermat. Chances

are I won’t even get a dinner tip right.

The article is interesting in many ways. Among other things, it includes several thought provoking questions

related to mathematics education. For instance: Why do we teach mathematics in the age of the calculator? The

article also includes some historical anecdotes that might be of interest to some. In my opinion, it would have

been even more interesting to go beyond these anecdotes, but that’s a different story, I guess. (If you want a good

resource on the history of mathematics that goes far beyond anecdotes, you should check out [3]MacTutor History

of Mathematics Archive!)

232 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

1. http://www.forbes.com/

2. http://www.forbes.com/2009/02/06/math-archimedes-churchill-opinions-contributors_0207_

joseph_tartakovsky.html

3. http://www-history.mcs.st-andrews.ac.uk/

Gem #6: Napier’s logarithms (2009-02-09 20:54)

[1] John Napier (1550-1617) was a Scottish mathematician. He is most

famous for having invented logarithms, and today’s featured book is precisely about that. Napier’s book is entitled

"The construction of the wonderful canon of logarithms", and it is an English translation of the original Latin book.

The book is available as [2]Flip Book, or you could download the [3]PDF. You could also start reading it below,

without leaving this blog :-)

[4]Napier’s wonderful world of logarithms

[5]Publish at Scribd or [6]explore others:

1. http://en.wikipedia.org/wiki/John_napier

2. http://www.archive.org/stream/constructionofwo00napiuoft

3. http://www.archive.org/download/constructionofwo00napiuoft/constructionofwo00napiuoft.pdf

4. http://www.scribd.com/doc/11990774/Napiers-wonderful-world-of-logarithms

5. http://www.scribd.com/upload

6. http://www.scribd.com/browse

Journal of Curriculum Studies (2009-02-12 09:43)

There are lots of scientiﬁc journals related to education out there, and not all of them include articles related to

mathematics education (at least not in all issues). [1]Journal of Curriculum Studies is a very interesting journal, and

it has now released the [2]ﬁrst issue of 2009. No articles in this issue are directly related to mathematics education,

but there are several interesting articles about teaching and education in general. The issue also includes [3]an

essay that was written by [4]John Dewey, and ﬁrst published in 1922! (If you’re interested in more of Dewey’s

writings, you should take a look at [5]this link!)

1. http://www.informaworld.com/smpp/title~content=t713741620~db=all

2. http://www.informaworld.com/smpp/title~content=g908662271~db=all

3. http://www.informaworld.com/smpp/content~content=a908656146~db=all~order=page

4. http://en.wikipedia.org/wiki/John_Dewey

5. http://books.google.no/books?as_q=&num=10&btnG=Google-s%C3%B8k&as_epq=&as_oq=&as_eq=&as_

brr=0&as_pt=ALLTYPES&lr=&as_vt=&as_auth=john+dewey&as_pub=&as_drrb=c&as_miny=&as_maxy=&as_

isbn=&as_issn=

c 2011 ’http://mathedresearch.wordpress.com’ 233

BlogBook 2.2. February

Gem #7: Dewey’s "Democracy and education" (2009-02-13 09:55)

Yesterday, I mentioned John Dewey in [1]my post about the latest issue of Journal of Curriculum Studies. This

gave me an idea, and as a result I ﬁgured out that it would have been nice to add a work by Dewey in my gem-

series. I know, it is not a famous book of mathematics or mathematics education, but Dewey’s theories have had

great inﬂuence in educational research in general, and also in research in mathematics education. Therefore, I am

happy to present today’s gem: "Democracy and Education", by John Dewey. As usual, you can read it below, or

[2]download the pdf. Happy reading!

[3]John Dewey - Democracy and Education: An Introduction to the Philosophy of Education

[4]Publish at Scribd or [5]explore others: [6]eBooks [7]democracy [8]Philosophy

1. http://mathedresearch.blogspot.com/2009/02/journal-of-curriculum-studies.html

2. http://www.scribd.com/document_downloads/12009324?extension=pdf&secret_password=

3. http://www.scribd.com/doc/12009324/

John-Dewey-Democracy-and-Education-An-Introduction-to-the-Philosophy-of-Education

4. http://www.scribd.com/upload

5. http://www.scribd.com/browse

6. http://www.scribd.com/browse/eBooks/?style=text-decoration%3A+underline%3B

7. http://www.scribd.com/tag/democracy

8. http://www.scribd.com/tag/Philosophy

Teachers’ motivation for fractions (2009-02-13 16:45)

Kristie Jones Newton has written an article that was published in [1]Journal of Mathematics Teacher Education

on Wednesday. The article is entitled [2]Instructional practices related to prospective elementary school teachers`

motivation for fractions. Here is Newton’s article abstract:

This study was undertaken in order to better understand prospective elementary school teachers`

motivations for working with fractions before and after taking a course designed to deepen their un-

derstanding of mathematics, as well as what instructional practices might be related to any changes

detected in their motivations. Eighty-ﬁve education students were given a motivation questionnaire at

the beginning and end of the semester, and observations were made of the 9 days when fractions were

taught. Three levels of teacher data were collected to understand instructional practices. Students`

ratings of the importance and usefulness of fractions (value), self-concept of ability, and anxiety were

near the center of the scale at pre-test, with only value in the desired direction. At posttest, value

and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by

instructor. In particular, reform-oriented practices, such as engaging students in high-level discourse,

seemed to be associated with lowered anxiety.

1. http://springerlink.metapress.com/content/102941/?p=770b532aeef04ca18db49115ff8715a2&pi=0

2. http://springerlink.metapress.com/content/v25p1746142jx13n/

Diagrams in problem solving (2009-02-13 16:48)

Marilena Pantziara, Athanasios Gagatsis and Iliada Elia have written an article entitled [1]Using diagrams as tools

for the solution of non-routine mathematical problems. The article has recently been published online in [2]Edu-

cational Studies in Mathematics. Here is the abstract of their article:

234 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

The Mathematics education community has long recognized the importance of diagrams in the

solution of mathematical problems. Particularly, it is stated that diagrams facilitate the solution of

mathematical problems because they represent problems` structure and information (Novick & Hur-

ley, 2001; Diezmann, 2005). Novick and Hurley were the ﬁrst to introduce three well-deﬁned types of

diagrams, that is, network, hierarchy, and matrix, which represent different problematic situations. In

the present study, we investigated the effects of these types of diagrams in non-routine mathematical

problem solving by contrasting students` abilities to solve problems with and without the presence

of diagrams. Structural equation modeling afﬁrmed the existence of two ﬁrst-order factors indicating

the differential effects of the problems` representation, i.e., text with diagrams and without diagrams,

and a second-order factor representing general non-routine problem solving ability in mathematics.

Implicative analysis showed the inﬂuence of the presence of diagrams in the problems` hierarchical

ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001)

which documented some students` difﬁculties to use diagrams efﬁciently for the solution of problems.

We discuss the ﬁndings and provide suggestions for the efﬁcient use of diagrams in the problem solv-

ing situation.

1. http://springerlink.metapress.com/content/p426785u64020146/

2. http://springerlink.metapress.com/content/102875/?p=fffd7b8b4dc74ff69843072cde7296ae&pi=0

Four-digit numbers which are squared sums (2009-02-14 10:17)

Heather Coughlin and Brian Jue have written an article called [1]Four-digit numbers which are squared sums.

The article was recently published online in [2]International Journal of Mathematical Education in Science and

Technology. Here is the article abstract:

There is a very natural way to divide a four-digit number into 2 two-digit numbers. Applying an

algorithm to this pair of numbers, determine how often the original four-digit number reappears.

1. http://www.informaworld.com/smpp/content%7Edb=all?content=10.1080/

00207390802566956&jumptype=alert&alerttype=ifirst_alert,email

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Algebra: Use it or lose it? (2009-02-16 09:12)

Yesterday, there was an interesting article in [1]The Spectrum. The title of the article is "[2]Algebra: Use it or lose

it?", and the claim that is put forth by author Sarah Clark was that algebra teachers all over the world are lying

when they tell students that algebra is important because they’ll use it in their daily life.

Clark (32) describes herself as a non-traditional student:

(...) who hasn’t taken an algebra class in 15 years. If, for the past 15 years, I had been using alge-

bra in my everyday life, I would be blowing through my algebra homework with ease, thinking, "Hey!

I just did this yesterday while I was washing laundry," or, "I’m so glad I’ve known this all along. I’d

never be able to drive anywhere without it!" or "Wow! I just used this formula last week to calculate

the ratio of jazz to classical music on my iPod.

Apparently, this is not what she has experienced. On the contrary, she has never experienced using algebra in her

daily life, and she now ﬁnds herself uncapable of doing it. She also proposes an algebra revolution, where we

c 2011 ’http://mathedresearch.wordpress.com’ 235

BlogBook 2.2. February

should share the truth with every student who is struggling with algebra: these skills will not be crucial for you in

adult life.

There are lots of things to comment on these statements, for sure. And lots of people did comment on it already

(so be sure to read the comments below the article as well!). Deb Peterson at About.com made an [3]interesting

(external) comment to the article, that might be worth reading.

Myself, I think all these claims about how mathematics is/can be useful in your everyday life is a mixed bag. I

think Clark’s article illustrates a common issue as well: when teachers claim that mathematics is useful in everyday

life, it might be their own everyday life they think of rather than their students’. (Lots of people have written about

the connections with everyday life, and if you are interested, you might want to take a look at my own PhD thesis:

[4]Mathematics in everyday life: a study of beliefs and actions.)

1. http://www.thespectrum.com/

2. http://www.thespectrum.com/article/20090215/LIFESTYLE/902150327

3. http://adulted.about.com/b/2009/02/15/

is-algebra-math-you-can-use-or-a-path-to-critical-thinking.htm

4. http:

//www.scribd.com/doc/506952/Mathematics-in-everyday-life-A-study-of-beliefs-and-actions

Do you use math in your everyday life? (2009-02-17 11:53)

I am thrilled to see that the post I made yesterday about Sarah Clark’s [1]article in The Spectrum, and [2]Deb

Peterson’s comments in her blog at About.com, actually resulted in Deb ﬁnding out about [3]my work. She has

followed this up with [4]another nice post about the issue. Be sure to check out the last part of the title of her post

:-)

I am not sure that I would totally agree that I have actually proven Sarah right, though. My study was a qualitative

study of a small sample of teachers, and I don’t think it can be generalized like that. What I do think is interesting

with the results of my work is that even these skilled teachers, who were actually chosen in order to provide good

examples on how teachers connect mathematics with everyday life, did not do this so much!

There was another teacher in my study, called Harry, who also made a lot of connections with everyday life in his

teaching, though. I wrote an article with some examples from his teaching for the Norma 05 conference (Mosvold,

2007). You can ﬁnd a [5]pre-print of this article here. (See full reference below!)

References:

Mosvold, R. (2007). [6]Teaching "Mathematics in everyday life". In C. Bergsten et al. (Eds.): Relating Practice

and Research in Mathematics Education. Proceedings of Norma 05, Fourth Nordic Conference on Mathematics

Education, 389-399, Trondheim: Tapir Academic Press.

1. http://www.thespectrum.com/article/20090215/LIFESTYLE/902150327

2. http://adulted.about.com/b/2009/02/15/

is-algebra-math-you-can-use-or-a-path-to-critical-thinking.htm

3. http:

//www.scribd.com/doc/506952/Mathematics-in-everyday-life-A-study-of-beliefs-and-actions

4. http://adulted.about.com/b/2009/02/16/reidar-proves-sarah-right.htm

5. http://docs.google.com/Doc?id=dcxdkf5g_49hknz9n

6. http://docs.google.com/Doc?id=dcxdkf5g_49hknz9n

IJMEST, issue 1, 2009 (2009-02-17 11:59)

[1]Issue 1 of [2]International Journal of Mathematical Education in Science and Technology has been published.

The issue contains several articles that I ﬁnd really interesting! Here is a list of all the articles in this issue:

Original Articles

[3]Some reasons for change in undergraduate mathematics enrolments

236 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

[4]3 ÷ 15

Authors: Derek Holton; Eric Muller; Juha Oikkonen; Oscar Adolfo

Sanchez Valenzuela; Ren Zizhao

DOI: 10.1080/00207390802597621

[5]Mathematical sciences in Australia

[6]17 ÷ 26

Authors: Jan Thomas; Michelle Muchatuta; Leigh Wood

DOI: 10.1080/00207390802597654

[7]Recruitment and retention of mathematics students in Canadian

universities

[8]27 ÷ 41

Authors: Laura Fenwick-Sehl; Marcella Fioroni; Miroslav Lovric

DOI: 10.1080/00207390802568192

[9]The rise and fall of mathematical enrolments in the French

educational system: a case study

[10]43 ÷ 57

Authors: Pierre Arnoux; Daniel Duverney; Derek Holton

DOI: 10.1080/00207390802586145

[11]Status of mathematics teaching and learning in Malaysia

[12]59 ÷ 72

Authors: Hong Kian Sam; Ting Lang Ngiik; Hasbee Hj Usop

DOI: 10.1080/00207390802514519

[13]New numbers in mathematics in South Africa

[14]73 ÷ 86

Authors: Johann Engelbrecht; Ansie Harding

DOI: 10.1080/00207390802597738

[15]Mathematics education in Argentina

[16]87 ÷ 100

Authors: Cristina Varsavsky; Marta Anaya

DOI: 10.1080/00207390802514543

[17]The mathematical needs of secondary teachers: data from three

countries

[18]101 ÷ 108

Authors: B. Barton; L. Sheryn

DOI: 10.1080/00207390802576807

[19]Recruitment and retention of students-an integrated and holistic

vision of mathematics support

[20]109 ÷ 125

Authors: A. C. Croft; M. C. Harrison; C. L. Robinson

DOI: 10.1080/00207390802542395

[21]Ideas and results in teaching beginning maths students

[22]127 ÷ 138

Author: Juha Oikkonen

DOI: 10.1080/00207390802582961

[23]Systemic integration of evolving technologies in undergraduate

mathematics education and its impact on student retention

[24]139 ÷ 155

Authors: Eric Muller; Chantal Buteau; Mih aacute ly Klincsik; Ildik

oacute Perj eacute si-H aacute mori; Csaba S aacute rv aacute ri

DOI: 10.1080/00207390802551602

[25]The professional development of graduate mathematics teaching

assistants

[26]157 ÷ 172

c 2011 ’http://mathedresearch.wordpress.com’ 237

BlogBook 2.2. February

Authors: Gary Harris; Jason Froman; James Surles

DOI: 10.1080/00207390802514493

1. http://www.informaworld.com/smpp/title%7Econtent=g908753402%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

3. http://www.informaworld.com/smpp/content%7Econtent=a906574213%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a906574213%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a908744593%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a908744593%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a906573829%7Edb=all%7Eorder=page

8. http://www.informaworld.com/smpp/content%7Econtent=a906573829%7Edb=all%7Eorder=page

9. http://www.informaworld.com/smpp/content%7Econtent=a908749456%7Edb=all%7Eorder=page

10. http://www.informaworld.com/smpp/content%7Econtent=a908749456%7Edb=all%7Eorder=page

11. http://www.informaworld.com/smpp/content%7Econtent=a908735008%7Edb=all%7Eorder=page

12. http://www.informaworld.com/smpp/content%7Econtent=a908735008%7Edb=all%7Eorder=page

13. http://www.informaworld.com/smpp/content%7Econtent=a908739640%7Edb=all%7Eorder=page

14. http://www.informaworld.com/smpp/content%7Econtent=a908739640%7Edb=all%7Eorder=page

15. http://www.informaworld.com/smpp/content%7Econtent=a906596620%7Edb=all%7Eorder=page

16. http://www.informaworld.com/smpp/content%7Econtent=a906596620%7Edb=all%7Eorder=page

17. http://www.informaworld.com/smpp/content%7Econtent=a908737044%7Edb=all%7Eorder=page

18. http://www.informaworld.com/smpp/content%7Econtent=a908737044%7Edb=all%7Eorder=page

19. http://www.informaworld.com/smpp/content%7Econtent=a906595570%7Edb=all%7Eorder=page

20. http://www.informaworld.com/smpp/content%7Econtent=a906595570%7Edb=all%7Eorder=page

21. http://www.informaworld.com/smpp/content%7Econtent=a908751200%7Edb=all%7Eorder=page

22. http://www.informaworld.com/smpp/content%7Econtent=a908751200%7Edb=all%7Eorder=page

23. http://www.informaworld.com/smpp/content%7Econtent=a908737079%7Edb=all%7Eorder=page

24. http://www.informaworld.com/smpp/content%7Econtent=a908737079%7Edb=all%7Eorder=page

25. http://www.informaworld.com/smpp/content%7Econtent=a908749166%7Edb=all%7Eorder=page

26. http://www.informaworld.com/smpp/content%7Econtent=a908749166%7Edb=all%7Eorder=page

Hidden lessons (2009-02-17 12:03)

Amy B. Ellis and Paul Grinstead have written an article that was published in [1]The Journal of Mathematical

Behavior last week. The article is entitled [2]Hidden lessons: How a focus on slope-like properties of quadratic

functions encouraged unexpected generalizations. Here is a copy of their article abstract:

This article presents secondary students` generalizations about the connections between algebraic

and graphical representations of quadratic functions, focusing speciﬁcally on the roles of the parame-

ters a, b, and c in the general form of a quadratic function, y = ax

2

+ bx + c. Students` generalizations

about these connections led to a surprising ﬁnding: two-thirds of the students interviewed identiﬁed

the parameter a as the 'slope¨ of the parabola. Analysis of qualitative data from interviews and class-

room observations led to the development of three focusing phenomena in the classroom environment

that inadvertently supported a focus on slope-like properties of quadratic functions: (a) the use of

linear analogies, (b) the rise over run method, and (c) viewing a as dynamic rather than static.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4VKMW5N-1&_user=1460901&_

238 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=a5a09f21abc4c58d20d8690271400ac8

Free journal article (2009-02-18 09:19)

[1]Springer has decided to make several articles in [2]Early Childhood Education Journal available for free (till

March 31, 2009). One of these articles is a very interesting article about mathematics education: [3]Educating the

Young Mathematician: The Twentieth Century and Beyond, by Olivia N. Saracho and Bernard Spodek. Here is

the abstract of this article:

Educational programs for young children emerged reasonably early in the history of the United

States of America. The movements of Child-Centered Education, the Nursery School, the Project

Method, Curriculum Reform, and contemporary research have all inﬂuenced mathematics in early

childhood education. The Froebelian kindergarten and the Montessori Casa die Bambini (Children`s

House) included approaches to teaching mathematics. This article reviews the history of mathematics

education in relation to the history of early childhood education from the turn of the twentieth century.

It also discusses how research in mathematics education attempted to gain its own identity. Through-

out history, researchers have identiﬁed mathematics issues and addressed them, deﬁning the ﬁeld, and

generating a cadre of mathematics researchers.

1. http://www.springerlink.com/

2. http://www.springerlink.com/content/1082-3301

3. http:

//www.springerlink.com/content/44r3679t6q15j613/?p=963fcfc62cc64b7fa5b91581563b42ea&pi=2

BSHM Bulletin (2009-02-18 12:25)

[1]Journal of the British Society for the History of Mathematics has published [2]issue 1 of 2009. The issue con-

tains several articles that might be of interest, if you are interested in the history of mathematics. Here is a list of

the feature articles in this issue of the BSHM Bulletin:

• [3]The hunt for the lost cities of Ptolemy, by Daniel Mintz

• [4]A puzzle rhyme from 1782, by Kristin Bjarnadottir

• [5]International mathematical journals published in Poland between the Wars, by Malgorzata Przenioslo

• [6]The contribution of M H A Newman and his mathematicians to the creation of the Manchester ’Baby’,

by David Anderson

1. http://www.informaworld.com/smpp/title%7Econtent=t741771156%7Edb=all

2. http://www.informaworld.com/smpp/title%7Econtent=g908753056%7Edb=all?jumptype=

alert&alerttype=new_issue_alert,email

3. http://www.informaworld.com/smpp/content%7Econtent=a908745648%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a908743312%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a908742506%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a908742998%7Edb=all%7Eorder=page

c 2011 ’http://mathedresearch.wordpress.com’ 239

BlogBook 2.2. February

Khayyam with Cabri (2009-02-19 08:42)

Adnan Baki and Bulent Guven have written an article about the interesting link between Persian mathematician,

philosopher, astronomer and poet [1]Omar Khayyam (1048-1122) and the dynamic geometry application [2]Cabri.

The article was recently published in [3]Teaching Mathematics and its Applications, and it is entitled [4]Khayyam

with Cabri: experiences of pre-service mathematics teachers with Khayyam’s solution of cubic equations in dy-

namic geometry environment. Here is the abstract of their article:

The study reported in this article deals with the observed actions of Turkish pre-service mathe-

matics teachers in dynamic geometry environment (DGE) as they were learning Khayyam’s method

for solving cubic equations formed as x

3

+ ax = b. Having learned the method, modelled it in DGE

and veriﬁed the correctness of the solution, students generated their own methods for solving different

types of cubic equations such as x

3

+ ax

2

= b and x

3

+ a = bx in the light of Khayyam’s method. With

the presented teaching experiment, students realized that Khayyam’s mathematics is different from

theirs. We consider that this gave them an opportunity to have an insight about the cultural and social

aspects of mathematics. In addition, the teaching experiment showed that dynamic geometry software

is an excellent tool for doing mathematics because of their dynamic nature and accurate constructions.

And, it can be easily concluded that the history of mathematics is useful resource for enriching math-

ematics learning environment.

1. http://en.wikipedia.org/wiki/Omar_khayam

2. http://www.cabri.com/

3. http://teamat.oxfordjournals.org/

4. http://teamat.oxfordjournals.org/cgi/content/short/hrp001v1?rss=1

Exemplary mathematics lessons (2009-02-20 15:26)

What can we learn from exemplary math lessons? This is a question asked by Ngai-Ying Wong in the article:

[1]Exemplary mathematics lessons: what lessons we can learn from them? The article was published in [2]ZDM

two days ago. Sadly it does not include an abstract, but the [3]free preview looks interesting!

1. http://springerlink.metapress.com/content/w75506052gv5lr76/

2. http://springerlink.metapress.com/content/120453/?p=fa2297e403fa46d99e1db6adfb09860a&pi=0

3. http://springerlink.metapress.com/content/w75506052gv5lr76/fulltext.pdf?page=1

IJMEST, volume 40, issue 2, 2009 (2009-02-20 15:31)

[1]International Journal of Mathematical Education in Science and Technology has just released issue 2 of 2009.

Here is a list of the original articles included in the issue:

[2]Mathematics textbooks and their potential role in supporting

misconceptions

[3]173 ÷ 181

Authors: Ann Kajander; Miroslav Lovric

DOI: 10.1080/00207390701691558

[4]Using components of mathematical ability for initial development

and identification of mathematically promising students

[5]183 ÷ 199

240 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

Authors: T. Vilkomir; J. O’Donoghue

DOI: 10.1080/00207390802276200

[6]Conceptual and procedural performance of undergraduate students in

integration

[7]201 ÷ 211

Author: Nevin Mahir

DOI: 10.1080/00207390802213591

[8]Mathematically gifted and talented learners: theory and practice

[9]213 ÷ 228

Authors: Valsa Koshy; Paul Ernest; Ron Casey

DOI: 10.1080/00207390802566907

[10]An investigation of the mathematical literacy of first year

third-level students in the Republic of Ireland

[11]229 ÷ 246

Authors: Sinead Breen; Joan Cleary; Ann O’Shea

DOI: 10.1080/00207390802566915

[12]Developing science and math integrated activities for middle

school students

[13]247 ÷ 257

Authors: Sonya Ellouise Sherrod; Jerry Dwyer; Ratna Narayan

DOI: 10.1080/00207390802566923

[14]Modelling and inverse-modelling: experiences with O.D.E. linear

systems in engineering courses

[15]259 ÷ 268

Author: Victor Martinez-Luaces

DOI: 10.1080/00207390802276291

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a904742665%7Edb=all%7Eorder=page

3. http://www.informaworld.com/smpp/content%7Econtent=a904742665%7Edb=all%7Eorder=page

4. http://www.informaworld.com/smpp/content%7Econtent=a902425701%7Edb=all%7Eorder=page

5. http://www.informaworld.com/smpp/content%7Econtent=a902425701%7Edb=all%7Eorder=page

6. http://www.informaworld.com/smpp/content%7Econtent=a795251968%7Edb=all%7Eorder=page

7. http://www.informaworld.com/smpp/content%7Econtent=a795251968%7Edb=all%7Eorder=page

8. http://www.informaworld.com/smpp/content%7Econtent=a905940246%7Edb=all%7Eorder=page

9. http://www.informaworld.com/smpp/content%7Econtent=a905940246%7Edb=all%7Eorder=page

10. http://www.informaworld.com/smpp/content%7Econtent=a908802130%7Edb=all%7Eorder=page

11. http://www.informaworld.com/smpp/content%7Econtent=a908802130%7Edb=all%7Eorder=page

12. http://www.informaworld.com/smpp/content%7Econtent=a908813763%7Edb=all%7Eorder=page

13. http://www.informaworld.com/smpp/content%7Econtent=a908813763%7Edb=all%7Eorder=page

14. http://www.informaworld.com/smpp/content%7Econtent=a902358885%7Edb=all%7Eorder=page

15. http://www.informaworld.com/smpp/content%7Econtent=a902358885%7Edb=all%7Eorder=page

Anniversary!!! (2009-02-20 15:35)

I can hardly believe that it is only a little more than a year since I started this blog! It has been a great learning

experience for me, and hopefully for someone else as well. I just found out that I have actually reached my 400

th

post, which is quite an anniversary! So, happy 400 :-)

c 2011 ’http://mathedresearch.wordpress.com’ 241

BlogBook 2.2. February

Teachers’ reﬂective thinking skills (2009-02-23 08:31)

Amanda Jansen and Sandy M. Spitzer have written an article entitled [1]Prospective middle school mathematics

teachers` reﬂective thinking skills: descriptions of their students` thinking and interpretations of their teaching.

The article was published online in [2]Journal of Mathematics Teacher Education on Friday. Jansen and Spitzer

takes the belief "that mathematics teacher educators should foster reﬂective thinking among prospective teachers"

as point of departure, and they ask how teacher educators can help students prepare for this. In their article, which

I think is very interesting by the way, they present Lesson study as an approach that can be used in order to learn

from practice. Their study is also described as a "modiﬁed lesson study experience".

Here is the article abstract:

In this study, we examined prospective middle school mathematics teachers` reﬂective thinking

skills to understand how they learned from their own teaching practice when engaging in a modiﬁed

lesson study experience. Our goal was to identify variations among prospective teachers` descriptions

of students` thinking and frequency of their interpretations about how teaching affected their students`

learning. Thirty-three participants responded to open-ended questionnaires or interviews that elicited

reﬂections on their own teaching practice. Prospective teachers used two forms of nuance when de-

scribing their students` thinking: (1) identifying students` speciﬁc mathematical understandings rather

than general claims and (2) differentiating between individual students` thinking rather than character-

izing students as a collective group. Participants who described their students` thinking with nuance

were more likely to interpret their teaching by posing multiple hypotheses with regard to how their

instruction affected their students` learning. Implications for supporting continued growth in reﬂective

thinking skills are discussed in relation to these results.

1. http://springerlink.metapress.com/content/y0v55n8506571829/

2. http://springerlink.metapress.com/content/102941/?p=5a3ae6f6f4064ca1a7263036b092c083&pi=0

Mathematical interaction in different social settings (2009-02-23 08:34)

Marcus Nührenbörger and Heinz Steinbring have written an article called [1]Forms of mathematical interaction

in different social settings: examples from students`, teachers` and teacher÷students` communication about mathe-

matics. The article was published on Friday in [2]Journal of Mathematics Teacher Education. This article is related

to teachers’ reﬂection and the construction of mathematical knowledge. Here is the abstract:

The study presented in this article investigates forms of mathematical interaction in different social

settings. One major interest is to better understand mathematics teachers` joint professional discourse

while observing and analysing young students mathematical interaction followed by teacher`s inter-

vention. The teachers` joint professional discourse is about a combined learning and talking between

two students before an intervention by their teacher (setting 1) and then it is about the students learning

together with the teacher during their mathematical work (setting 2). The joint professional teachers`

discourse constitutes setting 3. This combination of social settings 1 and 2 is taken as an opportu-

nity for mathematics teachers` professionalisation process when interpreting the students` mathemat-

ical interactions in a more and more professional and sensible way. The epistemological analysis of

mathematical sign-systems in communication and interaction in these three settings gives evidence of

different types of mathematical talk, which are explained depending on the according social setting.

Whereas the interaction between students or between teachers is affected by phases of a process-

oriented and investigated talk, the interaction between students and teachers is mainly closed and

structured by the ideas of the teacher and by the expectations of the students.

242 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

1. http://springerlink.metapress.com/content/y43272k8gr2r1843/

2. http://springerlink.metapress.com/content/102941/?p=ca4c18ddd43847b489ec79d0dc46a03a&pi=0

Ethiopian students in Israel (2009-02-23 08:36)

Tiruwork Mulat and Abraham Arcavi have written an article about [1]Success in mathematics within a challenged

minority: the case of students of Ethiopian origin in Israel (SEO). The article was published on Friday in [2]Edu-

cational Studies in Mathematics. Here is an abstract of their article:

Many studies have reported on the economical, social, and educational difﬁculties encountered by

Ethiopian Jews since their immigration to Israel. Furthermore, the overall academic underachievement

and poor representation of students of Ethiopian origin (SEO) in the advanced mathematics and sci-

ence classes were highlighted and described. Yet, studies focusing on differential achievements within

SEO and on students who succeed against all odds are scarce. In this study, we explored success sto-

ries of ﬁve SEO studying in a pre-academic program at a prestigious technological university in Israel.

Our goal was to understand how these students frame and interpret their success in mathematics and

to identify elements perceived as fostering their mathematics and academic trajectories. Using qual-

itative methodology, we identiﬁed perceived personal motivational variables, effective learning and

coping strategies, and students` immediate environment as key elements contributing to achieving and

maintaining success. We discuss possible theoretical contributions and practical implications of the

ﬁndings.

1. http://springerlink.metapress.com/content/c727337554um7n2l/

2. http://springerlink.metapress.com/content/102875/?p=47a0da55f5584a55b39efed972ef418c&pi=0

Geometric and algebraic approaches (2009-02-23 08:38)

Iliada Elia, Athanasios Gagatsis, Areti Panaoura, Theodosis Zachariades and Fotini Zoulinaki have written an

article entitled [1]Geometric and algebraic approaches in the concept of "limit" and the impact of the "didactic

contract". The article was published in [2]International Journal of Science and Mathematics Education on Friday.

Here is a copy of their article abstract:

The present study explores students` abilities in conversions between geometric and algebraic rep-

resentations, in problem- solving situations involving the concept of 'limit¨ and the interrelation of

these abilities with students` constructed understanding of this concept. An attempt is also made to

examine the impact of the 'didactic contract¨ on students` performance through the processes they

employ in tackling speciﬁc tasks on the concept of limit. Data were collected from 222 12th-grade

high school students in Greece. The results indicated that students who had constructed a conceptual

understanding of limit were the ones most probable to accomplish the conversions of limits from the

algebraic to the geometric representations and the reverse. The ﬁndings revealed the compartmen-

talized way of students` thinking in non-routine problems by means of their performance in simpler

conversion tasks. Students who did not perform under the conditions of the didactic contract were

found to be more consistent in their responses for various conversion tasks and complex problems on

limits, compared to students who, as a consequence of the didactic contract, used only algorithmic

processes.

c 2011 ’http://mathedresearch.wordpress.com’ 243

BlogBook 2.2. February

1. http://springerlink.metapress.com/content/l31240n077556756/

2. http://springerlink.metapress.com/content/111141/?p=a092e8a004574467b451e7766e3bbca9&pi=0

ESM, March 2009 (2009-02-24 07:23)

[1]Educational Studies in Mathematics - one of the most important journals within our ﬁeld - has just released their

[2]Volume 70, Number 2/March, 2009. This is a special issue with a focus on Gestures and Multimodality in the

Construction of Mathematical Meaning. It contains 10 interesting articles:

10 Articles

No access to content

Article

[3]Introduction: beyond words

[4]L. Radford, [5]L. Edwards and [6]F. Arzarello

[7]Full Text PDF (94.8 KB)[8] Full Text HTML

91-95

No access to content

Article

[9]Gestures as semiotic resources in the mathematics classroom

[10]Ferdinando Arzarello, [11]Domingo Paola, [12]Ornella

Robutti and [13]Cristina Sabena

[14]Full Text PDF (319.4 KB)[15] Full Text HTML[16] Supplemental

Material Supplemental HTML

97-109

No access to content

Article

[17]Why do gestures matter? Sensuous cognition and the palpability of

mathematical meanings

[18]Luis Radford

[19]Full Text PDF (344.8 KB)[20] Full Text HTML

111-126

No access to content

Article

[21]Gestures and conceptual integration in mathematical talk

[22]Laurie D. Edwards

[23]Full Text PDF (312.8 KB)[24] Full Text HTML[25] Supplemental

Material Supplemental HTML

127-141

No access to content

Article

[26]Working with artefacts: gestures, drawings and speech in the

construction of the mathematical meaning of the visual pyramid

[27]Michela Maschietto and [28]Maria G. Bartolini Bussi

[29]Full Text PDF (403.1 KB)[30] Full Text HTML

143-157

No access to content

Article

[31]Mathematical imagination and embodied cognition

[32]Ricardo Nemirovsky and [33]Francesca Ferrara

244 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

[34]Full Text PDF (329.6 KB)[35] Full Text HTML

159-174

No access to content

Article

[36]Bodily experience and mathematical conceptions: from classical

views to a phenomenological reconceptualization

[37]Wolff-Michael Roth and [38]Jennifer S. Thom

[39]Full Text PDF (364.0 KB)[40] Full Text HTML

175-189

No access to content

Article

[41]What`s all the fuss about gestures? A commentary

[42]Anna Sfard

[43]Full Text PDF (169.3 KB)[44] Full Text HTML

191-200

No access to content

Article

[45]Embodied multi-modal communication from the perspective of

activity theory

[46]Julian Williams

[47]Full Text PDF (171.2 KB)[48] Full Text HTML

201-210

No access to content

Article

[49]Building intellectual infrastructure to expose and understand

ever-increasing complexity

[50]James Kaput

[51]Full Text PDF (84.2 KB)[52] Full Text HTML

211-215

1. http://springerlink.com/content/102875/?p=147ab678a3af49398c479ed8f89630f5&pi=0

2. http://springerlink.com/content/g02777583l54/?p=9507d75babc04e6abfe179a7142570d4&pi=0

3. http://springerlink.com/content/27p33m6rvhr6j225/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=0

4. http://springerlink.com/content/?Author=L.+Radford

5. http://springerlink.com/content/?Author=L.+Edwards

6. http://springerlink.com/content/?Author=F.+Arzarello

7. http://springerlink.com/content/27p33m6rvhr6j225/fulltext.pdf

8. http://springerlink.com/content/27p33m6rvhr6j225/fulltext.html

9. http://springerlink.com/content/b237nh8150301613/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=1

10. http://springerlink.com/content/?Author=Ferdinando+Arzarello

11. http://springerlink.com/content/?Author=Domingo+Paola

12. http://springerlink.com/content/?Author=Ornella+Robutti

13. http://springerlink.com/content/?Author=Cristina+Sabena

14. http://springerlink.com/content/b237nh8150301613/fulltext.pdf

15. http://springerlink.com/content/b237nh8150301613/fulltext.html

16. http://springerlink.com/content/b237nh8150301613/10649_2008_Article_9163_ESM.html

17. http://springerlink.com/content/y82307h467653t3t/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=2

18. http://springerlink.com/content/?Author=Luis+Radford

19. http://springerlink.com/content/y82307h467653t3t/fulltext.pdf

20. http://springerlink.com/content/y82307h467653t3t/fulltext.html

c 2011 ’http://mathedresearch.wordpress.com’ 245

BlogBook 2.2. February

21. http://springerlink.com/content/9144685573627741/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=3

22. http://springerlink.com/content/?Author=Laurie+D.+Edwards

23. http://springerlink.com/content/9144685573627741/fulltext.pdf

24. http://springerlink.com/content/9144685573627741/fulltext.html

25. http://springerlink.com/content/9144685573627741/10649_2008_Article_9124_ESM.html

26. http://springerlink.com/content/h027506142j37n0w/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=4

27. http://springerlink.com/content/?Author=Michela+Maschietto

28. http://springerlink.com/content/?Author=Maria+G.+Bartolini+Bussi

29. http://springerlink.com/content/h027506142j37n0w/fulltext.pdf

30. http://springerlink.com/content/h027506142j37n0w/fulltext.html

31. http://springerlink.com/content/k827840347406g12/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=5

32. http://springerlink.com/content/?Author=Ricardo+Nemirovsky

33. http://springerlink.com/content/?Author=Francesca+Ferrara

34. http://springerlink.com/content/k827840347406g12/fulltext.pdf

35. http://springerlink.com/content/k827840347406g12/fulltext.html

36. http://springerlink.com/content/7742742g23p1ul8v/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=6

37. http://springerlink.com/content/?Author=Wolff-Michael+Roth

38. http://springerlink.com/content/?Author=Jennifer+S.+Thom

39. http://springerlink.com/content/7742742g23p1ul8v/fulltext.pdf

40. http://springerlink.com/content/7742742g23p1ul8v/fulltext.html

41. http://springerlink.com/content/k8v883836245p743/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=7

42. http://springerlink.com/content/?Author=Anna+Sfard

43. http://springerlink.com/content/k8v883836245p743/fulltext.pdf

44. http://springerlink.com/content/k8v883836245p743/fulltext.html

45. http://springerlink.com/content/u6247451u5228p62/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=8

46. http://springerlink.com/content/?Author=Julian+Williams

47. http://springerlink.com/content/u6247451u5228p62/fulltext.pdf

48. http://springerlink.com/content/u6247451u5228p62/fulltext.html

49. http://springerlink.com/content/d8138785137ul82x/?p=e2340256c3034e6c90c3e8d9cf1de81d&pi=9

50. http://springerlink.com/content/?Author=James+Kaput

51. http://springerlink.com/content/d8138785137ul82x/fulltext.pdf

52. http://springerlink.com/content/d8138785137ul82x/fulltext.html

Changing practice, changing minds (2009-02-25 08:29)

I like the title of a new article written by Jeanne Tunks and Kirk Weller, especially the ﬁrst part of it! Here is the

entire title: [1]Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the

concerns-based adoption model (CBAM). This article was published online in [2]Educational Studies in Mathe-

matics on Saturday, and it discusses the results of a yearlong innovation program called "Teacher Quality Grant".

And, just to avoid any misunderstandings: it is not only the title of the article I ﬁnd interesting. The article itself is

very interesting, and the program described also appears to be quite interesting. Here is the abstract of the article:

This study examines the process of change among grade 4 teachers (students aged 9÷10 years) who

participated in a yearlong Teacher Quality Grant innovation program. The concerns-based adoption

model (CBAM), which informed the design and implementation of the program, was used to examine

the process of change. Two questions guided the investigation: (1) How did teachers` concerns about

and levels of use of the innovation evolve during the course of the project? (2) What changes in teach-

ers` perceptions and practices arose as a result of the innovation? Results showed that several of the

teachers` concerns evolved from self/task toward impact. With continued support, several participants

achieved routine levels of use, which they sustained beyond the project.

246 c 2011 ’http://mathedresearch.wordpress.com’

2.2. February BlogBook

1. http://springerlink.metapress.com/content/l104254j43572738/

2. http://springerlink.metapress.com/content/102875/?p=b233d05ad30e41c3a84244a9841ce74d&pi=0

Transition between different coordinate systems (2009-02-25 08:32)

Mariana Montiel, Biguel R. Wilhelmi, Draga Vidakovic and Iwan Elstak have written an article called [1]Using the

onto-semiotic approach to identify and analyze mathematical meaning when transiting between different coordi-

nate systems in a multivariate context. The article was published online in [2]Educational Studies in Mathematics

on Saturday. Here is the abstract of their article:

The main objective of this paper is to apply the onto-semiotic approach to analyze the mathemati-

cal concept of different coordinate systems, as well as some situations and university students` actions

related to these coordinate systems. The identiﬁcation of objects that emerge from the mathematical

activity and a ﬁrst intent to describe an epistemic network that relates to this activity were carried out.

Multivariate calculus students` responses to questions involving single and multivariate functions in

polar, cylindrical, and spherical coordinates were used to classify semiotic functions that relate the

different mathematical objects.

1. http://springerlink.metapress.com/content/c8191045063072p7/

2. http://springerlink.metapress.com/content/102875/?p=6cb52b4d754f4269beaf00179adba4fc&pi=0

IJSME, Vol 7, Number 2 (2009-02-25 08:44)

[1]International Journal of Science and Mathematics Education has just released their [2]second issue this year,

the April issue (!). The issue contains 9 interesting articles:

• [3]Language and Student Performance in Junior Secondary Science Examinations: The Case of Second

Language Learners in Botswana, by Robert B. Prophet and Nandkishor B. Badede

• [4]The system of coordinates as an obstacle in understanding the concept of dimension, by Constantine

Skordoulis, Theodore Vitsas, Vassilis Dafermos and Eugenia Koleza

• [5]Misconceptions of Turkish Pre-Service Teachers about Force and Motion, by Sule Bayraktar

• [6]Variable Relationships among Different Science Learners in Elementary Science-Methods Courses, by

Robert E. Bleicher

• [7]Efﬁcacy of Two Different Instructional Methods Involving Complex Ecological Content, by Christoph

Randler and Franz X. Bogner

• [8]Correlations Among Five Demographic Variables and the Performance of Selected Jamaican 11th-graders

on Some Numerical Problems on Energy, by Nicholas Emepue and Kola Soyibo

• [9]From "exploring the middle zone" to "constructing a bridge": Experimenting in the Spiral Bianshi math-

ematics curriculum, by Ngai-Ying Wong, Chi-Chung Lam, XuHua Sun and Anna Mei Yan Chan

• [10]Number Sense Strategies Used by Pre-Service Teachers in Taiwan, by Der-Ching Yang, Robert E. Reys

and Barbara J. Reys

c 2011 ’http://mathedresearch.wordpress.com’ 247

BlogBook 2.2. February

• [11]Listen to the silence: The left-behind phenomenon as seen through classroom videos and teachers’

reﬂections, by Hagar Gal, Fou-Lai Lin and Jia-Ming Ying

1. http://springerlink.com/content/111141/?p=8aab24159e1341d5a0b321c7230c8504&pi=0

2. http://springerlink.com/content/gw7j27084707/?p=b81dc9b59c4f4a489cf0ed67548a0040&pi=0

3. http://springerlink.com/content/w0uw05323k76v644/?p=7f083628fd5b489bba17389508a7204c&pi=0

4. http://springerlink.com/content/u1u0twgk2406t532/?p=7f083628fd5b489bba17389508a7204c&pi=1

5. http://springerlink.com/content/l021787r461270t3/?p=7f083628fd5b489bba17389508a7204c&pi=2

6. http://springerlink.com/content/l218714271541784/?p=7f083628fd5b489bba17389508a7204c&pi=3

7. http://springerlink.com/content/60571142142458w0/?p=7f083628fd5b489bba17389508a7204c&pi=4

8. http://springerlink.com/content/p1rp108088661tp7/?p=7f083628fd5b489bba17389508a7204c&pi=5

9. http://springerlink.com/content/r4585phq28418707/?p=7f083628fd5b489bba17389508a7204c&pi=6

10. http://springerlink.com/content/f3v31v4gw7368280/?p=7f083628fd5b489bba17389508a7204c&pi=7

11. http://springerlink.com/content/f464071pwwkm8471/?p=7f083628fd5b489bba17389508a7204c&pi=8

Mathematics classrooms with immigrant students (2009-02-26 08:35)

Núria Gorgorió and Guida de Abreu have written an article that was published in [1]Educational Studies in Math-

ematics on Tuesday. The article is entitled [2]Social representations as mediators of practice in mathematics

classrooms with immigrant students. Here is a copy of their abstract:

This article suggests that a critical perspective of the notion of social representations can offer

useful insights into understanding practices of teaching and learning in mathematics classrooms with

immigrant students. Drawing on literature using social representations, previous empirical studies are

revisited to examine three speciﬁc questions: what are the dominant social representations that perme-

ate the mathematics classroom with immigrant students? What impact do these social representations

have on classroom practices? What are the spaces for changing these practices through becoming re-

ﬂective and critically aware of these representations? These questions are addressed mostly in relation

to teachers` representations, though the article also draws on data from research with students and par-

ents to illustrate the diversity of representations and to argue for a critical and reﬂective perspective.

1. http://springerlink.metapress.com/content/102875/?p=18c6ee6d455443d088dc0d18a53c7b2c&pi=0

2. http://springerlink.metapress.com/content/3ut10436j1520jx6/

Supervision of mathematics student teachers (2009-02-26 08:37)

Maria Lorelei Fernandez and Evrim Erbilgin have written an article about [1]Examining the supervision of math-

ematics student teachers through analysis of conference communications. The article was published online in

[2]Educational Studies in Mathematics on Tuesday. Here is the abstract of their article:

Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus,

it is essential to better understand key aspects of the experience. We conducted a qualitative study

of post-lesson conferences led by supervisors (classroom cooperating teachers and a university super-

visor) working with mathematics student teachers. Analysis of conference communications revealed

differences in the types and content of communications in conferences led by the cooperating teach-

ers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that

248 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

lacked a focus on the mathematics of the lessons while the university supervisor tended toward educa-

tive supervision, guiding student teachers to reﬂect on and learn from their own classroom experiences

including the mathematics of their lessons. Differences are discussed, and suggestions concerning the

supervision of student teachers are made along with recommendations for further research.

1. http://springerlink.metapress.com/content/b24x820712806432/

2. http://springerlink.metapress.com/content/102875/?p=67806aee66634acabad3b317538bae7f&pi=0

Online resources in mathematics (2009-02-26 08:42)

Laetitia Bueno-Ravel and Ghislaine Gueudet have written an article that was recently published in [1]International

Journal of Computers for Mathematical Learning. The article provides some interesting perspectives on issues that

should be relevant to most mathematics teachers: [2]Online Resources in Mathematics, Teachers` Geneses and

Didactical Techniques. The examples provided in their article is related to a particular electronic resource called

(in French) "[3]Mathenpoche" (or "Maths in the pocket"). Here is the abstract of their article:

The study we present here concerns the consequences of integrating online resources into the

teaching of mathematics. We focus on the interaction between teachers and speciﬁc online resources

they draw on: e-exercise bases. We propose a theoretical approach to study the associated phenom-

ena, combining instrumental and anthropological perspectives. For given didactical tasks, we observe

teachers` instrumental geneses, and the didactical techniques they develop. We exemplify our ap-

proach with the analysis of a case study of trigonometry in grade 9.

1. http://springerlink.metapress.com/content/102910/?p=0d6b3e53229d4bd9b133786a3cd80a56&pi=0

2. http://springerlink.metapress.com/content/j254x2815000710r/

3. http://mathenpoche.sesamath.net/

2.3 March

IJCML, volume 13, issue 3 (2009-03-01 09:12)

The [1]December issue (2008) of [2]International Journal of Computers for Mathematical Learning has recently

been made available - obviously a bit late. These are the ﬁve articles included:

• [3]Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

by Tom Satwicz and Reed Stevens

• [4]Graphic Calculators and Micro-Straightness: Analysis of a Didactic Engineering, by Michela Maschietto

• [5]An 'Emergent Model` for Rate of Change, by Sandra Herbert and Robyn Pierce

• [6]Using Dynamic Geometry Software to Gain Insight into a Proof, by Bulent Guven

• [7]Computational Diversions: Julia Variations, by Michael Eisenberg

c 2011 ’http://mathedresearch.wordpress.com’ 249

BlogBook 2.3. March

1. http://springerlink.com/content/pgt58mu03867/?p=9bc97ad8818444249eca6ae90700a074&pi=0

2. http://springerlink.com/content/102910/?p=5ffd4c7c0bab4640893a503b2b0aa127&pi=0

3. http://springerlink.com/content/nvl53u2328r34616/?p=9b0df40afc1f468b84e6c4894f28a058&pi=0

4. http://springerlink.com/content/9358q9821758736q/?p=9b0df40afc1f468b84e6c4894f28a058&pi=1

5. http://springerlink.com/content/q52h63tx441057rk/?p=9b0df40afc1f468b84e6c4894f28a058&pi=2

6. http://springerlink.com/content/q544434u148j6j90/?p=9b0df40afc1f468b84e6c4894f28a058&pi=3

7. http://springerlink.com/content/u275x66t4741220t/?p=9b0df40afc1f468b84e6c4894f28a058&pi=4

Teaching Mathematics and its Applications, issue 1, 2009 (2009-03-01 09:15)

The ﬁrst issue (of 2009) of Teaching Mathematics and its Applications has been published. Here is an overview of

the contents:

Section A [1]

Get checked abstract Adnan Baki and Bulent Guven Khayyam with Cabri: experiences of pre-service mathematics

teachers with Khayyam’s solution of cubic equations in dynamic geometry environment

Teaching Mathematics and its Applications Advance Access published on February 17, 2009

Teaching Mathematics Applications 2009 28: 1-9; doi:10.1093/teamat/hrp001 [2][Abstract] [3][PDF] [4][Request

Permissions]

Get checked abstract Paul Glaister and Elizabeth M. Glaister HMS÷harmonic motion by shadows

Teaching Mathematics and its Applications Advance Access published on November 3, 2008

Teaching Mathematics Applications 2009 28: 10-15; doi:10.1093/teamat/hrn022 [5][Abstract] [6][PDF] [7][Re-

quest Permissions]

Get checked abstract Yiu-Kwong Man On Feynman’s Triangle problem and the Routh Theorem

Teaching Mathematics and its Applications Advance Access published on January 30, 2009

Teaching Mathematics Applications 2009 28: 16-20; doi:10.1093/teamat/hrn024 [8][Abstract] [9][PDF] [10][Re-

quest Permissions]

Get checked abstract John Monaghan, Peter Pool, Tom Roper, and John Threlfall Open-start mathematics prob-

lems: an approach to assessing problem solving

Teaching Mathematics and its Applications Advance Access published on January 30, 2009

Teaching Mathematics Applications 2009 28: 21-31; doi:10.1093/teamat/hrn023 [11][Abstract] [12][PDF]

[13][Request Permissions]

Get checked abstract Keith Parramore Enlisting excel÷again

Teaching Mathematics Applications 2009 28: 32-37; doi:10.1093/teamat/hrp004 [14][Abstract] [15][PDF]

[16][Request Permissions]

Get checked abstract Tanja Van Hecke Minimizing the delay at trafﬁc lights

Teaching Mathematics and its Applications Advance Access published on February 17, 2009

Teaching Mathematics Applications 2009 28: 38-42; doi:10.1093/teamat/hrp002 [17][Abstract] [18][PDF]

[19][Request Permissions]

Section B [20]

Get checked abstract Yiu-Kwong Man A study of two-term unit fraction expansions via geometric approach

Teaching Mathematics and its Applications Advance Access published on October 19, 2008

Teaching Mathematics Applications 2009 28: 43-47; doi:10.1093/teamat/hrn020 [21][Abstract] [22][PDF]

[23][Request Permissions]

Get checked abstract Chris Sangwin The wonky trammel of Archimedes

Teaching Mathematics and its Applications Advance Access published on November 28, 2008

Teaching Mathematics Applications 2009 28: 48-52; doi:10.1093/teamat/hrn019 [24][Abstract] [25][PDF]

250 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

[26][Request Permissions]

1. http://teamat.oxfordjournals.org/content/vol28/issue1/index.dtl?etoc#top

2. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/1

3. http://teamat.oxfordjournals.org/cgi/reprint/28/1/1

4. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Khayyam+with+Cabri%3A+experiences+of+pre-service+mathematics+teachers+with+Khayyam%

27s+solution+of+cubic+equations+in+dynamic+geometry+environment&publicationDate=March+

2009&author=Adnan+Baki,+et.+al.©right=Copyright+%28c%29+2009+by+the+Institute+of+

Mathematics+and+its+Applications.&contentID=10.1093/teamat/hrp001&volumeNum=28&issueNum=

1&startPage=1&endPage=9&issn=0268-3679&eissn=1471-6976&orderBeanReset=true

5. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/10

6. http://teamat.oxfordjournals.org/cgi/reprint/28/1/10

7. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

HMS--harmonic+motion+by+shadows&publicationDate=March+2009&author=Paul+Glaister,+et.+al.

©right=Copyright+%28c%29+2009+by+the+Institute+of+Mathematics+and+its+Applications.

&contentID=10.1093/teamat/hrn022&volumeNum=28&issueNum=1&startPage=10&endPage=15&issn=

0268-3679&eissn=1471-6976&orderBeanReset=true

8. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/16

9. http://teamat.oxfordjournals.org/cgi/reprint/28/1/16

10. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

On+Feynman%27s+Triangle+problem+and+the+Routh+Theorem&publicationDate=March+2009&author=

Yiu-Kwong+Man©right=Copyright+%28c%29+2009+by+the+Institute+of+Mathematics+and+its+

Applications.&contentID=10.1093/teamat/hrn024&volumeNum=28&issueNum=1&startPage=16&endPage=

20&issn=0268-3679&eissn=1471-6976&orderBeanReset=true

11. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/21

12. http://teamat.oxfordjournals.org/cgi/reprint/28/1/21

13. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Open-start+mathematics+problems%3A+an+approach+to+assessing+problem+solving&publicationDate=

March+2009&author=John+Monaghan,+et.+al.©right=Copyright+%28c%29+2009+by+the+Institute+

of+Mathematics+and+its+Applications.&contentID=10.1093/teamat/hrn023&volumeNum=28&issueNum=

1&startPage=21&endPage=31&issn=0268-3679&eissn=1471-6976&orderBeanReset=true

14. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/32

15. http://teamat.oxfordjournals.org/cgi/reprint/28/1/32

16. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Enlisting+excel--again&publicationDate=March+2009&author=Keith+Parramore©right=

Copyright+%28c%29+2009+by+the+Institute+of+Mathematics+and+its+Applications.&contentID=

10.1093/teamat/hrp004&volumeNum=28&issueNum=1&startPage=32&endPage=37&issn=0268-3679&eissn=

1471-6976&orderBeanReset=true

17. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/38

18. http://teamat.oxfordjournals.org/cgi/reprint/28/1/38

19. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

Minimizing+the+delay+at+traffic+lights&publicationDate=March+2009&author=Tanja+Van+

Hecke©right=Copyright+%28c%29+2009+by+the+Institute+of+Mathematics+and+its+Applications.

&contentID=10.1093/teamat/hrp002&volumeNum=28&issueNum=1&startPage=38&endPage=42&issn=

0268-3679&eissn=1471-6976&orderBeanReset=true

20. http://teamat.oxfordjournals.org/content/vol28/issue1/index.dtl?etoc#top

21. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/43

22. http://teamat.oxfordjournals.org/cgi/reprint/28/1/43

23. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

A+study+of+two-term+unit+fraction+expansions+via+geometric+approach&publicationDate=March+

2009&author=Yiu-Kwong+Man©right=Copyright+%28c%29+2009+by+the+Institute+of+Mathematics+

c 2011 ’http://mathedresearch.wordpress.com’ 251

BlogBook 2.3. March

and+its+Applications.&contentID=10.1093/teamat/hrn020&volumeNum=28&issueNum=1&startPage=

43&endPage=47&issn=0268-3679&eissn=1471-6976&orderBeanReset=true

24. http://teamat.oxfordjournals.org/cgi/content/abstract/28/1/48

25. http://teamat.oxfordjournals.org/cgi/reprint/28/1/48

26. https://s100.copyright.com/AppDispatchServlet?publisherName=oup&publication=teamat&title=

The+wonky+trammel+of+Archimedes&publicationDate=March+2009&author=Chris+Sangwin©right=

Copyright+%28c%29+2009+by+the+Institute+of+Mathematics+and+its+Applications.&contentID=10.

1093/teamat/hrn019&volumeNum=28&issueNum=1&startPage=48&endPage=52&issn=0268-3679&eissn=

1471-6976&orderBeanReset=true

Good mathematics instruction in South Korea (2009-03-01 09:57)

JeongSuk Pang has written an article called [1]Good mathematics instruction in South Korea. The article has re-

cently been published online in [2]ZDM. Here is the article abstract:

There have been only a few studies of Korean mathematics instruction in international contexts.

Given this, this paper describes in detail a sixth grade teacher`s mathematics instruction in order to in-

vestigate closely what may be counted as high-quality teaching and learning in Korea. This paper then

discusses several key characteristics of good mathematics instruction along with some background in-

formation on Korean educational practice. This paper concludes with remarks that good mathematics

instruction may be perceived differently with regard to underlying social and cultural norms.

1. http://springerlink.metapress.com/content/c12x018k4q707457/

2. http://springerlink.metapress.com/content/120453/?p=c4d63cbd16f64b0aa64ae1db849f6c19&pi=0

Black-white gap in mathematics course taking (2009-03-01 10:01)

Sean Kelly has written an article about [1]The Black-White Gap in Mathematics Course Taking. This article has

been published in a recent issue of the journal [2]Sociology of Education. Here is the abstract of Kelly’s article:

Using data from the National Education Longitudinal Study, this study investigated differences in

the mathematics course taking of white and black students. Because of lower levels of achievement,

prior course taking, and lower socioeconomic status, black students are much more likely than are

white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel

models for categorical outcomes, the study found that the black-white gap in mathematics course

taking is the greatest in integrated schools where black students are in the minority and cannot be

entirely accounted for by individual-level differences in the course-taking qualiﬁcations or family

backgrounds of white and black students. This ﬁnding was obscured in prior research by the failure to

model course taking adequately between and within schools. Course placement policies and enroll-

ment patterns should be monitored to ensure effective schooling for all students.

1. http://www.ingentaconnect.com/content/asoca/soe/2009/00000082/00000001/art00003

2. http://www.ingentaconnect.com/content/asoca/soe;jsessionid=4i5jqdmul1ks4.alice

252 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

Teaching research groups in China (2009-03-01 10:04)

Yudong Yang has written an interesting article that was recently published online in [1]ZDM. The article has been

entitled [2]How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on

Pythagoras theorem teaching in Shanghai. The Teaching Research Group system seems to be somewhat similar to

the Japanese Lesson Study approach, and I ﬁnd this very interesting. Here is the article abstract:

In China, a school-based teaching research system was built since 1952 and Teaching Research

Group (TRG) exists in every school. In the paper, a teacher`s three lessons and the changes in each

lesson were described, which might show a track of how lessons were continuously developed in

TRG. The Mathematical Tasks Framework, The Task Analysis Guide, and Factors Associated with

the Maintenance and the Decline of High-level Cognitive Demands developed in the Quantitative

Understanding: Amplifying Student Achievement and Reasoning project (Stein and Smith in Math

Teach Middle School 3(4):268÷275, 1998; Stein et al. in Implementing stardards-based mathematics

instruction. Teachers College Press, NY, pp. 1÷33, 2000), were employed in this study. Based on the

perspective of Mathematical Task Analysis, changes of three lessons were described and the author

provided a snapshot for understanding how a Chinese teacher gradually improved his/her lessons in

TRG activities.

1. http://springerlink.metapress.com/content/120453/?p=4198b5ad68d44705afce2de47e14d378&pi=0

2. http://springerlink.metapress.com/content/t06314r45330g88r/

Didactical designs (2009-03-03 09:38)

Takeshi Miyakawa and Carl Winsløw have written an article called [1]Didactical designs for students` proportional

reasoning: an 'open approach¨ lesson and a 'fundamental situation¨. The article was published online in [2]Edu-

cational Studies in Mathematics on Saturday. Here is their abstrac:

In this paper, we analyze and compare two didactical designs for introducing primary school pupils

to proportional reasoning in the context of plane polygons. One of them is well-documented in the

literature; the other one is based on our own data and is accordingly presented and discussed in more

detail in this paper. The two designs come from different cultural and intellectual environments: les-

son study in Japan (implicitly based on the 'open approach method¨) and 'didactical engineering¨ in

France (based on the theory of didactical situations). The general aim of our paper is to compare these

two environments and their approaches to didactical design, basing our discussion on the concrete

designs mentioned above. Clear differences among them are presented, while we also identify links

which hold potential for integrating research and practice.

1. http://springerlink.metapress.com/content/f730280n6562730q/

2. http://springerlink.metapress.com/content/102875/?p=f36b85bf9e5042c4a443a4f6c4d2af09&pi=0

HPM newsletter, March 2009 (2009-03-04 11:25)

[1]HPM is a study group afﬁliated to ICMI, and it has a focus on the relations between the History and Pedagogy

of Mathematics. HPM has now published their n[2]ewsletter No. 70. The newsletter is freely available as PDF

c 2011 ’http://mathedresearch.wordpress.com’ 253

BlogBook 2.3. March

download, and it contains lost of useful information for those interested in the relationship between history and

teaching/learning of mathematics.

1. http://www.clab.edc.uoc.gr/HPM/

2. http://www.clab.edc.uoc.gr/HPM/HPM%20News%2070.pdf

Teaching contests (2009-03-05 09:02)

Yeping Li and Jun Li have written an interesting article called [1]Mathematics classroom instruction excellence

through the platform of teaching contests. The article was published online in [2]ZDM on Tuesday. Here is a copy

of their abstract:

In this study, we aimed to examine features of mathematics classroom instruction excellence iden-

tiﬁed and valued through teaching contests in the Chinese mainland. By taking a case study approach,

we focused on a prize-winning lesson as an exemplary lesson that was awarded the top prize in teach-

ing contests at both the district and the city level. The analyses of the exemplary lesson itself revealed

important features on the lesson`s content treatment, students` engagement, and the use of multiple

methods to facilitate students` learning. These features are consistent with what the contest evalua-

tion committees valued and what seven other mathematics expert teachers focused in their comments.

The Chinese teaching culture in identifying and promoting classroom instruction excellence is then

discussed in a broader context.

1. http://springerlink.metapress.com/content/f30hr840040686h7/

2. http://springerlink.metapress.com/content/120453/?p=30da719189c04c1189dd67fac2c3b3fb&pi=0

Conditional inference and advanced mathematical study (2009-03-05 09:06)

Matthew Inglis and Adrian Simpson have written an article that was recently published online in [1]Educational

Studies in Mathematics. The article is entitled [2]Conditional inference and advanced mathematical study: further

evidence. Here is the article abstract:

In this paper, we examine the support given for the 'theory of formal discipline` by Inglis and

Simpson (Educational Studies Mathematics 67:187÷204, 2008). This theory, which is widely accepted

by mathematicians and curriculum bodies, suggests that the study of advanced mathematics develops

general thinking skills and, in particular, conditional reasoning skills. We further examine the idea that

the differences between the conditional reasoning behaviour of mathematics and arts undergraduates

reported by Inglis and Simpson may be put down to different levels of general intelligence in the two

groups. The studies reported in this paper call into question this suggestion, but they also cast doubt

on a straightforward version of the theory of formal discipline itself (at least with respect to university

study). The paper concludes by suggesting that either a pre-university formal discipline effect or a

ﬁltering effect on 'thinking dispositions` may give a better account for the ﬁndings.

1. http://springerlink.metapress.com/content/102875/?p=9e051dd1b0f2484d83f467fbb338769e&pi=0

2. http://springerlink.metapress.com/content/g776607640j78671/

Exemplary mathematics instruction in Japanese classrooms (2009-03-06 08:31)

Yoshinori Shimizu has written an article that I think will be of great interest to many: [1]Characterizing exemplary

mathematics instruction in Japanese classrooms from the learner`s perspective. For more than a decade, researchers

have had a focus on teaching practice in East-Asia, and in particular in Japan. Shimizu aims at examining some

254 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

key characteristics of exemplary mathematics instruction in Japanese eigth-grade classrooms. The article was pub-

lished online in [2]ZDM on Wednesday. Here is the abstract:

This paper aims to examine key characteristics of exemplary mathematics instruction in Japanese

classrooms. The selected ﬁndings of large-scale international studies of classroom practices in math-

ematics are reviewed for discussing the uniqueness of how Japanese teachers structure and deliver

their lessons and what Japanese teachers value in their instruction from a teacher`s perspective. Then

an analysis of post-lesson video-stimulated interviews with 60 students in three 'well-taught¨ eighth-

grade mathematics classrooms in Tokyo is reported to explore the learners` views on what constitutes

a 'good¨ mathematics lesson. The co-constructed nature of quality mathematics instruction that focus

on the role of students` thinking in the classroom is discussed by recasting the characteristics of how

lessons are structured and delivered and what experienced teachers tend to value in their instruction

from the learner`s perspective. Valuing students` thinking as necessary elements to be incorporated

into the development of a lesson is the key to the approach taken by Japanese teachers to develop and

maintain quality mathematics instruction.

1. http://springerlink.metapress.com/content/t647181j63672429/

2. http://springerlink.metapress.com/content/120453/?p=277bb3b39ca8487d80a1bca997fd3990&pi=0

Sociocultural complexity in mathematics teaching (2009-03-06 08:34)

Barbara Jaworski and Despina Potari have written an article called [1]Bridging the macro- and micro-divide: using

an activity theory model to capture sociocultural complexity in mathematics teaching and its development. The

article was published in [2]Educational Studies in Mathematics a few days ago. Here is a copy of their abstract:

This paper is methodologically based, addressing the study of mathematics teaching by linking

micro- and macro-perspectives. Considering teaching as activity, it uses Activity Theory and, in par-

ticular, the Expanded Mediational Triangle (EMT) to consider the role of the broader social frame

in which classroom teaching is situated. Theoretical and methodological approaches are illustrated

through episodes from a study of the mathematics teaching and learning in a Year-10 class in a UK

secondary school where students were considered as 'lower achievers¨ in their year group. We show

how a number of questions about mathematics teaching and learning emerging from microanalysis

were investigated by the use of the EMT. This framework provided a way to address complexity in the

activity of teaching and its development based on recognition of central social factors in mathematics

teaching÷learning.

1. http://springerlink.metapress.com/content/g12j0638k1626j71/

2. http://springerlink.metapress.com/content/102875/?p=ba01a37ee4cf4c7fa5f127df235c25e5&pi=0

Free access to special issue of ESM! (2009-03-06 11:39)

SpringerLink has announced that the recent [1]special issue of [2]Educational Studies in Mathematics will be freely

available to all. The special issue has a focus on Gestures and Multimodality in the Construction of Mathematical

Meaning, and it contains 10 interesting articles. All are freely available to anyone before April 30, 2009.

See also [3]my earlier post about the contents of this issue!

c 2011 ’http://mathedresearch.wordpress.com’ 255

BlogBook 2.3. March

1. http://www.springerlink.com/content/g02777583l54/?p=fc62e44480614ad192af1646a6aea341&pi=

0&sa_campaign=email/PROM/HSS10836_V1

2. http://www.springerlink.com/content/102875/?p=de6360d154694edf92d159133b3d553a&pi=0

3. http://mathedresearch.blogspot.com/2009/02/esm-march-2009.html

Proof constructions and evaluations (2009-03-08 19:14)

Andreas J. Stylianides and Gabriel J. Stylianides have written an article called [1]Proof construction and evalua-

tions. The article was published online in [2]Educational Studies in Mathematics on Friday. Here is a copy of their

article abstract:

In this article, we focus on a group of 39 prospective elementary (grades K-6) teachers who had

rich experiences with proof, and we examine their ability to construct proofs and evaluate their own

constructions. We claim that the combined 'construction÷evaluation¨ activity helps illuminate certain

aspects of prospective teachers` and presumably other individuals` understanding of proof that tend to

defy scrutiny when individuals are asked to evaluate given arguments. For example, some prospective

teachers in our study provided empirical arguments to mathematical statements, while being aware

that their constructions were invalid. Thus, although these constructions considered alone could have

been taken as evidence of an empirical conception of proof, the additional consideration of prospec-

tive teachers` evaluations of their own constructions overruled this interpretation and suggested a good

understanding of the distinction between proofs and empirical arguments. We offer a possible account

of our ﬁndings, and we discuss implications for research and instruction.

1. http://springerlink.metapress.com/content/v2611945638x1763/

2. http://springerlink.metapress.com/content/102875/?p=f9f266259cde4af899a78d174a7ee361&pi=0

Working with schools (2009-03-09 10:52)

Alan H. Schoenfeld has written an article that was published in the March issue of [1]American Mathematical

Monthly. The article has been entitled: [2]Working with Schools: The Story of a Mathematics Education Collab-

oration. Here is a copy of the article abstract:

Working for meaningful mathematical change in the schools isn’t easy. There are issues of poli-

tics, turf, and sometimes unreasonable expectations on the part of the school district and the volunteers

who work with it. But with good intentions, goodwill, and tenacity, there are ways to make a differ-

ence. This paper describes some of the ups, the downs, and the ultimate progress in a collaboration

between U.C. Berkeley and the Berkeley Uniﬁed School district. It offers lessons to mathematicians

who want to understand and/or work with their local schools.

1. http://www.ingentaconnect.com/content/maa/amm;jsessionid=djiqw90r02fn.alice

2. http://www.ingentaconnect.com/content/maa/amm/2009/00000116/00000003/art00002

256 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

The emergence of "speaking with meaning" (2009-03-10 15:31)

Phillip G. Clark, Kevin C. Moore and Marilyn P. Carlson have written an article that was recently published online

in [1]The Journal of Mathematical Behavior. The article is entitled [2]Documenting the emergence of 'speaking

with meaning¨ as a sociomathematical norm in professional learning community discourse. Here is the abstract of

their article:

We introduce the sociomathematical norm of speaking with meaning and describe its emergence

in a professional learning community (PLC) of secondary mathematics and science teachers. We use

speaking with meaning to reference speciﬁc attributes of individual communication that have been

revealed to improve the quality of discourse among individuals engaged in discourse in a PLC. An

individual who is speaking with meaning provides conceptually based descriptions when communi-

cating with others about solution approaches. The quantities and relationships between quantities in

the problem context are described rather than only stating procedures or numerical calculations used

to obtain an answer to a problem. Solution approaches are justiﬁed with logical and coherent argu-

ments that have a conceptual rather than procedural basis. The data for this research was collected

during a year-long study that investigated a PLC whose members were secondary mathematics and

science teachers. Analysis of the data revealed that after one semester of participating in a PLC where

speaking with meaning was emphasized, the PLC members began to establish their own criteria for

an acceptable mathematical argument and what constituted speaking with meaning. The group also

emerged with common expectations that answers be accompanied by explanations and mathematical

operations be explained conceptually (not just procedurally). The course and PLC design that sup-

ported the emergence of speaking with meaning by individuals participating in a PLC are described.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4VT17PG-1&_user=10&_rdoc=

1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=

10&md5=92138cc39cbfcdcc8ad873617f56deee

Obama on Math (2009-03-11 20:05)

Yesterday, president Obama held a speech relating to education. The speech also mentioned math education a

couple of times. Michael Alison Chandler gives a nice overview of this in an [1]interesting blog post over at

[2]The Washington Post.

1. http://voices.washingtonpost.com/x-equals-why/2009/03/obama_on_math_education.html?wprss=

rss_blog

2. http://www.washingtonpost.com/

Knowledge and beliefs (2009-03-13 08:57)

Much of my own research the last years has been related to knowledge and beliefs concerning mathematics, teach-

ing and learning of mathematics. In the [1]most recent issue of [2]Instructional Science, Angela Boldrin and Lucia

Mason have written an article that caught my attention: [3]Distinguishing between knowledge and beliefs: stu-

dents` epistemic criteria for differentiating. Here is the abstract of this highly interesting article:

c 2011 ’http://mathedresearch.wordpress.com’ 257

BlogBook 2.3. March

'I believe that he/she is telling the truth¨, 'I know about the solar system¨: what epistemic criteria

do students use to distinguish between knowledge and beliefs? If knowing and believing are concep-

tually distinguishable, do students of different grade levels use the same criteria to differentiate the

two constructs? How do students understand the relationship between the two constructs? This study

involved 219 students (116 girls and 103 boys); 114 were in 8th grade and 105 in 13th grade. Students

had to (a) choose which of 5 graphic representations outlined better the relationship between the two

constructs and to justify their choice; (b) rate a list of factual/validated, non-factual/non-validated and

ambiguous statements as either knowledge or belief, and indicate for each statement their degree of

truthfulness, acceptance and on which sources their views were based. Qualitative and quantitative

analysis were performed. The data showed how students distinguish knowledge from belief concep-

tually and justify their understanding of the relationship between the two constructs. Although most

students assigned a higher epistemic status to knowledge, school grade signiﬁcantly differentiated the

epistemic criteria used to distinguish the two constructs. The study indicates the educational impor-

tance of considering the notions of knowledge and belief that students bring into the learning situation.

1. http://www.springerlink.com/content/m15578850236/?p=37939689220a4690b6eb97ebc6a2090f&pi=0

2. http://www.springerlink.com/content/102905/?p=37939689220a4690b6eb97ebc6a2090f&pi=0

3. http://www.springerlink.com/content/t847280tj37276u0/

An innovative system of lecture notes (2009-03-16 21:32)

E.J. Tonkes, P.S. Isaac and V. Scharaschkin have written an article entitled "[1]Assessment of an innovative system

of lecture notes in ﬁrst-year mathematics". The article was recently published online in [2]International Journal of

Mathematical Education in Science and Technology. Here is the abstract of their article:

Lectures are a familiar component in the delivery of mathematical content. Lecturers are often

challenged with presenting material in a manner that aligns with the various learning styles and abili-

ties within a large class. Students complain that the old-fashioned lecture style of copying notes from

a board hinders the learning process, as they simply concentrate on writing. In recent times, distribut-

ing elaborate lecture notes has become a widespread alternative, but has its own problems, alienating

the audience with lack of participation. The authors have developed a system of lecture notes, we call

partially populated lecture notes, that have enjoyed success with students and addressed these difﬁcul-

ties.

1. http://www.informaworld.com/smpp/content%7Econtent=a909529556%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

GeoGebra - freedom to explore and learn (2009-03-16 21:37)

Linda Fahlberg-Stojanovska and Vitomir Stojanovski have written an article called [1]GeoGebra - freedom to ex-

plore and learn. The article was recently published in [2]Teaching Mathematics and its Applications. GeoGebra is

a very interesting piece of software, and if you are interested in more, the authors point you to [3]this wiki. Here

is the abstract of their article:

We start by visiting the maths section of the web site answers.yahoo.com. Here, anybody can ask

a question from anywhere in the world at every possible level. Answers are given by anyone who

258 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

wants to contribute and then askers/readers rate the responses. A brief look here and it is starkly clear

that our young people are struggling and their ability to think logically÷that is understand a problem,

organize data into knowns and unknowns, explore possibilities and assess solutions is deﬁnitely on

the decline. In our opinion, this is more insidious than the actual decline in their overall mathemat-

ics skills. Further, one is struck by the fact that technology seems to be contributing to this decline

when in fact it should be the opposite. We then examine two question/answer cycles in detail and

show how the freeware GeoGebra (www.geogebra.org GeoGebraWiki: www.geogebra.org/wiki Ge-

oGebraForum: www.geogebra.org/forum)÷which gives the freedomto explore and learn to everyone,

everywhere and at any time÷can be of tremendous value to pupils and students in their understanding

of mathematics from the smallest ages on up.

1. http://teamat.oxfordjournals.org/cgi/content/short/hrp003v1?rss=1

2. http://teamat.oxfordjournals.org/

3. http://math247.pbwiki.com/GeoGebra

NOMAD, December 2008 (2009-03-17 13:57)

The December issue of [1]Nordic Studies in Mathematics Education (NOMAD) has already reached the sub-

scribers (in the paper format). Now, it has also appeared online - or at least the abstracts. Here is the list of

contents:

• Morten Blomhøj and Paola Valero: [2]Bringing focus to mathematics education in multicultural and multi-

lingual settings (Editorial)

• Kay Owens: [3]Culturality in mathematics education: a comparative study

• Eva Norén: [4]Bilingual students` mother tongue: a resource for teaching and learning mathematics

• Troels Lange: [5]Homework and minority students in difﬁculty with learning mathematics: the inﬂuence of

public discourse

• Paola Valero, Tamsin Meaney, Helle Alrø, Uenuku Fairhall, Ole Skovsmose and Tony Trinick: [6]School

mathematical discourse in a learning landscape: understanding mathematics education in multicultural set-

tings

• Barbro Grevholm: [7]Activities for 2009 in the Nordic Graduate School in Mathematics Education

1. http://ncm.gu.se/node/492

2. http://ncm.gu.se/node/3439

3. http://ncm.gu.se/node/3440

4. http://ncm.gu.se/node/3441

5. http://ncm.gu.se/node/3442

6. http://ncm.gu.se/node/3443

7. http://ncm.gu.se/node/3444

Catwalk problems (2009-03-18 12:24)

Three articles have been published in [1]The Journal of Mathematical Behavior recently that are all related to "the

catwalk task".

c 2011 ’http://mathedresearch.wordpress.com’ 259

BlogBook 2.3. March

1. Steven Case: [2]The catwalk task: Reﬂections and synthesis: Part 1

Abstract: In this article I recount my experiences with a series of encounters with the catwalk task and reﬂect

on the professional growth that these opportunities afforded. First, I reﬂect on my own mathematical work on the

catwalk task, including my efforts to ﬁt various algebraic models to the data. Second, I reﬂect on my experiences

working with a group of high school students on the catwalk task and my interpretations of their mathematical

thinking. Finally, I reﬂect on the entire experience with the catwalk problem, as a mathematics learner, as a

teacher, and as a professional.

2. Emiliano Vega and Shawn Hicks: [3]The catwalk task: Reﬂections and synthesis: Part 2

Abstract: In this article we recount our experiences with a series of encounters with the catwalk task and reﬂect on

the professional growth that these opportunities afforded. First, we individually reﬂect on our own mathematical

work on the catwalk task. Second, we reﬂect on our experiences working with a group of community college

students on the catwalk task and our interpretations of their mathematical thinking. In so doing we also detail a

number of innovative and novel student-generated representations of the catwalk photos. Finally, we each indi-

vidually reﬂect on the entire experience with the catwalk problem, as mathematics learners, as teachers, and as

professionals.

3. Chris Rasmussen: [4]Multipurpose Professional Growth Sequence: The catwalk problem as a paradigmatic

example

Abstract: An important concern in mathematics teacher education is how to create learning opportunities for

prospective and practicing teachers that make a difference in their professional growth as educators. The ﬁrst

purpose of this article is to describe one way of working with prospective and practicing teachers in a graduate

mathematics education course that holds promise for positively inﬂuencing the way teachers think about mathemat-

ics, about student learning, and about mathematics teaching. Speciﬁcally, I use the 'catwalk¨ task as an example

of how a single problem can serve as the basis for a coherent sequence of professional learning experiences. A

second purpose of this article is to provide background information that contextualizes the subsequent two articles,

each of which details the positive inﬂuence of the catwalk task sequence on the authors` professional growth.

So, you may ask, what is this catwalk problem really about then? The problem is originated in a set of 24 time-

lapse photographs of a running cat. The question is simply: How fast is the cat moving at frame 10? Frame 20?

(See [5]this pdf for a presentation of the problem!)

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4VVRCND-3&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=84b48f807e5446acaf6dc218e708f85c

3. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4VVRCND-2&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=97bdacb078b93c7d181580aea0a32b49

4. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4VVRCND-1&_user=1460901&_

rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000052797&_version=1&_urlVersion=0&_userid=

1460901&md5=983f66b76543ea278edffabbb93b41b8

5. http://www.google.no/url?sa=t&source=web&ct=res&cd=1&url=http%3A%2F%2Fwww.gse.rutgers.edu%

2FContentScripts%2FgenFile%7EFileFieldName%7EAcrobatFormat%7EContentItemID%7Eres_1123%

7ETableName%7EvwResources%7EMimeType%7Eapplication%252Fpdf%7EVersionNumber%7E2.asp&ei=

kcvASY6WCsiosAbZqKGqDQ&usg=AFQjCNGzBjJvanJnpw--JE0Lo7tPHkp2XQ&sig2=rWDsc616neoLIxvpfnbJnQ

Epistemological beliefs (2009-03-22 09:14)

Dena L. Wheeler and Diane Montgomery have written an article about college students’ epistemological beliefs.

The article that is entitled [1]Community college students` views on learning mathematics in terms of their episte-

mological beliefs: a Q method study was published online in [2]Educational Studies in Mathematics on Tuesday.

Here is the abstract of their article:

The purpose of this study was to explore the views of students enrolled at a small United States

260 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

Midwestern community college toward learning mathematics, and to examine the relationship be-

tween student beliefs about mathematic learning and educational experiences with mathematics using

Q methodology and open-ended response prompts. Schommer`s (Journal of Educational Psychol-

ogy, 82, 495÷504, 1990) multidimensional theory of personal epistemology provided the structural

framework for the development of 36 domain speciﬁc Q sort statements. Analysis of the data re-

vealed three distinct but related views of learning mathematic which were labeled Active Learners,

Skeptical Learners, and Conﬁdent Learners. Chi-square tests of independence revealed no signiﬁ-

cant differences based on gender. Additionally, there was no evidence for differences based on level

of mathematics completed, age, or college hours accumulated. Student`s previous experiences in

instructional environments, however, were closely associated with beliefs. Results are discussed in

view of the implications for establishing learning environments and considerations in implementing

Standards-based curricula in higher education.

1. http://springerlink.metapress.com/content/8566691802784843/

2. http://springerlink.metapress.com/content/102875/?p=b976cc772d9344ca86fa2ea46d2354b0&pi=0

Histograms in teacher training (2009-03-25 08:22)

A. Bruno and M.C. Espinel have written an article called [1]Construction and evaluation of histograms in teacher

training. The article was published in [2]International Journal of Mathematical Education in Science and Tech-

nology a couple of days ago. Their study shows, among other things, that students confuse histograms with bar

diagrams. Here is their abstract:

This article details the results of a written test designed to reveal how education majors construct

and evaluate histograms and frequency polygons. Included is a description of the mistakes made by

the students which shows how they tend to confuse histograms with bar diagrams, incorrectly assign

data along the Cartesian axes and experience difﬁculties in constructing the frequency polygon.

1. http://www.informaworld.com/smpp/content%7Econtent=a909858013%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Dynamic graphs and student reasoning (2009-03-25 08:25)

Marshall Lassak has written an article about [1]Using dynamic graphs to reveal student reasoning. This article was

published earlier this month in [2]International Journal of Mathematical Education in Science and Technology.

Here is the (rather short) abstract of the article:

Using dynamic graphs, future secondary mathematics teachers were able to represent and com-

municate their understanding of a brief mathematical investigation in a way that a symbolic proof of

the problem could not. Four different student work samples are discussed.

1. http://www.informaworld.com/smpp/content%7Econtent=a909854595%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

c 2011 ’http://mathedresearch.wordpress.com’ 261

BlogBook 2.3. March

The Abel Prize 2009 - Mikhail Gromov (2009-03-26 15:08)

Russian mathematician Mikhail Gromov has been awarded the [1]2009 Abel Prize. The announcement of the ﬁrst

Abel Prize was made in 2002, in connection with the 200th anniversary of Norwegian mathematician [2]Niels

Henrik Abel’s birth. Although the prize has a fairly recent history, it is already called "[3]The Mathematicians’

Nobel". The idea of having an annual mathe matics prize like this was proposed as early as in 1899 by Nor-

wegian mathematician [4]Sophus Lie, when it was made clear that there would be no Nobel prize in mathematics.

These early attempts ended for several reasons, amongst others because Sophus Lie himself died in this same year

(1899), and the dissolution of the union between Sweden and Norway in 1905 also made it difﬁcult to create such

a prize.

[5]Mikhail Gromov (born 1943) was announced as this year’s winner today, by the President of the Norwegian

Academy of Science and Letters, Øyvind Østerud. Gromov will receive the prize from His Majesty King Harald

in a ceremony in Oslo, May 19. The prize carries a cash award of NOK 6,000,000 (about USD 950,000). Gromov

was given the prize because of his revolutionary contributions to the ﬁeld of geometry.

My guess is by the way, that the rather small Wikipedia article about Gromov will increase in the next couple of

days :-)

Sources:

[6]http://www.abelprisen.no/en/’

[7]http://en.wikipedia.org/wiki/Mikhail _Gromov

[8]http://en.wikipedia.org/wiki/Abel _prize

1. http://www.abelprisen.no/en/

2. http://en.wikipedia.org/wiki/Niels_Henrik_Abel

3. http://www.maa.org/devlin/devlin_04_04.html

4. http://en.wikipedia.org/wiki/Sophus_Lie

5. http://en.wikipedia.org/wiki/Mikhail_Gromov

6. http://www.abelprisen.no/en/

7. http://en.wikipedia.org/wiki/Mikhail_Gromov

8. http://en.wikipedia.org/wiki/Abel_prize

Modes of reasoning (2009-03-28 10:12)

Kaye Stacey and Jill Vincent has written an article about [1]Modes of reasoning in explanations in Australian

eighth-grade mathematics textbooks. This article was published online in [2]Educational Studies in Mathematics

a few days ago. Here is the abstract of their article:

Understanding that mathematics is founded on reasoning and is not just a collection of rules to ap-

ply is an important message to convey to students. Here we examined the reasoning presented in seven

topics in nine Australian eighth-grade textbooks. Focusing on explanatory text that introduced new

mathematical rules or relationships, we classiﬁed explanations according to the mode of reasoning

used. Seven modes were identiﬁed, making a classiﬁcation scheme which both reﬁned and extended

previous schemes. Most textbooks provided explanations for most topics rather than presenting 'rules

without reasons¨ but the main purpose appeared to be rule derivation or justiﬁcation in preparation

for practise exercises, rather than using explanations as thinking tools. Textbooks generally did not

distinguish between the legitimacies of deductive and other modes of reasoning.

1. http://springerlink.metapress.com/content/u080115215h78q15/

2. http://springerlink.metapress.com/content/102875/?p=82a50f9a2d014f9f8a3e4576b81b2f5c&pi=0

262 c 2011 ’http://mathedresearch.wordpress.com’

2.3. March BlogBook

More about the Abel Prize winner (2009-03-29 20:56)

A few days ago, [1]I wrote about the winner of this year’s Abel Prize: Mikail Gromov. Since then, a couple of other

posts or articles have been published about this. [2]The Chronicle of Higher Education published [3]a small article

about it. Today, [4]a very interesting article was posted by someone who would be able to understand Gromov’s

achievements better than most of us: [5]Terence Tao. Professor Tao points to earlier articles he has written about

Gromov’s theories, and he presents one of Gromov’s results along with a sketch of the original proof. So, if your

mathematical skills are somewhat above average, you might be interested in taking a closer look at this :-)

1. http://mathedresearch.blogspot.com/2009/03/abel-prize-2009-mikhail-gromov.html

2. http://chronicle.com/

3.

http://chronicle.com/news/article/6199/franco-russian-mathematician-wins-950000-abel-prize

4. http://terrytao.wordpress.com/2009/03/29/mikhail-gromov-wins-2009-abel-prize/

5. http://terrytao.wordpress.com/

ESM, April 2009 (2009-03-30 07:30)

The [1]April issue of [2]Educational Studies in Mathematics has been published, and it contains ﬁve articles (in-

cluding a book review):

• [3]The array representation and primary children`s understanding and reasoning in multiplication, by Patrick

Barmby, Tony Harries, Steve Higgins and Jennifer Suggate’. Abstract: We examine whether the array rep-

resentation can support children`s understanding and reasoning in multiplication. To begin, we deﬁne what

we mean by understanding and reasoning. We adopt a 'representational-reasoning` model of understanding,

where understanding is seen as connections being made between mental representations of concepts, with

reasoning linking together the different parts of the understanding. We examine in detail the implications

of this model, drawing upon the wider literature on assessing understanding, multiple representations, self

explanations and key developmental understandings. Having also established theoretically why the array

representation might support children`s understanding and reasoning, we describe the results of a study

which looked at children using the array for multiplication calculations. Children worked in pairs on lap-

top computers, using Flash Macromedia programs with the array representation to carry out multiplication

calculations. In using this approach, we were able to record all the actions carried out by children on the

computer, using a recording program called Camtasia. The analysis of the obtained audiovisual data identi-

ﬁed ways in which the array representation helped children, and also problems that children had with using

the array. Based on these results, implications for using the array in the classroom are considered.

• [4]Social constructivism and the Believing Game : a mathematics teacher`s practice and its implications,

by Shelly Sheats Harkness. Abstract: The study reported here is the third in a series of research articles

(Harkness, S. S., D`Ambrosio, B., & Morrone, A. S.,in Educational Studies in Mathematics 65:235÷254,

2007; Morrone, A. S., Harkness, S. S., D`Ambrosio, B., & Caulﬁeld, R. in Educational Studies in Mathe-

matics 56:19÷38, 2004) about the teaching practices of the same university professor and the mathematics

course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Prob-

lem Solving reported that they were motivated and that Sheila made learning goals salient. For the present

study, additional data were collected and analyzed within a qualitative methodology and emergent concep-

tual framework, not within a motivation goal theory framework as in the two previous studies. This paper

explores how Sheila`s 'trying to believe,¨ rather than a focus on 'doubting¨ (Elbow, P., Embracing con-

traries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for

both classroom conversations about mathematics and her own mathematical thinking.

• [5]Investigating imagination as a cognitive space for learning mathematics, by Donna Kotsopoulos and

Michelle Cordy. Abstract: Our work is inspired by the book Imagining Numbers (particularly the square

c 2011 ’http://mathedresearch.wordpress.com’ 263

BlogBook 2.3. March

root of minus ﬁfteen), by Harvard University mathematics professor Barry Mazur (Imagining numbers (par-

ticularly the square root of minus ﬁfteen), Farrar, Straus and Giroux, New York, 2003). The work of Mazur

led us to question whether the features and steps of Mazur`s re-enactment of the imaginative work of math-

ematicians could be appropriated pedagogically in a middle-school setting. Our research objectives were to

develop the framework of teaching mathematics as a way of imagining and to explore the pedagogical im-

plications of the framework by engaging in an application of it in middle school setting. Findings from our

application of the model suggest that the framework presents a novel and important approach to developing

mathematical understanding. The model demonstrates in particular the importance of shared visualizations

and problem-posing in learning mathematics, as well as imagination as a cognitive space for learning.

• [6]Teachers` perspectives on 'authentic mathematics¨ and the two-column proof form, by Michael Weiss,

Patricio Herbst and Chialing Chen. Abstract: We investigate experienced high school geometry teachers`

perspectives on 'authentic mathematics¨ and the much-criticized two-column proof form. A videotaped

episode was shown to 26 teachers gathered in ﬁve focus groups. In the episode, a teacher allows a student

doing a proof to assume a statement is true without immediately justifying it, provided he return to complete

the argument later. Prompted by this episode, the teachers in our focus groups revealed two apparently

contradictory dispositions regarding the use of the two-column proof form in the classroom. For some, the

two-column form is understood to prohibit a move like that shown in the video. But for others, the form

is seen as a resource enabling such a move. These contradictory responses are warranted in competing but

complementary notions, grounded on the corpus of teacher responses, that teachers hold about the nature of

authentic mathematical activity when proving.

• [7]Book Review: The beautiful Monster by Mark Ronan (2006), Symmetry and the Monster, one of the

greatest quests of mathematics. New York: Oxford University Press, 255 pp. ISBN 978-0-19-280723-6

£8.99 RRP

1. http://springerlink.com/content/m57t6067l7n0/?p=c2291e93adf843df8968fcbb2f22a434&pi=0

2. http://springerlink.com/content/102875/?p=cc03b34d409c4b9b81cdc0ffab8eb93a&pi=0

3. http://springerlink.com/content/43w7451777g8t841/?p=916cfb71f8d34afaa4a3882a71a53acf&pi=0

4. http://springerlink.com/content/f468tx1630810384/?p=916cfb71f8d34afaa4a3882a71a53acf&pi=1

5. http://springerlink.com/content/u6618131k817748w/?p=916cfb71f8d34afaa4a3882a71a53acf&pi=2

6. http://springerlink.com/content/a82184716r530031/?p=916cfb71f8d34afaa4a3882a71a53acf&pi=3

7. http://springerlink.com/content/p7232v0236x00116/?p=916cfb71f8d34afaa4a3882a71a53acf&pi=4

Challenging Mathematics in and Beyond the Classroom (2009-03-30 07:41)

[1]Springer has published a new book related to mathematics education. The book has been entitled [2]Challeng-

ing Mathematics In and Beyond the Classroom, and it is edited by Edward J. Barbeau and Peter J. Taylor. Here is

a copy of the publisher’s description of the book:

The last two decades have seen signiﬁcant innovation both in classroom teaching and in the public

presentation of mathematics. Much of this has centered on the use of games, puzzles and investiga-

tions designed to capture interest, challenge the intellect and encourage a more robust understanding

of mathematical ideas and processes. ICMI Study 16 was commissioned to review these develop-

ments and describe experiences around the globe in different contexts, systematize the area, examine

the effectiveness of the use of challenges and set the stage for future study and development. A pres-

tigious group of international researchers, with collective experience with national and international

contests, classroom and general contests and in ﬁnding a place for mathematics in the public arena,

contributed to this effort. The result, Challenging Mathematics In and Beyond the Classroom, deals

with challenges for both gifted as regular students, and with building public interest in appreciation of

mathematics.

264 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

1. http://www.springer.com/

2. http://www.springer.com/education/mathematics+education/book/978-0-387-09602-5?cm_mmc=

NBA-_-Mar-09_EAST_3144182-_-product-_-978-0-387-09602-5

The Language of Mathematics (2009-03-30 07:45)

Bill Barton has written a book called [1]The Language of Mathematics, which has been published by [2]Springer

recently. The connection between mathematics and language has been discussed a lot by others before, and this

appears to be a nice contribution to this discussion. The book is written for researchers, graduate students and

teachers of mathematics education. Unfortunately, I haven’t got this book myself (yet), so I can only provide you

with a copy of the publisher’s description of it:

The Language of Mathematics: Telling Mathematical Tales emerges from several contemporary

concerns in mathematics, language, and mathematics education, but takes a different stance with re-

spect to language. Rather than investigating the way language or culture impacts mathematics and

how it is learned, this book begins by examining different languages and how they express mathe-

matical ideas. The picture of mathematics that emerges is of a subject that is much more contingent,

relative, and subject to human experience than is usually accepted. Barton`s thesis takes the idea of

mathematics as a human creation, and, using the evidence from language, comes to more radical con-

clusions than usual.

Everyday mathematical ideas are expressed quite differently in different languages. Variety occurs in

the way languages express numbers, describe position, categorise patterns, as well as in the grammar

of mathematical discourse. The ﬁrst part of The Language of Mathematics: Telling Mathematical

Tales explores these differences and thus illustrates the possibility of different mathematical worlds.

This section both provides evidence of language difference with respect to mathematic talk and also

demonstrates the congruence between mathematics as we know it and the English language. Other

languages are not so congruent.

Part II discusses what this means for mathematics and argues for alternative answers to conventional

questions about mathematics: where it comes from, how it develops, what it does and what it means.

The notion that mathematics is the same for everyone, that it is an expression of universal human

thought, is challenged. In addition, the relationship between language and mathematical thought is

used to argue that the mathematical creativity embedded in minority languages should continue to be

explored

The ﬁnal section explores implications for mathematics education, discussing the consequences for

the ways in which we learn and teach mathematics. The Language of Mathematics: Telling Math-

ematical Tales will appeal to those interested in exploring the nature of mathematics, mathematics

educators, researchers and graduate students of mathematics education.

1. http://www.springer.com/education/language+education/book/978-0-387-92937-8?cm_mmc=NBA-_

-Mar-09_EAST_3144182-_-product-_-978-0-387-92937-8

2. http://www.springer.com/

2.4 April

When two circles determine a triangle (2009-04-01 07:22)

Nikolaos Metaxas and Andromachi Karagiannidou have written an article called [1]When Two Circles Determine

a Triangle. Discovering and Proving a Geometrical Condition in a Computer Environment. This article was pub-

c 2011 ’http://mathedresearch.wordpress.com’ 265

BlogBook 2.4. April

lished online in the [2]International Journal of Computers for Mathematical Learning on Sunday. Here is the

abstract of their article:

Visualization of mathematical relationships enables students to formulate conjectures as well as

to search for mathematical arguments to support these conjectures. In this project students are asked

to discover the sufﬁcient and necessary condition so that two circles form the circumscribed and in-

scribed circle of a triangle and investigate how this condition effects the type of triangle in general and

its perimeter in particular. Its open-ended form of the task is a departure from the usual phrasing of

textbook`s exercises 'show that.¨.

1. http://springerlink.metapress.com/content/vx077gj6775432k1/

2. http://springerlink.metapress.com/content/102910/?p=e935aa3d77ab42169aa7700b9673a90f&pi=0

Students’ experiences with mathematics teaching and learning (2009-04-02 14:34)

Dumma C. Mapolelo from University of Botswana has written an article that was recently published in the [1]In-

ternational Journal of Mathematical Education in Science and Technology. [2]The article is entitled Students’

experiences with mathematics teaching and learning: listening to unheard voices. Here is the abstract of the arti-

cle:

This study documents students’ views about the nature of mathematics, the mathematics learning

process and factors within the classroom that are perceived to impact upon the learning of mathemat-

ics. The participants were senior secondary school students. Qualitative and quantitative methods

were used to understand the students’ views about their experiences with mathematics learning and

mathematics classroom environment. Interviews of students and mathematics lesson observations

were analysed to understand how students view their mathematics classes. A questionnaire was used

to solicit students’ views with regards to teaching approaches in mathematics classes. The results

suggest that students consider learning and understanding mathematics to mean being successful in

getting the correct answers. Students reported that in the majority of cases, the teaching of mathemat-

ics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in

mathematics. The use of informal language was also evident during mathematics class lessons.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

2. http://www.informaworld.com/smpp/content%7Econtent=a910166152%7Edb=all%7Ejumptype=rss

Performance of undergraduate students in the limit concept (2009-04-02 14:36)

Nezahat Cetin has written an article called [1]The performance of undergraduate students in the limit concept.

The article was published in the last issue of [2]International Journal of Mathematical Education in Science and

Technology. Here is the article abstract:

In this work, we investigated ﬁrst-year university students’ skills in using the limit concept. They

were expected to understand the relationship between the limit-value of a function at a point and the

values of the function at nearby points. To this end, ﬁrst-year students of a Turkish university were

given two tests. The results showed that the students were able to compute the limit values by applying

standard procedures but were unable to use the limit concept in solving related problems.

266 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

1. http://www.informaworld.com/smpp/content%7Econtent=a910165981%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Students discovering spherical geometry (2009-04-02 14:38)

Bulent Guven and Ilhan Karatas have written an article called Students discovering spherical geometry using dy-

namic geometry software. The article was published in the last issue of [1]International Journal of Mathematical

Education in Science and Technology. Here is the abstract of their article:

Dynamic geometry software (DGS) such as Cabri and Geometers’ Sketchpad has been regularly

used worldwide for teaching and learning Euclidean geometry for a long time. The DGS with its

inductive nature allows students to learn Euclidean geometry via explorations. However, with respect

to non-Euclidean geometries, do we need to introduce them to students in a deductive manner? Do

students have quite different experiences in non-Euclidean environment? This study addresses these

questions by illustrating the student mathematics teachers’ actions in dynamic spherical geometry

environment. We describe how student mathematics teachers explore new conjectures in spherical

geometry and how their conjectures lead them to ﬁnd proofs in DGS.

1. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

The problem of the pyramid (2009-04-02 14:40)

Paul M.E. Shutler has written an article called [1]The problem of the pyramid or Egyptian mathematics from a

postmodern perspective. The article was published in the latest issue of [2]International Journal of Mathematical

Education in Science and Technology. Here is the abstract of Shutler’s article:

We consider Egyptian mathematics from a postmodern perspective, by which we mean suspend-

ing judgement as to strict correctness in order to appreciate the genuine mathematical insights which

they did have in the context in which they were working. In particular we show that the skill which

the Egyptians possessed of obtaining the general case from a speciﬁc numerical example suggests a

complete solution to the well-known, but hitherto not completely resolved, question of how the vol-

ume of the truncated pyramid given in Problem 14 of the Moscow papyrus was derived. We also point

out some details in Problem 48 of the Rhind papyrus, on the area of the circle, which have previously

gone unnoticed. Finally, since many of their mathematical insights have long been forgotten, and fall

within the modern school syllabus, we draw some important lessons for contemporary mathematics

education.

1. http://www.informaworld.com/smpp/content%7Econtent=a910166110%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

c 2011 ’http://mathedresearch.wordpress.com’ 267

BlogBook 2.4. April

Effect of personalization (2009-04-02 14:42)

Mojeed K. Akinsola and Adeneye O.A. Awofala have written an article about the [1]Effect of personalization of

instruction on students’ achievement and self-efﬁcacy in mathematics word problems. This article was published

in the last issue of [2]International Journal of Mathematical Education in Science and Technology. Here is their

abstract:

This study investigated the effect of personalized print-based instruction on the achievement and

self-efﬁcacy regarding mathematics word problems of 320 senior secondary students in Nigeria. The

moderator effect of gender was also examined on independent variable (personalization) and depen-

dent variables (mathematics word problem achievement and self-efﬁcacy). The t-test statistic was

used to analyse the data collected for the study. The results showed that signiﬁcant differences ex-

isted in the mathematics word problem achievement and self-efﬁcacy beliefs of personalized and non-

personalized groups, male and female personalized groups and male and female non-personalized

groups.

1. http://www.informaworld.com/smpp/content%7Econtent=a910166537%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

6 out of 10 university students have math anxiety (2009-04-08 08:09)

I learned about [1]this through Deb Russel’s blog over at About.com. [2]A Spanish study reveals that:

Six out of every 10 university students, regardless their ﬁeld of study, present symptoms of anxiety

when it comes to dealing with mathematics

Some details about the study reveals that:

The researchers assessed the students using the Fennema-Sherman Mathematics Attitudes Scales,

a questionnaire validated by experts from all over the world which has been used since the 70s. The

students took the questionnaire at the beginning of the second four-month period of school.

These are interesting results. Math anxiety should deﬁnitely be taken seriously, and a person’s attitudes towards

mathematics are important, regardless if they are related to anxiety or not. I have done a much more informal

study of my own students in early childhood education over the last couple of years, and almost half of them ﬁnd

mathematics boring and/or difﬁcult. If some of them even have math anxiety, I think this will strongly impact their

work as future teachers, kindergarten teachers or whatever they will end up doing!

1. http://math.about.com/b/2009/04/02/

did-you-know-that-six-out-of-10-university-students-have-math-anxiety.htm

2. http://www.sciencedaily.com/releases/2009/04/090401103123.htm

Learning math by thinking (2009-04-09 08:52)

Michael Paul Goldenberg over at the Rational Mathematics Education blog has written an interesting post about

[1]LEARNING MATH BY THINKING - Hassler Whitney, Louis P. Benezet, and how many more wasted lives

and decades will it take?

I am not going to quote anything from his post, only recommend it as an excellent read for the holidays!

1. http://rationalmathed.blogspot.com/2009/04/learning-math-by-thinking-hassler.html

268 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

Supervision of teachers (2009-04-09 09:22)

Göta Eriksson has written an article that was recently published online in [1]The Journal of Mathematical Behavior.

The article is entitled [2]Supervision of teachers based on adjusted arithmetic learning in special education. Here

is the abstract:

This article reports on 20 children’s learning in arithmetic after teaching was adjusted to their con-

ceptual development. The report covers periods from three months up to three terms in an ongoing

intervention study of teachers and children in schools for the intellectually disabled and of remedial

teaching in regular schools. The researcher classiﬁed each child’s current counting scheme before and

after each term. Recurrent supervision, aiming to facilitate the teachers` modelling of their children’s

various conceptual levels and needs of learning, was conducted by the researcher. The teaching con-

tent in harmony with each child’s ability was discussed with the teachers. This approach gives the

teachers the opportunity to experience the children’s own operational ways of solving problems. At

the supervision meetings, the teachers theorized their practice together with the researcher, ending up

with consistent models of the arithmetic of the child. So far, the children’s and the teachers` learning

patterns are promising.

1. http://www.sciencedirect.com/science/journal/07323123

2. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W5B-4W0R3DT-1&_user=10&_rdoc=

1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=

10&md5=d68601876da164f86fe3be5b2897d393

Solutions of linear equations (2009-04-10 08:29)

D.G. Mallet and S.W. McCue have written an article called [1]Constructive development of the solutions of linear

equations in introductory ordinary differential equations. The article has been published online in [2]International

Journal of Mathematical Education in Science and Technology. Here is the abstract of their article:

The solution of linear ordinary differential equations (ODEs) is commonly taught in ﬁrst-year un-

dergraduate mathematics classrooms, but the understanding of the concept of a solution is not always

grasped by students until much later. Recognizing what it is to be a solution of a linear ODE and how

to postulate such solutions, without resorting to tables of solutions, is an important skill for students

to carry with them to advanced courses in mathematics. In this study, we describe a teaching and

learning strategy that replaces the traditional algorithmic, transmission presentation style for solving

ODEs with a constructive, discovery-based approach where students employ their existing skills as a

framework for constructing the solutions of ﬁrst and second-order linear ODEs. We elaborate on how

the strategy was implemented and discuss the resulting impact on a ﬁrst-year undergraduate class. Fi-

nally, we propose further improvements to the strategy as well as suggesting other topics which could

be taught in a similar manner.

1. http://www.informaworld.com/smpp/content%7Econtent=a910339701%7Edb=all%7Ejumptype=rss

2. http://www.informaworld.com/smpp/title%7Econtent=t713736815%7Edb=all

Sexy maths (2009-04-10 08:40)

I have already written about [1]this year’s Abel Prize winner, Mikhail Gromov in [2]earlier posts, but [3]an article

by Marcus du Sautoy in Times Online motivated an addition to the earlier posts. The article is called "Sexy maths:

Drawing parallels in geometry". In this article, du Sautoy claims that Gromov has made

c 2011 ’http://mathedresearch.wordpress.com’ 269

BlogBook 2.4. April

(...) some of the most revolutionary contributtions to geometry since those of Euclid.

The article gives an interesting insight into some of the most important aspects of the historical development

of geometry, with Euclid’s parallel postulate as a pivotal point. An excellent article by du Sautoy, who is a

mathematician himself.

1. http://mathedresearch.blogspot.com/2009/03/abel-prize-2009-mikhail-gromov.html

2. http://mathedresearch.blogspot.com/2009/03/more-about-abel-prize-winner.html

3. http://women.timesonline.co.uk/tol/life_and_style/women/the_way_we_live/article6053197.ece

Preparations for AERA (2009-04-11 09:00)

I am spending the last few days at home before I leave for the AERA conference in San Diego. This is the ﬁrst

time I go to this conference, and I am really looking forward to it!

I am going to present on Tuesday, April 14, in a symposium session called: [1]Adapting and using U.S. measures

of Mathematical Knowledge for Teaching in other countries: Lessons and challenges. The session will take place

in the San Diego Marriott Hotel & Marina, the Santa Rosa room, between 10:35am and 12:05pm. I am presenting

on behalf of my research group at the University of Stavanger, Norway. Our paper is ready, and the presentation is

also more or less ﬁnished. I will post them both here my blog on Tuesday.

Preparing for the AERA, I was just reading a post by fellow blogger and twitterer, [2]Bud Talbot, about his

preparations for the conference. I think Bud is making some interesting points about the "game" of attending

conferences, making presentations etc. Worth reading!

Hopefully, I will be able to cover the conference quite well through this blog and my [3]twitter account.

1. http://convention2.allacademic.com/one/aera/aera09/index.php?click_key=1&cmd=Multi+Search+

View+Program+Load+Box+To+View&program_box_id=60956&PHPSESSID=

1ee76f17391a35f87e68e8a81e0b8fd7

2. http://budtalbot.blogspot.com/2009/04/preparing-for-conferences-aera-and.html

3. http://twitter.com/rmosvold

AERA 2009 Annual Meeting (2009-04-13 10:03)

This week, the 90th annual meeting of the [1]American Educational Research Association (AERA) takes place

in San Diego, California. The theme for this year’s conference is Disciplined Inquiry: Education Research in the

Circle of Knowledge and I am attending for the ﬁrst time! According to a [2]news release, it is going to be a really

big thing too:

When the American Educational Research Association (AERA) hosts the AERA Annual Meeting

next month, more than 14,000 education research scholars will convene in San Diego, California

where 2,000 peer-reviewed sessions are scheduled from April 13 to17.

AERA was founded in 1916, and it is:

(...) the most prominent international professional organization, with the primary goal of advanc-

ing educational research and its practical application ([3]Source).

As of today, it has more than 26,000 members worldwide, and the membership represents a broad range of disci-

plines like:

270 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

• education

• psychology

• statistics

• sociology

• history

• economics

• philosophy

• anthropology

• political science

I will do my best to cover the event here on my blog, and with such a broad range of disciplines, vast amount of

members and presenters, I am absolutely sure that this conference is going to be great!

1. http://www.aera.net/

2. https://www.aera.net/newsmedia/Default.aspx?menu_id=60&id=7382

3. https://www.aera.net/AboutAERA/Default.aspx?menu_id=90&ID=177

Preparation for our symposium session (2009-04-14 00:28)

I have just been to a preparation meeting for our symposium session at AERA tomorrow. The session is called

[1]Adapting and Using U.S. Measures of Mathematical Knowledge for Teaching in Other Countries: Lessons and

Challenges. The session is going to be chaired by Deborah L. Ball, and there are going to be ﬁve presentations of

papers:

• I am going to make the ﬁrst presentation after the chair’s introductoin, and I am going to present a paper

that I have written in collaboration with my colleague, Janne Fauskanger: Challenges of Translating and

Adapting the MKT Measures for Norway

• The next presentation is going to be held by Minsung Kwon from South Korea. She is going to present her

paper: Validating the Adapted MKT Measures in Korea

• Dicky Ng is following up with a presentation of his study in Indonesia. The title of his paper is: Translating

and Adapting the Geometry Measures for Indonesia

• Yaa Cole unfortunately couldn’t make it, but there has been prepared a video presentation of her paper:

Studying the Work of Teaching Mathematics in Ghana

• The ﬁnal presentation is made by Sean Delaney from Ireland. He was the one who invited us all to participate

in this symposium, and he has been in charge of the entire process. He is presenting his paper: Using

Qualitative and Quantitative Methods to Study Construct Equivalence of a Teacher Knowledge Construct

After our presentations there has been allocated some time for the two scholars who has been invited to be dis-

cussants in the session: Kathryn M. Anderson-Levitt and William H. Schmidt. The entire session will take place

between 10:35am and 12:05pm (tomorrow, Tuesday, April 14) in the Santa Rosa room at the San Diego Marriott

Hotel & Marina. I will report further from the session tomorrow.

1. http://convention2.allacademic.com/one/aera/aera09/index.php?click_key=1&cmd=Multi+Search+

View+Program+Load+Box+To+View&program_box_id=60956&PHPSESSID=

96a9d02b1596b70cc49461c95d2000ad

c 2011 ’http://mathedresearch.wordpress.com’ 271

BlogBook 2.4. April

My AERA presentation (2009-04-14 09:43)

I am giving my presentation on Tuesday, April 14, in a symposium session from 10:35am to 12:05pm. Here is the

slideshow for my presentation:

[1]AERA _Mosvold-Fauskanger

[2]Publish at Scribd or [3]explore others: [4]School Work [5]Uncategorizable-Unca [6]Government-US-Federa

([7]Direct link to paper)

Here is the article I am presenting:

[8]Mosvold-Fauskanger, AERA 2009 paper

[9]Publish at Scribd or [10]explore others: [11]School Work [12]Business & Economics [13]2008 [14]software

([15]Direct link to the article)

1. http://www.scribd.com/doc/14066976/AERAMosvoldFauskanger

2. http://www.scribd.com/upload

3. http://www.scribd.com/browse

4. http://www.scribd.com/explore/School-Work/

5. http://www.scribd.com/tag/Uncategorizable-Uncategorizable

6. http://www.scribd.com/tag/Government-US-Federal

7. http://www.scribd.com/full/14066976?access_key=key-mqnpa1f5jpna08c6hhc

8. http://www.scribd.com/doc/14066975/MosvoldFauskanger-AERA-2009-paper

9. http://www.scribd.com/upload

10. http://www.scribd.com/browse

11. http://www.scribd.com/explore/School-Work/

12. http://www.scribd.com/explore/Research/Business-Economics

13. http://www.scribd.com/tag/2008

14. http://www.scribd.com/tag/software

15. http://www.scribd.com/full/14066975?access_key=key-kyw8s0rzzij8ifwmyan

Tuesday sessions at AERA (2009-04-15 01:19)

Today, I have attended three sessions at AERA, including the symposium session [1]where I made my own pre-

sentation.

The other two sessions I attended where both within the Special Interest Group (SIG) for research in mathematics

education. The ﬁrst was called [2]Mathematics Content and Pedagogical Knowledge of Preservice and Inservice

Teachers. The session consisted of ﬁve individual paper presentations, and a very interesting contribution in the

end by discussant Michael D. Steele from Michigan State University. One of the issues he pointed at was the

very important question: How does teacher knowledge and beliefs operationalize into practice? This is a very

interesting question, but also very hard to give an answer to.

The second session (ours was in between) had four presentations followed by some comments from Edward A.

Silver. the session was entitled: [3]Knowledge for Teaching mathematics - A Structured Inquiry. As Silver

commented, the papers in this presentation were rather different, from the ones attempting to approach a grand

theory of teacher knowledge, to the ones who tried to contribute to a more distinct area of this ﬁeld. Silver also

pointed to some important questions here. One was related to this phrase: "Teachers need to know..." What does

this mean? And what is the warrant? He also made some comments about the cultural issues that are involved in

this, and he said some very nice things about the symposium I was in as well, which is of course ﬂattering to hear

from someone like him!

In conclusion, it has been an interesting day, and there have been lots of interesting presentations concerning

teacher knowledge, which happens to be the ﬁeld that I am most interested in.

1. http://mathedresearch.blogspot.com/2009/04/my-aera-presentation.html

2. http://convention2.allacademic.com/one/aera/aera09/index.php?click_key=1&cmd=Multi+Search+

272 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

View+Program+Load+Box+To+View&program_box_id=59861&PHPSESSID=

de9859adea3c29b8494eca015127cfcd

3. http://convention2.allacademic.com/one/aera/aera09/index.php?click_key=1&cmd=Multi+Search+

Search+Load+Session&session_id=63762&PHPSESSID=de9859adea3c29b8494eca015127cfcd

Drag with a worn-out mouse (2009-04-16 00:29)

Miriam Godoy Penteado and Ole Skovsmose have written an article called [1]How to drag with a worn-out mouse?

Searching for social justice through collaboration. This article was recently published online in [2]Journal of

Mathematics Teacher Education. Here is the article abstract:

We consider what a concern for social justice in terms of social inclusion might mean for teacher

education, both practising and prospective, with particular reference to the use of information and

communication technology (ICT) in mathematics education taking place at a borderland school. Our

discussion proceeds through the following steps: (1) We explore what a borderland position might

denote to address what social inclusion might mean. (2) We consider the signiﬁcance of mathematics

education and the use of ICT for processes of social inclusion. (3) We brieﬂy refer to the Interlink

Network, as many of our observations emerge as reﬂections on this project. (4) We present different

issues that will be of particular importance with respect to teacher education if we want to establish

a mathematics education for social inclusion. These issues concern moving away from the comfort

zone, establishing networks, identifying new approaches, moving beyond prototypical research, and

getting in contact. This brings us to (5) ﬁnal considerations, where we return to the notion of social

justice.

1. http://springerlink.metapress.com/content/r5422q2r32642478/

2. http://springerlink.metapress.com/content/102941/?p=2971fd1cbd7f4b3bae340a989450169c&pi=0

In-service teacher training in Botswana (2009-04-17 00:33)

Kim Agatha Ramatlapana has written an article that was recently published online in [1]Journal of Mathematics

Teacher Education. The article is entitled [2]Provision of in-service training of mathematics and science teachers

in Botswana: teachers` perspectives. Here is the abstract:

Teaching is a ﬁeld that is dynamic, with innovations necessitating upgrading of skills and educa-

tion of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers

towards teaching and learning and their knowledge banks are the result of the impact of in-service

training. This study investigated the perceptions of mathematics and science teachers in Botswana

towards in-service provision by the Department of Mathematics and Science Education In-service

Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting

teachers through training programmes that enable them to take ownership of their professional devel-

opment. Data were collected from a sample of 42 senior Mathematics and Science secondary school

teachers, using structured interviews with open-ended questions, which were analyzed qualitatively.

The ﬁndings show that teachers` concerns included the lack of impact of current in-service training

programmes on the education system, no regular follow-up activities to support the one-off work-

shops and insufﬁcient skills acquired to sustain the implementation of the strategies solicited by the

workshops.

1. http://springerlink.metapress.com/content/102941/?p=ac1196fcbfdd4840acbda39163c0ae2a&pi=0

2. http://springerlink.metapress.com/content/m01j56r442t9q2v6/

c 2011 ’http://mathedresearch.wordpress.com’ 273

BlogBook 2.4. April

Mathematics teachers’ practices and thinking (2009-04-17 02:04)

Yeping Li, Xi Chen and Gerald Kulm have written an article called [1]Mathematics teachers` practices and thinking

in lesson plan development: a case of teaching fraction division. The article was recently published online in

[2]ZDM. Here is their article abstract:

In this study, we aimed to examine mathematics teachers` daily lesson plans and associated prac-

tices and thinking in lesson plan development. By focusing on teachers` preparation for teaching

fraction division, we collected and analyzed a sequence of four lesson plans from each of six mathe-

matics teachers in six different elementary schools in China. Interviews with these teachers were also

analyzed to support the lesson plan analysis and reveal teachers` thinking behind their practices. The

results show that Chinese teachers placed a great consideration on several aspects of lesson planning,

including content, process, and their students` learning. Teachers` lesson plans were similar in terms

of some broad features, but differed in details and speciﬁc approaches used. While the textbook`s

inﬂuence was clearly evident in these teachers` lesson plans, lesson planning itself was an important

process for Chinese teachers to transform textbook content into a script unique to different teachers

and their students. Implications obtained from Chinese teachers` lesson planning practices and their

thinking are then discussed in a broad context.

On a side note, I should also mention that Douglas L. Corey made an interesting presentation about [3]Japanese

Conceptions of High-Quality Mathematics Instruction at [4]AERA today, and his focus was very much on the

Japanese teachers’ use of lesson plan.

1. http://springerlink.metapress.com/content/mn65571k2774x675/

2. http://springerlink.metapress.com/content/120453/?p=444c5f76b6a54ddca9e8563c38c2a9df&pi=0

3. http://convention3.allacademic.com/one/aera/aera09/index.php?click_key=1&cmd=Multi+Search+

Search+Load+Publication+For+Extra&publication_id=290803&PHPSESSID=

9258ba8697674e45d6312656ddc8fb9c

4. http://aera.net/

Why do I blog? (2009-04-17 16:48)

Today, I am giving a presentation at AERA, in a Public Communication Workshop. I have been invited to partici-

pate in this session because I am an education researcher who blog about the ﬁeld that I am in. I have been asked

to focus on six questions, and I thought it might be nice to share my thoughts about this with all my readers.

1. Why do you blog?

This is actually a rather complex question to answer, but I think the easy version is that I am using my blog to

learn more about my ﬁeld. I spend quite a lot of time searching for new articles and books, and I use an amount of

(mostly web-based) tools in this process. When I write about the articles and books I ﬁnd, it helps me to remember

it, and my blog has also become part of my continuous process of organizing my own knowledge about the ﬁeld

that I am in. I think it is fair to add that this could easily have been done in a more private notebook or something

like that, but I have experienced several beneﬁts of presenting this in my blog rather than keeping it private. One of

the beneﬁts is that people from all over the world can learn about the work that I do, and they can take advantage of

the efforts I have made to keep up with everything that happens within the ﬁeld of mathematics education research.

Some of my readers make comments on the things I write. Sometimes, the comments challenge my own thinking,

which is good. Other times, their comments make me aware of aspects that I did not think about in the ﬁrst place,

or they introduce me to people with similar or different views than I have myself. Sometimes, I have written about

an article, and the author of the article has sent me an e-mail and attached some more articles that (s)he has written.

I like that!

Last, but not least, my blog forces me to write. As a researcher, it is important for me to always be in some kind of

a writing process. English is only my second language, but it is still the language I publish most of my papers in.

My blog is therefore a tool to help me practice my writing skills (in English) as well.

274 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

2. Does it help you profesionally?

The short answer is YES! The somewhat more extended answer is that I believe my blog helps me profesionally

on many levels. First, my motivation to start writing this blog was - as I have already said - to keep up to date with

my ﬁeld. Whenever one of the large journals publish a new article or issue, I try to write about it. As a result, I feel

much more at home in my ﬁeld, simply because I know more about what is happening. Personally, I also want to

write and publish articles. Because of my blog, I feel more conﬁdent about the theory - I know that I have made an

effort to stay up to date, and I believe that my blog writing has given me a very good overview of the ﬁeld that I am

in. My blog also forces me to read more scientiﬁc articles, and this has helped me in my own process of writing

scientiﬁc articles.

Another thing that I have gained from my blog is of course that more and more people from all over the world

know who I am, which helps me on a professional level too. One of the most recent examples of this is of course

that I was invited to present in this workshop as a direct result of my blog!

3) Are math colleagues skeptical?

Overall, I would say no! Most of my colleagues appreciate the work that I am doing with my blog, and some of

them use it as a tool to stay up to date themselves. Some have been skeptical towards the entire idea of sharing too

much of your work and ideas online, because they fear that someone might "steal" your ideas. I don’t see this as

problematic at all! I share a lot online, and I think the beneﬁts of that far outweigh the possible disadvantages.

4) What are you trying to accomplish with it?

As I have already said, the main reason I had for starting to write this blog was to learn more about my own ﬁeld

of research! I did not do this to become famous or something, and I didn’t even think a blog like this would attract

many readers at all. It looks quite boring, there are very few images or illustrations in it, and many posts are quite

similar. If I were trying to gather lots of readers, I would deﬁnitely make it different! Still, every month I have

about 2,000 readers from 70-100 countries all over the world. This is not a lot, and it is not very important, but I

still think it is quite good. After all, we are talking about a blog that focus on research in mathematics education. I

wouldn’t expect something like that to attract the masses anyway!

5) As a practical matter, how do you ﬁnd time to do it, given the teaching/research/committee assignments work

of a professor?

Short answer: I wake up early :-)

On a normal day, I am in my ofﬁce at 7:00am. I spend the ﬁrst hour checking for new articles in the main journals (I

use Google Reader for this, so the news come to me rather than the other way around). If there has been published

a new article, I read the abstract (sometimes that’s all), copy the entire article to Evernote (if it is available online),

index it, and write a blog post about it. On average, I use 3-4 hours every week on my blog. On busy days, I might

do this in the evening instead of in the morning.

6) Is this something you’d recommend that young scholars do?

When I started writing my blog, I couldn’t ﬁnd anything like this on the web. I still haven’t found many other blogs

like this, and I think this is quite sad. I believe that a blog is a great way of communicating with people, and I believe

that a blog would be more accessible to most people than a scientiﬁc journal. I also think a blog is a great tool for

gathering and sharing information from different sources, and in that respect it can be a great tool for researchers

as well as for "ordinary people". I wish more scholars - young and old - would do this, so this is something I would

deﬁnitely recommend! I have been thinking about making a new blog, where I communicate research results from

my ﬁeld in a way that is more accessible to teachers and people outside the research community. Unfortunately,

I haven’t found time to do this, so this might be a challenge for someone else. I think it would have been great if

someone took the challenge!

Instructional beliefs (2009-04-18 00:38)

Feral Ogan-Bekiroglu and Hatice Akkoç have written an article called [1]PRESERVICE TEACHERS` INSTRUC-

TIONAL BELIEFS AND EXAMINATION OF CONSISTENCY BETWEEN BELIEFS AND PRACTICES. The

c 2011 ’http://mathedresearch.wordpress.com’ 275

BlogBook 2.4. April

article was published online in [2]International Journal of Science and Mathematics Education last week. Here is

their article abstract:

The purposes of this study were to determine preservice physics teachers` instructional beliefs

and to investigate the relationship between their beliefs and practices. The theoretical framework was

based on the combination Haney & McArthur`s (Science Education, 86(6):783÷802, 2002) research

and Ford`s (1992) motivation systems theory. A multicase study design was utilized for the research

in order to focus on a belief÷practice relationship within several examples. Semistructured interviews,

observations, and preservice teachers` written documents were used to collect data. Results showed

that most preservice teachers held instructional beliefs aligned with constructivist philosophy. Some

of the preservice teachers` beliefs were consistent with their practices while some of them presented

different practices from their beliefs in different placements.

1. http://springerlink.metapress.com/content/j115401v61542uw5/

2. http://springerlink.metapress.com/content/111141/?p=a362ef0ee1e44157b6845fd72917b38d&pi=0

Concept mapping in mathematics (2009-04-18 03:31)

Springer has published a new book about [1]Concept Mapping in Mathematics. The book has been edited by

Karoline Afamasaga-Fuata’i. A [2]concept map is simply a kind of diagram that displays the relationships be-

tween concepts. The idea was originally developed by [3]Joseph Novak in the 1970s, and Novak, in turn, based

hihs work on the theories of [4]David Ausubel. I haven’t read the book yet, but it sure sounds like an interesting

book! Here is the publisher’s description of the book:

Concept Mapping in Mathematics: Research into Practice is the ﬁrst comprehensive book on con-

cept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive

tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively

and strategically to improve planning, teaching, learning, and assessment at different educational lev-

els. This collection of research articles examines the usefulness of concept maps in the educational

setting, with applications and examples ranging from primary grade classrooms through secondary

mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathe-

matics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by

two authors, particularly its value in improving mathematical problem solving.

The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel`s

cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few.

There is evidence which suggests that students` mathematical literacy and problem solving skills can

be enhanced through students collaborating and interacting as they work, discuss and communicate

mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable

means of promoting, communicating and explicating students` mathematical thinking and reasoning

publicly in a social setting as they engage in mathematical dialogues and discussions.

Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate stu-

dents, teacher educators and professionals in mathematics education.

1. http://www.springer.com/education/mathematics+education/book/978-0-387-89193-4?cm_mmc=

NBA-_-Apr-09_EAST_3230653-_-product-_-978-0-387-89193-4

2. http://en.wikipedia.org/wiki/Concept_map

3. http://en.wikipedia.org/wiki/Joseph_D._Novak

4. http://en.wikipedia.org/wiki/David_Ausubel

276 c 2011 ’http://mathedresearch.wordpress.com’

2.4. April BlogBook

ESM, May 2009 (2009-04-20 09:36)

[1]The May issue of [2]Educational Studies in Mathematics has been published. This issue contains four scientiﬁc

articles and a book review:

• [3]Acquisition and use of shortcut strategies by traditionally schooled children, by Joke Torbeyns, Bert De

Smedt, Pol Ghesquière and Lieven Verschaffel

• [4]From arithmetical thought to algebraic thought: The role of the 'variable¨, by Elsa Malisani and Filippo

Spagnolo

• [5]The relationship between performance on mathematical word problems and language proﬁciency for

students learning through the medium of Irish, by Máire Ní Ríordáin and John O`Donoghue

• [6]Teachers` emergent goals in spreadsheet-based lessons: analyzing the complexity of technology integra-

tion, by Jean-Baptiste Lagrange and Emel Ozdemir Erdogan

• [7]Book review: mathematics classrooms in twelve countries, Clarke, D., Keitel, C., & Shimizu, Y. (Eds.).

(2006). Mathematics classrooms in twelve countries: The insider`s perspective. Rotterdam, The Nether-

lands: Sense Publishers.

1. http://springerlink.com/content/r2752870651w/?p=b092153a15bb4440913447ceca5d0019&pi=0

2. http://springerlink.com/content/102875/?p=5a42e7d5731647b38a1d9c683a4232ac&pi=0

3. http://springerlink.com/content/7t21x8g428435424/?p=456b9c0562b64194917f4a2ee1bb66bb&pi=0

4. http://springerlink.com/content/4m4h3269438552v6/?p=456b9c0562b64194917f4a2ee1bb66bb&pi=1

5. http://springerlink.com/content/158547k16j81r163/?p=456b9c0562b64194917f4a2ee1bb66bb&pi=2

6. http://springerlink.com/content/5380854g85002684/?p=456b9c0562b64194917f4a2ee1bb66bb&pi=3

7. http://springerlink.com/content/n1j42626p6615727/?p=456b9c0562b64194917f4a2ee1bb66bb&pi=4

Instructional Science, May 2009 (2009-04-20 09:42)

The May issue of Instructional Science has recently been published. This issue contains ﬁve articles, and at least

one of them is directly related to mathematics education. Here is the list of articles in the issue:

• [1]The use of language in understanding subject matter, by Lennart Svensson, Elsie And