MATHED

• Name: Brian Hudson
  University: Sheffield Hallam University
  Address: Collegiate Campus
  City: Sheffield
  Postcode: S10 2BP
  Country: UK
  Phone: +44 114 225 2346
  Day of arrival: 03 July 2005
  Day of departure: 13 July 2005
  Room type:
  Other:
  Title of research paper and workshop (and if possible short summary):
  Presentation format:
• Name: Aristarchos Katsarkas
  University: Aristotele's University of Thessaloniki
  Address: Euripidou 4
  City: Exohi Thessaloniki
  Postcode: 57010
  Country: Hellas
  Phone: 2310358890
  Day of arrival: Sunday, July 3rd
  Day of departure: July 13th
  Room type: SINGLE
  Other: Need for transportation from Tallinn.
  Title of research paper and workshop (and if possible short summary): KNOWLEDGE AND CONCEPTS OF RATIONAL NUMBERS HELD BY ELEMENTARY SCHOOL TEACHERS The growing literature of the last twenty-five years for rational numbers is concerned with the difficulties that the students have in this domain, and the way that teaching and learning must be connected. The multi-conceptual character of rational numbers, and the lack of its development in elementary schools, posses a central position among the many sources of misconceptions and deficiencies. The four subconstructs of rational numbers that Kieren introduced – part-whole and measure, ratio, quotient and operator – are widely accepted. The lack of their knowledge and misconcertions of teachers are examined in this research, as they are an important factor of the instruction’s procedure, which along with the Greek curriculum, doesn’t give much attention in developing all these subconstructs, thus leading to deficiencies in learning.
  Presentation format: Paper session (45 mins)
• Name: Barbora Divišová
  University: Charles University, Faculty of Education
  Address: Údolní 20
  City: Aš
  Postcode: 352 01
  Country: The Czech Republic
  Phone: 00420 606 461 757
  Day of arrival: 4.7.2005
  Day of departure: 13.7.2005
  Room type: DOUBLE
  Other:
  Title of research paper and workshop (and if possible short summary): Didactical Games in the Lesson of Mathematics In the workshop, several games that may be used in the lessons of Mathematics will be introduced. Game-like activities are useful for they increase motivation of the students. They can be used as warm-ups, fillers, specific kind of reward, or a way of teaching or revising mathematical concepts. Moreover, the competition that goes hand-in-hand with co-operation with one’s fellows can make the learning more interesting and efficient. The set of the games prepared includes activities in which different senses (visual, auditory, kinaesthetic) are involved. The games can be used to revise terminology, definitions or properties of concepts, to practise counting, and to develop the students’ ability to express themselves accurately. The participants will be involved in playing the games and afterwards the usefulness and possible modifications of the games will be discussed. The games were developed for the use in Content and Language Integrated Learning (CLIL) environment. CLIL is an innovative educational approach, which refers to the teaching of a non-linguistic subject through a foreign language (L2). In the lessons there should be an equilibrium between content and language learning. The content is thus developed through the L2 and the L2 is developed through the content.
  Presentation format: Paper session (45 mins)
• Name: Erkki Nissinen
  University: Helsinki University
  Address: Niemenmaentie 8 A 19
  City: Helsinki
  Postcode: 00350
  Country: Finland
  Phone: +358408252157
  Day of arrival: 04.07.2005
  Day of departure: 14.07.2005
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary): How middle school students and their teachers promote and inhibit learning how to learn: A phenomenological investigation of a Finnish case
  Presentation format: Paper session (45 mins)
• Name: Hana Hrabáková
  University: University Charles,Faculty of Pedagogy, Prague
  Address: Vítězná 528
  City: Komárov
  Postcode: 267 62
  Country: Czech Republic
  Phone: +420605031020
  Day of arrival: 4.6.
  Day of departure: 13.6.
  Room type: DOUBLE
  Other:
  Title of research paper and workshop (and if possible short summary): Analysis a-priori of the "Puzzle" activity. The analysis a-priori is an important instrument of the Theory of the Didactical Situations. It is conducted before the lesson. In a didactical situation, the teacher makes students accept the responsibility. In order to manage this situation (s)he tries to foreshadow the course of the lesson: -to reveal the steps of the lesson -to predict possible reactions and attitudes of pupils and his/her reactions (e.g. about the obstacles and the errors that may occur, and about the ways how to correct them) -to discover possible solving strategies (correct as well as incorrect ones) -to determine what previous knowledge pupils will need to apply succesfully their solving strategy and what "new" knowledge they may discover In this workshop the participants will be asked to do the analysis a-priori of the "Puzzle" activity. References: Brousseau, G. (1997). The Theory of Didactical Situations in Mathematics. Kluwer: Dordrecht/Boston/London. Hrabáková, H.(2005). Využití Teorie didaktických situací v prestředí české školy. [Application of the Theory of the Didactical Situations in the Cyech School Environment]. Diploma Thesis. UK-Pedf>Praha ] (in Czech).
  Presentation format: Workshop (90 mins)
• Name: Kirsti Kislenko
  University: Agder University College
  Address: Gimlemoen 25A, Servicebox 422
  City: Kristiansand
  Postcode: 4604
  Country: Norway
  Phone: +4738141770
  Day of arrival: 03.06.2005
  Day of departure: 13.06.2005
  Room type: DOUBLE
  Other: As I am moving all the time between Norway and Estonia then the most trustable address what I can give right now is my mother's place and it is following: Riia 26-36, 71010 Viljandi, Estonia. If you are lucky then you'll find me there ;)
  Title of research paper and workshop (and if possible short summary): Students' beliefs and attitudes towards mathematics teaching and learning. Research: the area of the study is to investigate students' beliefs about mathematics teaching and learning. Two countries are included in the research - Estonia and Norway. Students' (from the grade 7, 9 and in upper secondary school) attitudes will be investigated through the questionnaires and interviews.
  Presentation format: Paper session (45 mins)
• Name: Hana Klímová
  University: Charles University in Prague, Faculty of Education
  Address: Chelčického 96
  City: Strakonice
  Postcode: 38601
  Country: The Czech Republic
  Phone: +420777187465
  Day of arrival: 4.7.2005
  Day of departure: 13.7.2005
  Room type: DOUBLE
  Other:
  Title of research paper and workshop (and if possible short summary): Didactical Games in the Lesson of Mathematics In the workshop, several games that may be used in the lessons of Mathematics will be introduced. Game-like activities are useful for they increase motivation of the students. They can be used as warm-ups, fillers, specific kind of reward, or a way of teaching or revising mathematical concepts. Moreover, the competition that goes hand-in-hand with co-operation with one’s fellows can make the learning more interesting and efficient. The set of the games prepared includes activities in which different senses (visual, auditory, kinaesthetic) are involved. The games can be used to revise terminology, definitions or properties of concepts, to practise counting, and to develop the students’ ability to express themselves accurately. The participants will be involved in playing the games and afterwards the usefulness and possible modifications of the games will be discussed. The games were developed for the use in Content and Language Integrated Learning (CLIL) environment. CLIL is an innovative educational approach, which refers to the teaching of a non-linguistic subject through a foreign language (L2). In the lessons there should be an equilibrium between content and language learning. The content is thus developed through the L2 and the L2 is developed through the content.
  Presentation format: Workshop (90 mins)
• Name: Nikoletta Ispirlidou
  University: Aristotle University of Thessaloniki
  Address: Michalakopoulou 1
  City: Thessaloniki
  Postcode: 55132
  Country: Greece
  Phone: 2310457429
  Day of arrival: 3/7/2005
  Day of departure: 13/7/2005
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary): TITLE OF RESEARCH PAPER: The mediation of tools in construction of euclidian concept of straight line
  Presentation format: Paper session (45 mins)
• Name: mlepik
  University: Tallinn University
  Address: Narva mnt 25
  City: Tallinn
  Postcode:
  Country: ESTONIA
  Phone:
  Day of arrival:
  Day of departure:
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary):
  Presentation format: Paper session (45 mins)
• Name: Mojca Premuš
  University: University of Ljubljana
  Address: Hardek 14A
  City: Ormož
  Postcode: 2270
  Country: Slovenia
  Phone: 00386/41-273-974
  Day of arrival: July 3rd
  Day of departure: July 13th
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary): Exploring Students Concept of Division by Zero and Eternity
  Presentation format: Paper session (45 mins)
• Name: Inga Pavula
  University: Latvia
  Address: Jurmals gatve 74/64
  City: Riga
  Postcode: LV-1083
  Country: Latvia
  Phone: +371 9462883
  Day of arrival: 27.08
  Day of departure: 8.09
  Room type: DOUBLE
  Other:
  Title of research paper and workshop (and if possible short summary): Teacher and texbooks interaction
  Presentation format: Paper session (45 mins)
• Name: Spela Tola
  University: Faculty of Mathematics and Physisc
  Address: Jadranska 19
  City: Ljubljana
  Postcode: 1000
  Country: Slovenia
  Phone: 0038614766500
  Day of arrival: 4.7.2005
  Day of departure: 14.7.2005
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary): Investigating the role of graphic calculators in mathemathical thinking
  Presentation format: Paper session (45 mins)
• Name: Maria Vlachou
  University: Aristotle University of Thessaliniki
  Address: Kritis 77
  City: Thessaloniki
  Postcode: 54655
  Country: Greece
  Phone: 2310321269
  Day of arrival: 3/7/2005
  Day of departure: 13/7/2005
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary): TITLE OF RESEARCH PARER: Primary school teachers' discourses of mathematics assessment ABSTRACT Nowadays an issue has been raised about the necessity of pupils’ assessment and the purposes of assessment in all grades of primary and secondary school. In the present study opinions and arguments are presented about the previous questioning in the first grade of education via bibliographic review. Moreover the curriculum and the relative circulars are examined and the opinions of teachers on the previous questions focused on mathematics are detected.
  Presentation format: Paper session (45 mins)
• Name: Václav Sýkora
  University: Charles University, Faculty of Education
  Address: Krakovská
  City: Praha
  Postcode: 110 00
  Country: The Czech Republic
  Phone: 00420 603 384 893
  Day of arrival: 4.7.2005
  Day of departure: 8.7.2005
  Room type: DOUBLE
  Other:
  Title of research paper and workshop (and if possible short summary): The sign of metaphor in conceptual mathematical images of pupils. Our article has its basis in the classification of the signs which was invent by Ch.S. Peirce. Peirce, one of the major forces in the development of semiotics, identifies three basic types of signs (icon, index and symbol). The metaphor is a special case of the icon and is defined as a sign which represents the representative character of object. The sign is therefore represents by means of an other sign. If a pupil has for example the task to draw a circle and he draw it as a sun, we can suppose, that the sign of circle appear in your ideas of objective model of circle as a sign of the sun. The analysis of similar situations is important for the construction of the inner structure of the objective model’s stage within the framework of ontogenesis of the concept. At the same time it is an important phenomenon for the description of the communication’s process in the course of teaching of mathematics. Literature: 1.PEIRCE, Ch. S. Grammatica Speculativa. In PALEK, B. Sémiotika. Praha: Univerzita Karlova, 1997, s. 58 2. CHRZ, Vladimír. Psychologie metaforyII: Metafora z hlediska kognitivní psychologie. Československá psychologie, 1996, roč. XXXX, č. 3, s. 217-227
  Presentation format: Paper session (45 mins)
• Name: Zlatan Magajna
  University: University of Ljubljana, Faculty of Education
  Address: Kardeljeva pl. 16
  City: Ljubljana
  Postcode: 1000
  Country: Slovenia
  Phone: 00 (386) 1 5852 200
  Day of arrival: July 9
  Day of departure: July 14
  Room type: SINGLE
  Other:
  Title of research paper and workshop (and if possible short summary): Computer aided proofs in school geometry
  Presentation format: Paper session (45 mins)