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Paper presentations
TWG 19 Mathematics Teacher and Classroom Practices
Suite 647
TWG leader:áCharalampos Sakonidis
TWG19.PA1 Analysing a teacher's orchestration of mathematics in a ‘typical' classroom
Fay Baldry
University of Leicester, UK
TWG19.PA2 Changing classroom practice
Ove Gunnar Drageset*1, Tor Helge Allern2
1UiT - The Arctic University of Norway, Norway, 2Bergen University College, Norway
TWG19.PA3 Actions of a prospective teacher in different moments of practice: The case of Berta
Nadia Ferreira*, JoŃo Pedro Ponte
Instituto de EducašŃo-Universidade de Lisboa, Portugal
TWG19.PA4 Practice of educational planning in mathematics - meaning and relations
Helena GrundÚn
Linnaeus University, Sweden
TWG19.PA5 Measuring instructional quality in mathematics education
Armin Jentsch*, Lena Schlesinger
University of Hamburg, Germany
TWG19.PA6 The interplay between sociomathematical norms and students' use of mental strategies or standard algorithms
Bodil Kleve*, Gerd ┼nestad
Oslo and Akershus University of Applied Sciences, Norway
TWG19.PA7 Mathematical knowledge for teaching and the teaching of mathematics
Reidar Mosvold*1, Mark Hoover2
1University of Stavanger, Norway, 2University of Michigan, USA
TWG19.PA8 Considering research frameworks as a tool for reflection on practices: Grain-size and levels of change
Si˙n Nic MhuirÝ
Dublin City University, Ireland
TWG19.PA9 Evaluation of a rating system for the assessment of metacognitive-discursive instructional quality
Edyta Nowińska*1, Anna-Katharina Praetorius2
1OsnabrŘck University, Germany, 2German Institute for International Educational Research, Germany
TWG19.PA10 Teacher learning in teaching quadratic expressions and equations in Kenyan high schools: Learning study design
Fredrick Odindo
University of East Anglia, UK
TWG19.PA11 Mathematics textbooks and teaching activity
Maryvonne Priolet*1, Eric Mounier2
1University of Reims Champagne Ardenne, France, 2University of Paris Est CrÚteil, France
TWG19.PA12 Critical incidents as a structure promoting prospective secondary mathematics teachers’ noticing
Giorgos Psycharis*, Despina Potari
National and Kapodistrian University of Athens, Greece
TWG19.PA13 Making distinctions - critical for the learning of the ‘existence' of negative numbers? Exploring how 'instructional products' from a theory informed Lesson study can be shared and enhance student learning
Ulla Runesson Kempe*, Anna L÷vstr÷m, Bj÷rn Hellqvist
J÷nk÷ping University, Sweden
TWG19.PA14 Teachers’ voices related to the mathematical meaning constructed in the classroom
Maria Kaldrimidou1, Charalampos Sakonidis*2, Marianna Tzekaki3
1University of Ioannina, Greece, 2Democritus University of Thrace, Greece, 3Aristotle University of Thessaloniki, Greece
TWG19.PA15 "Routes" of recontextualizing mathematical processes through a curriculum reform
Anna Klothou, Charalampos Sakonidis*
Democritus University of Thrace, Greece
TWG19.PA16 A case study of a first grade teacher's quality of implementation of mathematical tasks
Vuslat Şeker*1, Engin Ader2
1Middle East Technical University, Turkey, 2Bogaziši University, Turkey
TWG19.PA17 Long-term learning in mathematics teaching and problematizing daily practice
HelÚn Sterner
Dalarna University, Sweden
TWG19.PA18 Teachers' decisions and the transformation of teaching activity
Konstantinos Stouraitis
National and Kapodistrian University of Athens, Greece
TWG19.PA19 A commognitive lens to study pre-service teachers' teaching in the context of achieving a goal of ambitious mathematics teaching
Gry Anette Tuset
Stord Haugesund University College, Norway
TWG19.PA20 Focusing on the ‘middle ground’ of example spaces in primary mathematics teaching development in South Africa
Hamsa Venkat*1,2, Mike Askew1
1Wits School of Education, University of the Witwatersrand, South Africa, 2School of Education and Communication, J÷nk÷ping University, Sweden, 3Faculty of Education, Monash University, Australia
TWG19.PA21 Self-scaffolding students' problem solving: testing an orientation basis
Joana Villalonga Pons*1, Paul Andrews2
1Universitat Aut˛noma de Barcelona, Spain, 2Stockholm University, Sweden
TWG19.PA22 The Realization Tree Assessment tool: Assessing the exposure to mathematical objects during a lesson
Merav Weingarden*1, Einat Heyd-Metzuyanim1, Talli Nachlieli2
1Technion, Israel, 2Levinsky College of Education, Israel
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