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Paper presentations
TWG 20 Mathematics Teacher Knowledge, Beliefs and Identity
Davin Suite
TWG leader: Miguel Ribeiro
TWG20.PA1 Differences in the forms of content teachers are seen to offer over time: Identifying opportunities for teacher growth
Nick Andrews
University of Oxford, UK
TWG20.PA2 How do prospective teachers imagine mathematical discussions on fraction comparison?
Kristin Krogh Arnesen*, Ole Enge, Yvonne Grimeland, Torkel Haugan Hansen
Norwegian University of Science and Technology, Norway
TWG20.PA3 A high school novice teacher's perception on the effect of content course taken as preservice
Fatma Aslan-Tutak*, Tugay Durak
Bogazici University, Turkey
TWG20.PA4 Study of primary teacher’s practices for a lesson after a Lesson Study process in mathematics
Valérie Batteau1,2
1HEP, Switzerland, 2Université, Switzerland
TWG20.PA5 Developing student teachers' professional knowledge about learning difficulties by "learning-teaching-laboratories"
Ralf Benölken
University of Münster, Germany
TWG20.PA6 Didactic assessment over a final work of a master for mathematics teachers in service
Adriana Breda*1, Luis Pino-Fan1, Vicenç Font2, Valderez Lima3
1Universidad de Los Lagos, Chile, 2Universitat de Barcelona, Spain, 3Pontificia Universidade Catolica do Rio Grande do Sul, Brazil
TWG20.PA7 Describing a secondary mathematics teacher’s specialised knowledge of functions 
Dinazar Escudero-Avila1, Eric Flores-Medrano1, José Carrillo*2
1Benemérita Universidad Autónoma de Puebla, Mexico, 2University of Huelva, Spain
TWG20.PA8 Use of analogies in teaching the concept of function: relation between Knowledge of Topics and Knowledge of Mathematics Teaching
Gonzalo Espinoza-Vásquez*1, Diana Zakaryan1, José Carrillo2
1Pontifical Catholic University of Valparaíso, Chile, 2University of Huelva, Spain
TWG20.PA9 Pre-service teachers using the Knowledge Quartet as a tool to analyse and reflect on their own teaching
Sindre S. Flesvig*1, Tim Rowland2, Elisabeta Eriksen3
1Hedmark University of Applied Sciences, Norway, 2University of Cambridge, UK, 3Oslo and Akershus University College of Applied Sciences, Norway
TWG20.PA10 Professional association activity: what can it offer teachers and their students?
Jennie Golding
UCL Institute of Education, UK
TWG20.PA11 Subject matter knowledge and pedagogical content knowledge in prospective mathematics teachers’ learning diaries
Jani Hannula
University of Helsinki, Finland
TWG20.PA12 The reasons underlying mathematics teachers' decisions about the teaching objectives of a mathematical task
Miriam Amit1, Hodaya (Liora) Hoch*2,1
1Ben-Gurion University, Israel, 2Orot Israel College, Israel, 3Talpiot College, Israel
TWG20.PA13 What knowledge is necessary to encourage mathematical talk?
Gwen Ineson
Brunel University London, UK
TWG20.PA14 The role of definitions on classification of solids including nonprototype examples: The case of cylinder and prism
Mine Isiksal*, Secil Yemen Karpuzcu
Middle East Technical University, Turkey
TWG20.PA15 Preparing teachers for teaching: does initial teacher education improve mathematical knowledge for teaching?
Dun Nkhoma Kasoka*1, Arne Jakobsen2, Mercy Kazima1
1University of Malawi, Malawi, 2University of Stavanger, Norway
TWG20.PA16 A preservice secondary school teacher’s pedagogical content knowledge for teaching algebra
Florence Mamba*1, Reidar Mosvold2, Raymond Bjuland2
1University of Malawi, Malawi, 2University of Stavanger, Norway
TWG20.PA17 Analysis of mathematics standardized tests: examples of tasks for teachers
Francesca Martignone
Università del Piemonte Orientale, Italy
TWG20.PA18 An exploration of challenges of engaging students in generative interaction with diagrams during geometric proving
Lisnet Mwadzaangati1
1University of Malawi, Malawi, 2University of Stavanger, Norway
TWG20.PA19 Is teacher knowledge affecting students' transition from primary to second level mathematics education?
Niamh O'Meara*1, Mark Prendergast2, Lorraine Harbison3, Clare O'Hara4
1EPISTEM, University of Limerick, Ireland, 2Trinity College Dublin, Ireland, 3CASTeL, Dublin City University, Ireland, 4Central Statistics Office, Ireland
TWG20.PA20 Pre-service elementary teachers' knowledge on comparing decimals based on anthropological theory of the didactic
Zetra Hainul Putra1,2
1University of Copenhagen, Denmark, 2University of Riau, Indonesia
TWG20.PA21 Intertwining noticing and knowledge in video analysis of self practice: the case of Carla
Miguel Ribeiro*1, Edelmira Badillo2, Glória Sánchez-Matamoros3, Miguel Montes4, Genaro de Gamboa2
1UNICAMP, Brazil, 2University Autònoma of Barcelona, Spain, 3University of Sevilla, Spain, 4University of Huelva, Spain
TWG20.PA22 Lesson study seen by participants
Adriana Richit*1,2, João Pedro Ponte2
1Universidade Federal da Fronteira Sul, Brazil, 2Universidade de Lisboa, Instituto de Educação, Portugal
TWG20.PA23 Investigating Lesson Study as a practice-based approach to study the development of mathematics teachers' professional practice
Anita Tyskerud*, Janne Fauskanger, Reidar Mosvold, Raymond Bjuland
Faculty of Arts and Education, Norway
TWG20.PA24 First year student teachers dealing with non-routine questions in the context of the entrance examination to a degree in Primary Education
Aitor Villarreal*, Lluís Albarracín, Núria Gorgorió
Universitat Autònoma de Barcelona, Spain
TWG20.PA25 Future mathematics teachers noticing mathematics: knowledge-based reasoning
Naďa Vondrová*1, Jarmila Robová2
1Charles University, Faculty of Education, Czech Republic, 2Charles University, Faculty of Mathematics and Physics, Czech Republic
TWG20.PA26 Anticipating students’ responses through lesson study: A case study with three prospective middle school mathematics teachers
Nadide Yilmaz*1, I. Elif Yetkin Ozdemir1, Bülent Çetinkaya2
1Hacettepe University, Turkey, 2Middle East Technical University, Turkey
TWG20.PA27 An investigation of elementary mathematics teachers' knowledge for teaching algebra
Nurbanu Yilmaz*1,2, Ayhan Kursat Erbas2
1Bulent Ecevit University, Turkey, 2Middle East Technical University, Turkey