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Proceedings of the 13th International Congress on Mathematical Education

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Proceedings of the 13th International Congress on Mathematical Education
Springer, Cham

Table of Contents

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    Book Overview
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    Chapter 1 Thirteenth International Congress on Mathematical Education: An Introduction
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    Chapter 2 Uncovering the Special Mathematical Work of Teaching
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    Chapter 3 Mathematics, Education, and Culture: A Contemporary Moral Imperative
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    Chapter 4 Mathematics Classroom Studies: Multiple Lenses and Perspectives
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    Chapter 5 “What is Mathematics?” and why we should ask, where one should experience and learn that, and how to teach it
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    Chapter 6 International Comparative Studies in Mathematics: Lessons and Future Directions for Improving Students’ Learning
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    Chapter 7 Transitions in Mathematics Education: The Panel Debate
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    Chapter 8 ICMI Awards Ceremony
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    Chapter 9 Mathematics Discourse in Instruction (MDI): A Discursive Resource as Boundary Object Across Practices
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    Chapter 10 The Challenging Relationship Between Fundamental Research and Action in Mathematics Education
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    Chapter 11 Elementary Mathematicians from Advanced Standpoints—A Cultural Perspective on Mathematics Education
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    Chapter 12 Design and Development for Large-Scale Improvement
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    Chapter 13 Making Sense of Mathematics Achievement in East Asia: Does Culture Really Matter?
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    Chapter 14 Digital Technology in Mathematics Education: Research over the Last Decade
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    Chapter 15 Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research
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    Chapter 16 Assistance of Students with Mathematical Learning Difficulties—How Can Research Support Practice?—A Summary
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    Chapter 17 Mathematics Teachers Working and Learning Through Collaboration
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    Chapter 18 Geometry Education, Including the Use of New Technologies: A Survey of Recent Research
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    Chapter 19 European Didactic Traditions in Mathematics: Aspects and Examples from Four Selected Cases
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    Chapter 20 German-Speaking Traditions in Mathematics Education Research
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    Chapter 21 What Is and What Might Be the Legacy of Felix Klein?
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    Chapter 22 Argentinean National Presentation
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    Chapter 23 Teachers’ Professional Development and Mathematics Education in Brazil
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    Chapter 24 Mathematics Education in Ireland
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    Chapter 25 National Presentation of Japan
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    Chapter 26 National Presentations of Lower Mekong Sub-region Countries
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    Chapter 27 Teaching and Learning Mathematics in Turkey
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    Chapter 28 Topic Study Group No. 1: Early Childhood Mathematics Education (Up to Age 7)
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    Chapter 29 Topic Study Group No. 2: Mathematics Education at Tertiary Level
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    Chapter 30 Topic Study Group No. 3: Mathematics Education in and for Work
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    Chapter 31 Topic Study Group No. 4: Activities for, and Research on, Mathematically Gifted Students
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    Chapter 32 Topic Study Group No. 5: Classroom Practice and Research for Students with Mathematical Learning Difficulties
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    Chapter 33 Topic Study Group No. 6: Adult Learning
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    Chapter 34 Topic Study Group No. 07: Popularization of Mathematics
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    Chapter 35 Topic Study Group No. 8: Teaching and Learning of Arithmetic and Number Systems (Focus on Primary Education)
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    Chapter 36 Topic Study Group No. 9: Teaching and Learning of Measurement (Focus on Primary Education)
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    Chapter 37 Topic Study Group No. 10: Teaching and Learning of Early Algebra
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    Chapter 38 Topic Study Group No. 11: Teaching and Learning of Algebra
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    Chapter 39 Topic Study Group No. 12: Teaching and Learning of Geometry (Primary Level)
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    Chapter 40 Topic Study Group No. 13: Teaching and Learning of Geometry—Secondary Level
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    Chapter 41 Topic Study Group No. 14: Teaching Learning of Probability
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    Chapter 42 Topic Study Group No. 15: Teaching and Learning of Statistics
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    Chapter 43 Topic Study Group No. 16: Teaching and Learning of Calculus
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    Chapter 44 Topic Study Group No. 17: Teaching and Learning of Discrete Mathematics
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    Chapter 45 Topic Study Group No. 18: Reasoning and Proof in Mathematics Education
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    Chapter 46 Topic Study Group No. 19: Problem Solving in Mathematics Education
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    Chapter 47 Topic Study Group No. 20: Visualization in the Teaching and Learning of Mathematics
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    Chapter 48 Topic Study Group No. 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics
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    Chapter 49 Topic Study Group No. 22: Interdisciplinary Mathematics Education
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    Chapter 50 Topic Study Group No. 23: Mathematical Literacy
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    Chapter 51 Topic Study Group No. 24: History of the Teaching and Learning of Mathematics
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    Chapter 52 Topic Study Group No. 25: The Role of History of Mathematics in Mathematics Education
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    Chapter 53 Topic Study Group No. 26: Research on Teaching and Classroom Practice
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    Chapter 54 Topic Study Group No. 27: Learning and Cognition in Mathematics
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    Chapter 55 Topic Study Group No. 28: Affect, Beliefs and Identity in Mathematics Education
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    Chapter 56 Topic Study Group No. 29: Mathematics and Creativity
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    Chapter 57 Topic Study Group No. 30: Mathematical Competitions
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    Chapter 58 Topic Study Group No. 31: Language and Communication in Mathematics Education
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    Chapter 59 Topic Study Group No. 32: Mathematics Education in a Multilingual and Multicultural Environment
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    Chapter 60 Topic Study Group No. 33: Equity in Mathematics Education (Including Gender)
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    Chapter 61 Topic Study Group No. 34: Social and Political Dimensions of Mathematics Education
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    Chapter 62 Topic Study Group No. 35: Role of Ethnomathematics in Mathematics Education
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    Chapter 63 Topic Study Group No. 36: Task Design, Analysis and Learning Environments Programme Summary
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    Chapter 64 Topic Study Group No. 37: Mathematics Curriculum Development
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    Chapter 65 Topic Study Group No. 38: Research on Resources (Textbooks, Learning Materials etc.)
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    Chapter 66 Topic Study Group No. 39: Large Scale Assessment and Testing in Mathematics Education
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    Chapter 67 Topic Study Group No. 40: Classroom Assessment for Mathematics Learning
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    Chapter 68 Topic Study Group No. 41: Uses of Technology in Primary Mathematics Education (Up to Age 10)
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    Chapter 69 Topic Study Group No. 42: Uses of Technology in Lower Secondary Mathematics Education (Age 10–14)
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    Chapter 70 Topic Study Group No. 43: Uses of Technology in Upper Secondary Education (Age 14–19)
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    Chapter 71 Topic Study Group No. 44: Distance Learning, e-Learning, and Blended Learning
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    Chapter 72 Topic Study Group No. 45: Knowledge in/for Teaching Mathematics at Primary Level
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    Chapter 73 Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level
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    Chapter 74 Topic Study Group No. 47: Pre-service Mathematics Education of Primary Teachers
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    Chapter 75 Topic Study Group No. 48: Pre-service Mathematics Education of Secondary Teachers
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    Chapter 76 Topic Study Group No. 49: In-Service Education and Professional Development of Primary Mathematics Teachers
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    Chapter 77 Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers
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    Chapter 78 Topic Study Group No. 51: Diversity of Theories in Mathematics Education
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    Chapter 79 Topic Study Group 52: Empirical Methods and Methodologies
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    Chapter 80 Topic Study Group No. 53: Philosophy of Mathematics Education
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    Chapter 81 Topic Study Group No. 54: Semiotics in Mathematics Education
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    Chapter 82 Classroom Teaching Research for All Students
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    Chapter 83 Mathematical Discourse in Instruction in Large Classes
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    Chapter 84 Sharing Experiences About the Capacity and Network Projects Initiated by ICMI
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    Chapter 85 Mathematics Teacher Noticing: Expanding the Terrains of This Hidden Skill of Teaching
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    Chapter 86 Connections Between Valuing and Values: Exploring Experiences and Rethinking Data Generating Methods
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    Chapter 87 Developing New Teacher Learning in Schools and the STEM Agenda
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    Chapter 88 Videos in Teacher Professional Development
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    Chapter 89 National and International Investment Strategies for Mathematics Education
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    Chapter 90 Transition from Secondary to Tertiary Education
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    Chapter 91 Teachers Teaching with Technology
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    Chapter 92 Mathematics Education and Neuroscience
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    Chapter 93 Reconsidering Mathematics Education for the Future
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    Chapter 94 Challenges in Teaching Praxis When CAS Is Used in Upper Secondary Mathematics
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    Chapter 95 Mathematics in Contemporary Art and Design as a Tool for Math-Education in School
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    Chapter 96 Exploring the Development of a Mathematics Curriculum Framework: Cambridge Mathematics
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    Chapter 97 Theoretical Frameworks and Ways of Assessment of Teachers’ Professional Competencies
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    Chapter 98 Using Representations of Practice for Teacher Education and Research—Opportunities and Challenges
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    Chapter 99 How Does Mathematics Education Evolve in the Digital Era?
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    Chapter 100 Scope of Standardized Tests
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    Chapter 101 Mathematics for the 21st Century School: The Russian Experience and International Prospects
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    Chapter 102 Lesson/Learning Studies and Mathematics Education
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    Chapter 103 Mathematics Houses and Their Impact on Mathematics Education
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    Chapter 104 An Act of Mathematisation: Familiarisation with Fractions
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    Chapter 105 The Role of Post-Conflict School Mathematics
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    Chapter 106 Applying Contemporary Philosophy in Mathematics and Statistics Education: The Perspective of Inferentialism
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    Chapter 107 Teaching Linear Algebra
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    Chapter 108 Creativity, Aha!Moments and Teaching-Research
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    Chapter 109 White Supremacy, Anti-Black Racism, and Mathematics Education: Local and Global Perspectives
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    Chapter 110 Research on Non-university Tertiary Mathematics
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    Chapter 111 Flipped Teaching Approach in College Algebra: Cognitive and Non-cognitive Gains
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    Chapter 112 A Knowledge Discovery Platform for Spatial Education: Applications to Spatial Decomposition and Packing
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    Chapter 113 Designing Mathematics Tasks for the Professional Development of Teachers Who Teach Mathematics Students Aged 11–16 Years
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    Chapter 114 Contributing to the Development of Grand Challenges in Maths Education
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    Chapter 115 The Role of the Facilitator in Using Video for the Professional Learning of Teachers of Mathematics
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    Chapter 116 Making Middle School Maths Real, Relevant and Fun
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    Chapter 117 “Oldies but Goodies”: Providing Background to ICMI Mission and Activities from an Archival Perspective
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    Chapter 118 Using Braids to Introduce Groups: From an Informal to a Formal Approach
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    Chapter 119 Curious Minds; Serious Play
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    Chapter 120 International Similarities and Differences in the Experiences and Preparation of Post-Graduate Mathematics Students as Tertiary Instructors
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    Chapter 121 Using LISP as a Tool for Mathematical Experimentation
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    Chapter 122 Mathematics Teachers’ Circles as Professional Development Models Connecting Teachers and Academics
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    Chapter 123 Exploring and Making Online Creative Digital Math Books for Creative Mathematical Thinking
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    Chapter 124 The Shift of Contents in Prototypical Tasks Used in Education Reforms and Their Influence on Teacher Training Programs
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    Chapter 125 Analysis of Algebraic Reasoning and Its Different Levels in Primary and Secondary Education
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    Chapter 126 Designing and Evaluating Mathematical Learning by a Framework of Activities from History of Mathematics
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    Chapter 127 Sounding Mathematics: How Integrating Mathematics and Music Inspires Creativity and Inclusion in Mathematics Education
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    Chapter 128 Adopting Maxima as an Open-Source Computer Algebra System into Mathematics Teaching and Learning
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    Chapter 129 The Power of Geometry in the Concept of Proof
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    Chapter 130 Workshop: Silent Screencast Videos and Their Use When Teaching Mathematics
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    Chapter 131 Shout from the Most Silent Nation, North Korea: Can Mathematics Education Be Politically Neutral?
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    Chapter 132 Workshop Theme: “Use of Educational Large-Scale Assessment Data for Research on Mathematics Didactics”
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    Chapter 133 Curriculum Development in the Teaching of Mathematical Proof at the Secondary Schools in Japan
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    Chapter 134 Symmetry, Chirality, and Practical Origami Nanotube Construction Techniques
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    Chapter 135 Reflecting Upon Different Perspectives on Specialized Advanced Mathematical Knowledge for Teaching
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    Chapter 136 Collaborative Projects in Geometry
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    Chapter 137 Workshop on Framing Non-routine Problems in Mathematics for Gifted Children of Age Group 11–15
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    Chapter 138 Enacted Multiple Representations of Calculus Concepts, Student Understanding and Gender
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    Chapter 139 Using Inquiry to Teach Mathematics in Secondary and Post-secondary Education
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    Chapter 140 Making of Cards as Teaching Material for Spatial Figures
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    Chapter 141 Creative Mathematics Hands-on Activities in the Classroom
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    Chapter 142 Teachers Activities at ICME-13
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    Chapter 143 Early Career Researcher Day at ICME-13
Attention for Chapter 55: Topic Study Group No. 28: Affect, Beliefs and Identity in Mathematics Education
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Chapter title
Topic Study Group No. 28: Affect, Beliefs and Identity in Mathematics Education
Chapter number 55
Book title
Proceedings of the 13th International Congress on Mathematical Education
Published in
ICME-13 Monographs, January 2017
DOI 10.1007/978-3-319-62597-3_55
Book ISBNs
978-3-31-962596-6, 978-3-31-962597-3
Authors

Markku Hannula, Francesca Morselli, Emine Erktin, Maike Vollstedt, Qiao-Ping Zhang, Hannula, Markku, Morselli, Francesca, Erktin, Emine, Vollstedt, Maike, Zhang, Qiao-Ping

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Mendeley readers

The data shown below were compiled from readership statistics for 3 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 3 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 2 67%
Professor > Associate Professor 1 33%
Readers by discipline Count As %
Mathematics 2 67%
Social Sciences 1 33%

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