Educational Studies in Mathematics

Educational Studies in Mathematics
Springer Netherlands

Volume 6
1975 - 1976

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Conteúdos:

1-22: Arthur Engel -> The probabilistic abacus
23-39: Thomas C. O'Brien -> Deformation and the four card problem
41-51: Perla Nesher and Eva Teubal -> Verbal cues as an interfering factor in verbal problem solving
53-75: Erich Wittmann -> Natural numbers and groupings
77-86: J. D. Gray -> Criticism in the mathematics class
87-91: R. M. Cater and H. W. Johnstone -> A computer language for teaching introductory logic
93-98: Mario Barra -> The cycloid
99-111: H. P. Hahn -> A model of the symmetric group S4 used as a means of teaching fundamental algebraic concepts
113-118: J. B. Harkin -> Introducing the geoboard
119-123: J. Vyšín -> An experience of the Czechoslovakian experimental center
125: Errata
127-186: Hans Freudenthal -> Pupils' achievements internationally compared — The IEA
187-205: Dietger Heitele -> An epistemological view on fundamental stochastic ideas
207-212: James J. Roberge -> Development of comprehension of logical connectives in symbolic or verbal form
213-252: H. N. Jahnke, H. Steinbring and D. Vogel -> Zahlbegriff und Rechenfertigkeit-zur problematik der Entwicklung wissenschaftlicher begriffe
253-257: Announcement
259-271: H. J. L. Kamps and J. H. Van Lint -> A comparison of a classical calculus test with a similar multiple choice test
273-292: A. G. Howson -> University courses for future teachers
293-309: D. E. Mackenzie, J. D. Gray and S. J. Prokhovnik -> Large-group lecturing in mathematics
311-326: Josette Adda -> L'incompréhension en mathématiques et les malentendus
327-338: D. Anxolabéhère and G. Périquet -> Approche des modeles mathematiques de l'evolution des populations par la simulation d'experiences sur ordinateur
339-350: Shlomo Vinner -> The naive platonic approach as a teaching strategy in arithmetics
351-373: John Niman -> Graph theory in the elementary school
375-385: Joseph M. Scandura -> How does mathematics learning take place?
387-388: Errata
389-393: Maurice Glaymann -> Les probabilités à l'école élémentaire
395-408: Floyd Vest -> Teaching problem solving as viewed through a theory of models
409-413: Ramesh Kapadia -> Set-theory and logic in school
415-428: Michèle Artigue and Jacqueline Viennot -> Quelques reflexions sur l'enseignement de la numération aux enfants de 7, 8 ou 9 ans
429-445: Pierre Buisson -> Évaluation-sondage dans le premier cycle (12–16 ans)
447-474: Adele Goldberg and Patrick Suppes -> Computer-assisted instruction in elementary logic at the university level
475-497: M. Otte -> Die didaktischen systeme von V. V. Davidov/ D. B. Elkonin einerseits und L. V. Zankov andererseits
499-500: XVIth International Mathematical Olympiad
501-502: XVIIth International Mathematical Olympiad

Volume 7
1976

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Conteúdos:

3-22: Josette Adda -> Difficultés liées à la présentation des questions mathématiques
23-40: A. W. Bell -> A study of pupils' proof-explanations in mathematical situations
41-47: Alan J. Bishop -> Decision-making, the intervening variable
49-58: Régine Douady -> Une expérience à Montrouge
59-69: Arthur Engel -> Why does the probabilistic abacus work?
71-82: T. J. Fletcher -> Nomograms and the foundations of geometry
83-88: Maurice Glaymann -> Ou le premier n'est pas toujours premier ...
89-108: Thomas C. O'Brien -> Three informal essays
109-112: H. O. Pollak -> What industry wants a mathematician to know and how we want them to know it
113-120: A. Revuz -> Stratégies pour une approche de ℤ
121-126: Jaroslav Šedivý -> A note on the role of parameters in mathematics teaching
127-137: W. Servais -> Problématique dans l'apprentissage de la mathématique
139-146: Hans Georg Steiner -> Finite geometries and non-measurable voting bodies
147-155: Stefan Turnau -> On a class-room incident
157-169: P. M. Hiele -> Wie kann man im Mathematikunterricht den Denkstufen Rechnung tragen?
171-177: Tamás Varga -> On primary school teachers' mathematics
179-184: Erich Wittmann -> Mathematizing around convexity
189-190: Hans Freudenthal -> Preface
191-192: Foreword
193-331: Mathematics education
332-350: Learning to teach
351-363: Curriculum development — A strategy
364-367: Publications
369-388: Pearla Nesher -> Three determinants of difficulty in verbal arithmetic problems
389-397: Menahem Finegold and Shmuel Avital -> Enquiry, discovery and research: Terminology and meaning
399-411: Shmuel Avital and Rodney T. Hansen -> Mathematical induction in the classroom
413-429: Shlomo Vinner -> The naive concept of definition in mathematics
431-442: H. J. Vollrath -> The place of geometry in mathematics teaching: An analysis of recent developments
443-463: Emma Castelnuovo, Daniela and Claudio Gori-Giorgi -> La géométrie projective à l'école
465-495: G. Walther -> Balancierte graphen-ein thema für die didaktische diskussion zum geometrieunterricht
497-521: Claude Comiti, Marie-Rose Guillermard and Alain Solano -> Approche des statistiques en classe de sixième: Analyse de résultats sportifs
523-527: G. F. Peaker -> A commentary from iea on Dr. Freudenthal's article in: Educational studies in mathematics, vol. 6, no. 2
529-533: H. Freudenthal -> Rejoinder
535: Erratum

Volume 8
1977

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Conteúdos:
1: Hans Freudenthal -> Creativity
3-16: Hans Freudenthal -> Bastiaan's experiments on Archimedes' principle
17-26: Shlomo Vinner -> The concept of exponentiation at the undergraduate level and the definitional approach
27-34: J. Dormolen -> Learning to understand what giving a proof really means
35-39: János Surány -> “I have lost the thread completely ...”
41-50: Emma Castelnuovo -> L'enseignement des mathématiques
51-116: R. Duval and F. Pluvinage -> Démarches individuelles de réponse en mathématique
117-152: F. Goffree -> Johan—A teacher training freshman studying mathematics and didactics
153-165: E. Fischbein -> Image and concept in learning mathematics
167-179: Shlomo Libeskind -> A problem solving approach to teaching mathematics
181-198: Claude Comiti -> Approche du nombre par des enfants de 6 à 7 ans
199-210: Ramesh Kapadia -> Curriculum development: Practice and theory
211-224: Hans-Joachim Vollrath -> The understanding of similarity and shape in classifying tasks
225-238: Murad E. Jurdak -> Structural and linguistic variables in selected inference patterns for bilinguals in grades six to ten
239-240: Announcements
241-250: Jacques Nimier -> Mathématique et affectivité
251-269: Pearla Nesher and Tamar Katriel -> A semantic analysis of addition and subtraction word problems in arithmetic
271-293: Dieter Lunkenbein -> Rationalising teaching interventions—A working model of a process of research in mathematics teaching
295-316: J. Michael Shaughnessy -> Misconceptions of probability: An experiment with a small-group, activity-based, model building approach to introductory probability at the college level
317-332: Adolf Af Ekenstam -> On children's quantitative understanding of numbers
333-357: J. Grossel -> Recherche sur les difficultés occasionnées chez les étudiants par les notations avec indices et par le signe ‘Σ’ en mathématiques
359-368: Robert B. Wenger and Charles R. Rhyner -> A problem-oriented mathematical optimization course
369-376: H. Freudenthal -> Teacher training—An experimental philosophy
377-389: Iowo-Team -> Eleven minutes group work—A transcript
391-398: Nathan Hoffman -> The teaching and learning of basic number facts
399-404: K. Bognár and T. Nemetz -> On the teaching of probability at secondary level
405-412: Thomas C. O'Brien -> Implications of piagetian research for teachers of teachers and teachers of children
413-438: Nitsa Hadar -> Children's conditional reasoning
439-460: Uwe Beck -> Auslaufvorgänge aus wasserbehältern-eine anwendungsorientierte einführung in die analysis
461-478: Frank Swetz -> The ‘open-door’ policy and the reform of mathematics education in the People's Republic of China
479-508: Norbert Knoche -> On the indicative value of the classical goodness criteria of reliability and validity
509-510: XVIIIth International Mathematical Olympiad (IMO)
511-512: XIXth International Mathematical Olympiad (IMO)

Volume 9
1978

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Conteúdos:
1-5: Hans Freudenthal -> Address to the first conference of I.G.P.M.E. (International Group for the Psychology of Mathematical Education), at Utrecht 29 August 1977
7-15: A. Abele -> The usage of graphs in solving mathematical problems
17-39: Annie Bessot and Claude Comiti -> Une etude sur l'approche du nombre par l'eleve du cours preparatoire
41-50: C. Laborde -> Relations arithmetiques-aspect statique-aspect dynamique
51-73: Leen Streefland -> Some observational results concerning the mental constitution of the concept of fraction
75-83: Hans Heege -> Testing the maturity for learning the algorithm of multiplication
85-95: Iowo-Team -> Five plus four minutes class instruction—a transcript
97-114: N. Hadar and L. Henkin -> Children's conditional reasoning part II: Towards a reliable test of conditional reasoning ability
115-140: N. Hadar -> Children's conditional reasoning part III: A design for research on children's learning of conditional reasoning and research findings
141-142: Announcements: International study group on the relations between the history and the pedagogy of mathematics
143-145: Hans Freudenthal -> Change in mathematics education since the late 1950's-ideas and realisation
147-158: A. L. Blakers -> Change in mathematics education since the late 1950's-ideas and realisation Australia
159-170: S. M. Sharfunddin -> Change in mathematics education since the late 1950's-ideas and realisation Bangladesh
171-181: A. Revuz -> Change in mathematics education since the late 1950's-ideas and realisation france
183-223: A. G. Howson -> Change in mathematics education since the late 1950's-ideas and realisation great britain
225-244: Mária Halmos and Tamás Varga -> Change in mathematics education since the late 1950's-ideas and realisation hungary
245-253: J. N. Kapur -> Change in mathematical education since the late 1950's-ideas and realisation India
255-260: Badiollah Rostami -> Change in mathematics education since the late 1950's—Ideas and realisation Iran
261-270: Hans Freudenthal -> Change in mathematics education since the late 1950's — Ideas and realisation the Netherlands
271-281: R. Ogbonna Ohuche -> Change in mathematics education since the late 1950's — Ideas and realisation Nigeria
283-295: Aniela Ehrenfeucht -> Change in mathematics education since the late 1950's — Ideas and realisation Poland
297-302: A. Williams -> Change in mathematics education since the late 1950's — Ideas and realisation Sierra Leone
303-316: A. J. Gunawardena -> Changes in mathematics education since the late 1950's — Ideas and realisation Sri Lanka
317-330: M. Sawi -> Change in mathematics education since the late 1950's — Ideas and realisation Sudan
331-337: Orasri Purakam -> Change in mathematics education since the late 1950's — Ideas and realisation Thailand
339-353: James T. Fey -> Change in mathematics education since the late 1950's — Ideas and realisation U.S.A.
355-379: B. J. Wilson -> Change in mathematics education since the late 1950's — Ideas and realisation West Indies
381-390: A. Vidal-Madjar -> Teaching mathematics and statistics to adults who are keen on psychology
391-409: Stephen I. Brown and Gerald R. Rising -> One third cherokee: Problem solving, teaching, and intuition
411-420: I. D. MacDonald -> Insight and intuition in mathematics
421-427: Brian Griffiths -> Some comments on Macdonald's paper
429-438: Shmuel Avital and Shlomo Libeskind -> Mathematical induction in the classroom: Didactical and mathematical issues
439-460: M. Vandewiele and W. D'Hondt -> Quelques difficultes en mathematique et leur perception par les eleves en classe de troisieme dans l'enseignement secondaire a Dakar
461-502: Dominique Pastre -> Observation du mathematicien: Aide a l'enseignement et a la Demonstration Automatique de Theoremes
503-504: Hans Freudenthal -> Acknowledgment
504: Tribute
505-506: XXth International mathematical Olympiad (IMO)