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Paper presentations
TWG 2 Arithmetic and Number Systems
Suite 660
TWG leader: Elisabeth Rathgeb-Schnierer
TWG2.PA1 The double nature of didactic models in conceptualizing the evolution of number systems: A mathematical model and a learning tool
Marita Barabash*, Raisa Guberman
Achva Academic College, Israel
TWG2.PA2 Working memory, number sense and arithmetical performance: relations between these domains
Luciana Vellinho Corso*, Beatriz Vargas Dorneles
Universidade Federal do Rio Grande do Sul, Brazil
TWG2.PA3 How lower-achieving children cope with derived facts-based teaching of basic multiplication: Findings from a design research study
Michael Gaidoschik*1, Kora Maria Deweis2, Silvia Guggenbichler3
1Free University of Bozen/Bolzano, Italy, 2Alpen Adria University Klagenfurt, Austria, 3University College of Teacher Education Carinthia, Austria
TWG2.PA4 Fostering rational numbers understanding through percentage
Helena Gil Guerreiro*1, Lurdes Serrazina2
1Agrupamento de Escolas Braamcamp Freire, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal, 2Escola Superior de Educação de Lisboa, UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal
TWG2.PA5 Number line as a conceptual and didactical resource for teaching fractions using applets
Carlos Valenzuela García1, Olimpia Figueras1, David Arnau2, Juan Gutiérrez-Soto*2
1Centro de Investigación y de Estudios Avanzados del IPN, Departamento de Matemática Educativa, Mexico, 2Universitat de València, Departamento de Didáctica de la Matemática, Spain
TWG2.PA6 A conception of between-state ratio in fraction form
Gulseren Karagoz Akar
Bogazici University, Turkey
TWG2.PA7 The fostering of flexible mental calculation competences in an inclusive mathematics classroom during Mutual Learning takes place
Laura Korten
TU Dortmund University, Germany
TWG2.PA8 Seeking symmetry in distributive property: children developing structure sense in arithmetic
Andrea Maffia*1, Maria Alessandra Mariotti2
1University of Modena and Reggio Emilia, Italy, 2University of Siena, Italy
TWG2.PA9 Models’ use and adaptation aiming at conceptual understanding of decimal numbers
Cristina Morais*1,2, Lurdes Serrazina3,4
1Externato da Luz, Portugal, 2UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal, 3Escola Superior de Educação de Lisboa, Portugal, 4UIDEF, Instituto de Educação, Universidade de Lisboa, Portugal
TWG2.PA10 Opportunities to acquire foundational number sense: A quantitative comparison of popular English and Swedish textbooks
Anna Löwenhielm, Gosia Marschall, Judy Sayers*, Paul Andrews
Stockholm University, Sweden
TWG2.PA11 Middle school students’ difficulties in proportional reasoning
Oznur Soyak*, Mine Isiksal
Middle East Technical University, Turkey
TWG2.PA12 Development of the discourse of rational numbers
Aya Steiner
University of Haifa, Israel
TWG2.PA13 Dealing with large numbers: what is important for students and teachers to know?
Christine Chambris1,2, Frédérick Tempier*1,2
1LDAR, Laboratoire de didactique André Revuz, France, 2Université de Cergy-Pontoise, France
TWG2.PA14 Number estimation in children: an assessment study with number line estimation and numerosity tasks
Beatriz Vargas Dorneles*1, Mariana Lima Duro1,2, Nohemy Marcela Bedoya Rios1, Camila Peres Nogues1, Clarissa dos Santos Pereira1
1Universidade Federal do Rio Grande do Sul, Brazil, 2Instituto Federal do Rio Grande do Sul, Brazil
TWG2.PA15 How middle grade students explain ordering statements within real life situation? An example of temperature context
Aysenur Yilmaz*, Mine Isiksal Bostan
Middle East Technical University, Turkey