Educational Studies in Mathematics - vol. 11, 13, 14 e 15

Educational Studies in Mathematics
Springer Netherlands

Volume 11
1980

Volume 11, Number 1 / February 1980

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Conteúdos

1-21: M. A. (Ken) Clements - Analyzing children's errors on written mathematical tasks

23-41: Heinrich Bauersfeld -> Hidden dimensions in the so-called reality of a mathematics classroom

43-58: Leone Burton - The teaching of mathematics to young children using a problem solving approach

59-90: Peter Bender and Alfred Schreiber - The principle of operative concept formation in geometry teaching

91-111: N. Balacheff - Une etude, a l'aide de graphes, de demonstrations mathematiques formulees par des eleves

113-131: David N. Burghes - Mathematical modelling: A positive direction for the teaching of applications of mathematics at school

Volume 11, Number 2 / May 1980


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Conteúdos 

133-135: Announcements
137-179: David Kent and Keith Hedger -> Growing tall

181-204: Ruma Falk, Raphael Falk and Iris Levin -> A potential for learning probability in young children

205-216: Michael C. Mitchelmor -> Three-dimensional geometrical drawing in three cultures
217-253: Gerald Noelting -> The development of proportional reasoning and the ratio concept Part I — Differentiation of stages

255-256: Announcements

257-269: Alan J. Bishop -> Spatial abilities and mathematics education—A review

271-284: David Tall -> The notion of infinite measuring number and its relevance in the intuition of infinity

285-299: A. G. Howson -> Socialist mathematics education: Does it exist?

301-318: Claude Comiti -> Les premieres acquistions de la notion de nombre par l'enfant

319-329: Ivan Watson -> Investigating errors of beginning mathematicians

331-363: Gerald Noelting -> The development of proportional reasoning and the ratio concept Part II—problem-structure at successive stages; problem-solving strategies and the mechanism of adaptive restructuring

365-381: William H. Brock and Michael H. Price -> Squared paper in the nineteenth century: Instrument of science and engineering, and symbol of reform in mathematical education

383-392: Erich Wittmann -> ‘Discrete analysis’ — An approach to fundamental ideas of analysis

393-410: Stefan Turnau -> The mathematical textbook for young students

411-422: Gilah Leder -> Bright girls, mathematics and fear of success

423-441: Diane Resek and William H. Rupley -> Combatting ‘mathophobia’ with a conceptual approach toward mathematics

443-461: Ramesh Kapadia -> Developments in statistical education

463-478: Jerry P. Becker -> 1978 Mathematics olympiads in the People's Republic of China

479-496: Helen Adi, Robert Karplus and Anton E. Lawson -> Conditional logic abilities on the four-card problem: Assessment of behavioral and reasoning performances

497: Notice

Volume 13


1982

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1-19: Jenz Holger Lorenz -> On some psychological aspects of mathematics achievement assessment and classroom interaction

21-32: Josette Adda -> L'Observation de classes et le paradoxe de l'observateur

33-57: Nadine Bednarz and Bernadette Janvier -> The understanding of numeration in primary school

59-88: A. Bessot and C. Comiti -> Appropriation des proprietes ordinales du nombre par l'eleve du cours preparatoire

89-112: P. L. Galbraith -> The mathematical vitality of secondary mathematics graduates and prospective teachers: A comparative study

113-116: Erich Wittmann -> Book review
* K. M. Hart (ed.) - Children's Understanding of Mathematics: 11-16 (1981)

117-118: Announcement
119-142: Ian Darke -> A review of research related to the topological primacy thesis

143-154: Twila Slesnick -> Algorithmic skill vs. conceptual understanding

155-175: Michèle Artigue and Jacqueline Robinet -> Numeration a l'ecole elementaire

177-203: P. Teule-Sensacq and G. Vinrich -> Résolution de problèmes de division au cycle elementaire dans deux types de situations didactiques

205-221: Raymond A. Zepp -> Bilinguals' understanding of logical connectives in English and Sesotho

223-232: Book reviews
* Peter Hilton -> G. Polya - Mathematical Discovery. On Understanding, Learning and Teaching Problem Solving. Combined Edition (1981)
* Hans Frendenthal -> W. Dörfler und R. Fischer (Hrsg.) - Stochastik im Schulunterricht (1981)
* W. Dörfler -> Institut für Didaktik der Mathematik Bielefeld (Hrsg.) -- IDM-Unterlagen zum Mathematik-Unterricht (1981)

233-255: Leen Streefland -> Subtracting fractions with different denominators

257-267: Christine Keitel -> Curriculum variables, theory and goals: A comment on Begle's Critical Variables in Mathematics Education

269-287: Peter L. Jones -> Learning mathematics in a second language: A problem with more and less

289-327: Graciela Bicco -> Les premieres acquisitions de la notion de fonction lineaire chez l'enfant de 7 A 11 ans

329-345: James Hiebert and Thomas P. Carpenter -> Piagetian tasks as readiness measures in mathematics instruction: A critical review

347-348: Dieter Lunkenbein -> Book review
* Gérard Vergnaud -- L 'enfant, la mathématique et la réalité (1981)

349-372: Celia Hoyles -> The pupil's view of mathematics learning

373-394: P. Nesher, J. G. Greeno and M. S. Riley -> The development of semantic categories for addition and subtraction

395-408: Hans Freudenthal -> Fiabilité, validité et pertinence-critères de la recherche sur l'enseignement de la mathématique

409-429: Bernard Dumont -> L'influence du ‘décor’ et du langage dans des épreuves de type ‘logique’ portant apparemment sur l'implication

431-441: Donald R. Kerr and Frank K. Lester -> A new look at the professional training of secondary school mathematics teachers

443-448: Book reviews
* Hans Freudenthal -> P. Damerow & W. Lefevre (eds.) - Rechenstein, Experiment, Sprache (1981)
* N. Knoche -> John Heywood - Examining in Second Level Education (1977)
* Ian Stewart -> Morris Kline - Mathematics, The Loss of Certainty (1980)

449: Announcement

Volume 14
1983

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1-18: A. Orton -> Students' understanding of integration

19-38: Saburoh Minato -> Some mathematical attitudinal data on eighth grade students in Japan measured by a semantic differential

39-54: Frank J. Swetz and Albert Y. Chi -> Mathematics entrance examinations in Chinese institutions of higher education

55-72: T. P. Carpenter, J. Hiebert and J. M. Moser -> The effect of instruction on children's solutions of addition and subtraction word problems

73-85: I. F. Svenson, J. A. Lawrence and S. G. Willis -> Distance university students' processing of mathematics exercises

87-100: Hans Niels Jahnke -> Technology and education: The example of the computer

101-105: Book reviews
* M. Borovcnik, R. Fischer -> Donald A. Mackenzie -- Statistics in Britain - 1865-1930 - The Social Construction of Scientific Knowledge (1981)
* G. Glaeser -> John Mason with Leone Burton and Kaye Stacey -- Thinking Mathematically (1982)

107: Announcement
109-125: Leslie P. Steffe -> Children's algorithms as schemes

127-138: Miriam A. D. Wolters -> The part-whole schema and artithmetical problems
139-154: Julia Matthews -> A subtraction experiment with six and seven year old children

155-181: Gerard Audibert -> Processus de recherche d'un probleme de geometrie chez l'eleve de l'enseignement secondaire

183-212: Randall J. Souviney -> Mathematics achievement, language and cognitive development: Classroom practices in Papua New Guinea

213-215: Book Reviews
* G. Glaeser -> F.K. Lester and J. Garofalo (eds) -- Mathematical Problem Solving: lssues in Research (1982)
* Joop Van Dormolen -> Thomas Mormann -- Argumentieren, Begründen, Verallgemeinern (1981)

219-233: Robert Karplus, Steven Pulos and Elizabeth K. Stage -> Early adolescents' proportional reasoning on ‘rate’ problems

235-250: A. Orton -> Students' understanding of differentiation

251-274: Spyros P. Kalomitsines -> Two methods for solving problems

275-284: G. Trelinski -> Spontaneous mathematization of situations outside mathematics

285-296: Wilhelm Schipper -> The topological primacy thesis: Genetic and didactic aspects

297-317: H. B. Griffiths -> Simplification and complexity in mathematics education

319-322: Book Reviews
* Richard Lesh -> G. T. Wain and D. Woodrow -- Mathematics Teacher Education Project (1980)
* G. Walther -> Alain Bouvier -- La Mystification Mathématique (1981)

323: Announcement

324: Announcement

325-353: Lloyd Dawe -> Bilingualism and mathematical reasoning in English as a second language

355-367: Philip Clarkson -> Types of errors made by Papua New Guinean students

369-384: Adolf Afekenstam and Karl Greger -> Some aspects of children's ability to solve mathematical problems

385-414: Raymond Duval -> L'obstacle du dedoublement des objets mathematiques

415-429: Zemira R. Mevarech -> A deep structure model of students' statistical misconceptions

431-433: Book reviews
* G. Schrage -> D. Burghes, I. Huntley and J. McDonald -- Applying Mathematics - A Course in Mathematical Modelling (1982)
* Curtis McKnight -> Richard R. Skemp -- Intelligence, Learning and Action: A Foundation for Theory and Practice in Education (1979)

434: Announcement

Volume 15
1984

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1-24: E. Fischbein and A. Gazit -> Does the teaching of probability improve probabilistic intuitions?

25-36: Erich Wittmann -> Teaching units as the integrating core of mathematics education

37-57: Jean-Guy Dubois -> Une systématique des configurations combinatoires simples

59-73: A. Edwards -> Computational estimation for numeracy

75-93: A. G. Howson -> Seventy five years of the International Commission on Mathematical Instruction

95-102: Book reviews
*Th. P. Carpenter, J. M. Moser and Th. A. Romberg (eds.) -- Addition and Subtraction: A Cognitive Perspective (1982)
*T. J. Fletcher -> J. Pottage -- Geometrical Investigations - Illustrating the Art of Discovery in the Mathematical Field (1983)

103-104: Announcements

105-127: Alba Gonzalez Thompson -> The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice

129-147: Alan Bell, Efraim Fischbein and Brian Greer -> Choice of operation in verbal arithmetic problems: the effects of number size, problem structure and context

149-172: Paulus Gerdes -> The first mathematics olympiads in mozambique

173-189: Paul Ernest -> Mathematical induction: A pedagogical discussion

191-210: Lina Mancini Proia and Marta Menghini -> Conic sections in the sky and on the earth

211 : Announcement

213-238: M. A. (Ken) Clements -> Terence Tao

239-257: F. J. Brink -> Numbers in contextual frameworks

259-275: Victor Byers and Stanley Erlwanger -> Content and form in mathematics

277-289: John Mason and David Pimm -> Generic examples: Seeing the general in the particular

291-311: H. B. Griffiths and R. R. McLone -> A critical analysis of university examinations in mathematics

313-320: Saburoh Minato and Shyoichi Yanase -> On the relationship between students attitudes towards school mathematics and their levels of intelligence

321-323: Book reviews
*Erkii Pehkonen -> Wissenschaftliche Zeitschrift der Karl-Marx-Universität Leipzig. Mathematisch-Naturwissenschaftliche Reihe, 31. Jahrgang (1982), Heft 6, 501-579. Mathematikmethodische Untersuchungen
*C. A. Brown -> A. J. Bishop and Marilyn Nickson -- A Review of Research in Mathematical Education (1983)

327-348: Leen Streefland -> Search for the roots of ratio: Some thoughts on the long term learning process (towards ... a theory)

349-377: Anne S. Hawkins and Ramesh Kapadia -> Children's conceptions of probability — A psychological and pedagogical review

379-395: Zbigniew Semadeni -> A principle of concretization permanence for the formation of arithmetical concepts

397-412: Paul Ernest -> The CXC mathematics examination: A caribbean innovation in assessment

413-422: P. Clarkson and G. C. Leder -> Causal attributions for success and failure in mathematics: A cross cultural perspective

423-442: H. B. Griffiths and R. R. McLone -> A critical analysis of university examinations in mathematics

443-446: Book reviews
*Heinrich Winter -> Richard R. Skemp (Guest Editor): Understanding the Symbolism of Mathematics, Special issue of the quarterly Visible Language, VXI, No. 3 (1982), pp. 205-302.
*Alan J. Bishop -> Rik Pinxten, Ingrid van Dooren, and Frank Harvey -- The Anthropology of Space

447: Preliminary announcement

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)

Educational Studies in Mathematics, Vol 1 e 3 - 5

Educational Studies in Mathematics
Springer Netherlands

Volume 1
1968 - 1969

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Contents:
3-8: Hans Freudenthal -> Why to teach mathematics so as to be useful
9-16: A. Z. Krygovska -> Processus de la mathématisation dans l'enseignement
17: J. M. Hammersley -> On the enfeeblement of mathematical skills by modern mathematics and by similar soft intellectual trash in schools and universities
18-23: H. B. Griffiths -> Pure mathematicians as teachers of applied mathematicians
24-30: H. O. Pollak -> On some of the problems of teaching applications of mathematics
31-36: André Revuz -> Les pièges de l'enseignement des mathématiques
37-54: W. Servais -> Comment enseigner la mathématique pour qu'elle soit utile?
55-60: Jean Tavernier -> The thinking of a physicist about mathematics
61-79: Panel discussion
80-88: A. Delessert -> Quelques observations naïves en marge de deux enquêtes sur l'enseignement mathématique
89-92: Charles Pisot -> Enseignement des mathématiques pour physiciens
93-97: Matts Håstad -> Mathematics and engineers
98-104: R. C. Lyness -> Applied mathematics in english schools
105-110: Gail Young -> The computer and the calculus
111-117: R. J. Walker -> Student use of a computer
118-125: Maurice Glaymann -> Initiation au calcul numérique et usage des machines à calculer
126-160: Murray S. Klamkin -> On the teaching of mathematics so as to be useful
161-165: H. Behnke -> Wandlungen in der auswahl der stoffe für den unterricht
166-180: T. J. Fletcher -> A heuristic approach to matrices
181-201: Hans-Georg Steiner -> Examples of exercises in mathematization on the secondary school level
202-221: Arthur Engel -> Systematic use of applications in mathematics teaching
222-236: André Roumanet -> Une expérience d'enseignement de mathématique avec des enfants de 11 à 13 ans
237-243: A. Brailly -> Un exemple d'exploitation d'une ‘situation’
244: Propositions on the teaching of mathematics
245-246: Final recommandations of the participants about the coordination of the teaching of mathematics and physics
247-251: Joseph M. Scandura, Joan Barksdale, John H. Durnin and Robert Mcgee -> An unexpected relationship between failure and subsequent mathematics learning
252-261: Keith Hirst and Norman Biggs -> Undergraduate projects in mathematics
262-273: Jacques Fort -> Expérimentation d'un enseignement des mathématiques en classe de sixième des lycées et collèges
274-288: Emma Castelnuovo -> Les transformations affines dans le ler cycle de l'école secondaire
289-299: Hans-Georg Steiner -> Examples of exercises in mathematization
300-311: Arnold Kirsch -> An analysis of commercial arithmetic
312-326: Burt A. Kaufman and Hans-G. Steiner -> The CSMP approach to a content-oriented, highly individualized mathematics education
327-337: Hans Freudenthal -> L'intégration après coup ou à la source
338-339: Hans Freudenthal -> The concept of integration at the Varna congress
340-342: Emma Castelnuovo -> L'intégration centrée autour des mathématiques du ler cycle de l'enseignement secondaire
343-346: P. M. Hiele -> Quelques aspects didactiques du développement de la pensée des enfants dans les mathématiques et la physique
347-351: Howard F. Fehr -> Contemporary mathematics and its intervention in the sciences
352-364: A. Z. Krygovska -> Préparation des maîtres à l'enseignement intégré des sciences
365-377: André Delessert -> Connections between the reform of mathematical instruction and the further training of teachers
378-385: Lina Mancini Proia -> An experiment in teaching geometry
386-393: A. Hollinger -> Sur l'initiation à la géométrie
394-401: P. G. J. Vredenduin -> The conclusive force of Venn diagrams, and the implication
402-407: J. Van Dormolen -> The uselessness of Venn diagrams
408-414: Hans Freudenthal -> Braces and Venn diagrams
415-421: J. Bastier -> Games and relations
422-439: Jaroslav Šedivý -> Teaching of elements of logic by means of finite graphs
440-444: Hans-Joachim Vollrath -> Some algebraic aspects in analysis teaching
445-483: Hans-G. Steiner and Burt A. Kaufman -> Checker games in operational systems as media for an inductive approach to teaching Algebra
484-492: Hans Freudenthal -> Further training of mathematics teachers in the Netherlands
493-498: A. Revuz -> Further training of mathematics teachers of secondary level (Programmes, methods, means)
499-502: I. R. Vesselo -> A supplementary course in mathematics for teachers


Volume 31970 - 1971

pdf | 22 Mb

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Contents:
1-11: David A. Smith -> A calculus-with-computer experiment
12-42: Z. P. Diénès -> Les six étapes de l'apprentissage des structures
43-62: Lina Mancini Proia -> Une expérience dans un lycée classique
63-67: Thomas C. O'Brien -> Some notes on multiplication of whole numbers
68-83: A. D. Semušin -> Study of geometry in the fourth grade
84-94: Maurice Glaymann -> A geometry on the cube
95-110: William E. Lamon and Lloyd F. Scott -> An investigation of structure in elementary school mathematics: Isomorphism
111-127: J. N. Kapur -> Combinatorial analysis and school mathematics
128-129: XIth International Olympiad Bucharest, 5–20 July 1969
131-132: XIIth International Olympiad Budapest-Keszthely, 10–24 June 1970
133-146: G. D. Balk -> Application of heuristic methods to the study of mathematics at school
147-160: M. A. Grabovskij and P. M. Kotel'Nikov -> The use of kinematic models in the study of trigonometric functions
161-169: E. G. Jakuba -> Experiments on improving the teaching process
170-179: N. M. Roganovskij -> Axiomatic approach to the teaching of solid geometry in grade IX
180-183: S. I. Veksler -> Developing the capabilities of the pupil
184-191: Geoffrey Giles -> Switch boards and logic
192-205: K. Orlov -> Experimental verification of the use of the mathematical balance in secondary teaching
206-219: Alexander Graham and Graham A. Read -> A television programme on finite differences
220-228: Floyd R. Vest -> A catalog of models for multiplication and division of whole numbers
229-243: Joseph M. Scandura -> A research basis for teacher education
244-269: Murray S. Klamkin -> On the ideal role of an industrial mathematician and its educational implications
270-276: M. A. Touyarot -> Inquiry into the meanings of ‘relation’
277-280: Burt Kaufman -> Background
281-285: The CSMP development of geometry
286-287: Geometry conference recommendations
288-309: Friedrich Bachmann -> n-Gons
310-321: H. S. M. Coxeter -> Inversive geometry
322-336: Robert B. Davis -> The problem of relating mathematics to the possibilities and needs of schools and children
337-352: Zoltan P. Diénès -> An example of the passage from the concrete to the manipulation of formal systems
353-394: Arthur Engel -> Geometrical activities for the upper elementary school
395-412: T. J. Fletcher -> The teaching of geometry present problems and future aims
413-435: Hans Freudenthal -> Geometry between the devil and the deep sea
436-453: Peter Hilton -> Topology in the high school
454-476: M. A. Jeeves -> Some experiments on structured learning
477-481: Paul J. Kelly -> Topology and transformations in high school geometry
482-489: Victor Klee -> The use of research problems in high school geometry
490-500: Howard Levi -> Geometric algebra for the High School Program

Volume 41971 - 1972

pdf | 22,7 Mb

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Contents:
1-17: Karl Menger -> The geometry relevant to modern education
18-30: G. Papy -> A first introduction to the notion of topological space
31-47: Günter Pickert -> The introduction of metric by the use of conics
48-52: André Revuz -> The position of geometry in mathematical education
53-75: Thomas G. Room -> The geometry and algebra of reflections (and of 2×2 matrices)
76-86: Seymour Schuster -> On the teaching of geometry a potpourri
87-90: Hans-Georg Steiner -> A foundation of euclidean geometry by means of congruence mappings
91-103: Marshall Stone -> Learning and teaching axiomatic geometry
104-110: Herbert E. Vaughan -> The development of euclidean geometry in terms of translations
111-134: Mario Villa -> A logical approach to the teaching of geometry at the secondary level
135-149: John Williams -> Problems and possibilities in the assessment and investigation of mathematics learning
150-152: Hans Zassenhaus -> Genetic development of the congruence axioms
153-165: H. Brian Griffiths -> Mathematical insight and mathematical curricula
166-181: William E. Lamon and Leslie E. Huber -> The learning of the vector space structure by sixth grade students
182-186: Lucie Libois -> Mathematics in the Decroly School
187-200: J. E. Phythian -> Mathematical kujitegemea in Tanzania
201-219: Thomas C. O'Brien, Bernard J. Shapiro and Norma C. Reali -> Logical thinking-language and context
220-224: E. G. Begle -> Time devoted to instruction and student achievement
225-231: Jacques Chayé -> Apprentissage de la déduction
232-242: Magdeleine Motte -> En marge de l'apprentissage de la déduction
243-251: Erich Wittmann -> Complementary attitudes in problem solving
252-263: J. E. Baker, M. Bruckheimer and H. G. Flegg -> A pedagogic approach to morphisms
264-280: E. Fischbein, Ileana Bărbat and I. Mînzat -> Intuitions primaires et intuitions secondaires dans l'initiation aux probabilités
281-298: A. Revuz -> La notion de continuité dans l'enseignement du second degré
299-305: K. E. Hirst -> Derivatives and tangents
306-323: Max Jerman and Raymond Rees -> Predicting the relative difficulty of verbal arithmetic problems
324-330: Philip S. Marcus -> Comments on variable-free calculus
331-345: Joseph M. Scandura and Robert McGee -> An exploratory investigation of basic mathematical abilities of kindergarten children
346-357: T. Varga -> Logic and probability in the lower grades
358-367: Hugh Thurston -> What exactly is dy/dx?
368-392: Josette Adda -> Quelques études pour contribuer à l'observation du comportement mathématique des non-mathématiciens
393-397: A. F. Monna -> Set-theory in 1888
398-399: XIIIth International Olympiad Bratislava-Zilina, 7–20 July 1971
401-428: Thomas C. O'Brien -> Logical thinking in adolescents
429-449: Adele Goldberg and Patrick Suppes -> A computer-assisted instruction program for exercises on finding axioms
450-465: Théo Bernet and André Delessert -> Un inventaire des notions impliquées dans un enseignement général de mathématique à l'école secondaire
466-483: Jan Konior -> Essai de détermination des causes d'échecs des élèves dans la recherche de démonstrations
484-490: H. Freudenthal -> The ‘empirical law of large numbers’ or ‘The stability of frequencies’
491-500: Problèmes de la pensée logique dans l'enseignement des mathématiques

Volume 51973 - 1974

pdf | 21,1 Mb

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Contents:

1-22: William E. Hartnett -> The CF/PMM approach to learning Mathematics
23-37: Héléna Siwek -> Logique formelle et raisonnement naturel des élèves dans l'enseignement de la mathématique
39-48: A. Z. Krygovska and Maria Ciosek -> Quelques remarques sur le comportement des élèves concernant les problèmes Mathématiques
49-64: Burt Kaufman and Lennart Råde -> Relations and probability
65-70: Jean Galtier -> Around a game
71-79: Thomas C. O'Brien -> Logical thinking in college students
81-89: Hartmut wallrabenstein -> Development and signification of a geometry test
91-108: Hartmut Wallrabenstein -> Experiments in teaching intuitive topology in the 5th and 6th grades
109-123: Max Jerman -> Problem length as a structural variable in verbal arithmetic problems
125-146: Erich Wittmann -> The concept of grouping in Jean Piaget's psychology — Formalization and applications
147-155: Floyd Vest -> Using models of operations and equations
157-180: A. G. Howson -> Charles Godfrey (1873–1924) and the reform of mathematical education
181-184: Bernard J. Shapiro and Thomas C. O'Brien -> Quasi-Child Logics
185-192: Robert A. Bagnato -> Teaching college Mathematics by question-and-answer
193-205: Lyman Holden -> The march of the discoverer
207-242: Une Équipe De L'I. R. E. M. De Strasbourg -> Sur l'assimilation des programmes de 6ème-5ème (Résultats d'une enquête effectuée en mai-juin 1972 par une équipe de l'I.R.E.M. de Strasbourg dans des classes de 5ème du Bas-Rhin)
243-254: Detlef Laugwitz -> Motivations and Linear Algebra
255-260: Joseph B. Harkin and Gerald R. Rising -> Some psychological and pedagogical aspects of mathematical symbolism
261-277: H. Freudenthal -> The crux of course design in probability
279-290: Zalman Usiskin -> Some corresponding properties of real numbers and implications for teaching
291-299: Barnabas B. Hughes -> Heuristic teaching in mathematics
301-315: Richard J. Shumway and Frank K. Lester -> Negative instances and the acquisition of the mathematical concepts of commutativity and associativity
317-362: Max E. Jerman and Sanford Mirman -> Linguistic and computational variables in problem solving in elementary mathematics
363-370: Amy C. King -> Plan Ahead
371-384: Barbara W. Searle, Paul Lorton and Patrick Suppes -> Structural variables affecting CaI performance on arithmetic word problems of disadvantaged and deaf students
385-386: XIVth International Olympiad Warsaw-Toruń, 7–18 July 1972
387-388: XVth International Olympiad Moscow, 4–17 July 1973
389: International symposium on ‘The Role of Geometry in present-day Mathematics Teaching’ scheduled to be held in Bielefeld (west-Germany) from september 16 to 20, 1974
390: A call for resource Materials
391-412: H. Freudenthal -> Soviet research on teaching algebra at the lower grades of the elementary school
413-417: P. M. Van Hiele -> System separation and transfer
419-424: Ramesh Kapadia -> A critical examination of piaget-Inhelder's view on topology
425-440: T. Roman -> Les olympiades mathématiques en roumanie
441-459: Une Équipe De L'Irem De Strasbourg -> Sur l'Acquisition des structures numériques en fin de 3ème
461-465: J. B. Harkin -> Transformation and tesselation on the geoboard
467-492: Emma Castelnuovo and Daniela et Claudio Gori-Giorgi -> Les graphes de flux dans l'Enseignement secondaire
493-505: Lars C. Jansson -> Structural and linguistic variables that contribute to difficulty in the judgment of simple verbal deductive arguments