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| Papers published in the Festschrift: Retirement as Process and Concept, in honour of Eddie Gray and David Tall Charles University, Prague July 15–16 2006 Edited by Adrian Simpson |
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Hatice Akkoc (Marmara University, Turkey): The concept of function: what have students met before?
Ibrahim Bayazit (Turkey, Warwick University, UK) & Eddie Gray: Quality of instruction & students’ learning: the notion of constant function Erhan Bingobali (University of Firat, Turkey) & John Monaghan (University of Leeds, UK): Concept image revisited Jeong Lim Chae (University of Michigan, USA) & John Olive (University of Georgia, USA): Making meaning for algebraic symbols: procepts and referential relationships Erh-Tsung Chin (Changhua University, Taiwan): Proof as formal procept in advanced mathematical thinking Lillie Crowley (Blue Grass Community College, Kentucky, USA) & David Tall: Two students: why does one succeed and the other fail? Maria Doritou (Cyprus, Warwick University) & Eddie Gray: Estimating on a number line: an alternative view Tommy Dreyfus (Tel Aviv University, Israel): Linking theories in mathematics education David Feikes & Keith Schwingendorf (Purdue North Central, Indiana, USA): The importance of compression in children’s learning of mathematics and teachers’ learning to teach mathematics Victor Giraldo (Federal University of Rio De Janiero, Brazil): Concept images, cognitive roots and conflicts: building an alternative approach to calculus Gila Hanna & Nathan Sidoli (OISE, University of Toronto, Canada): Visualisation and proof: a brief survey Milan Hejny (Charles University, Prague): Diversity of students’ of a word problem and the teachers’ educational style Matthew Inglis (Warwick University, UK): Reconsidering the imaginary sphere Uri Leron & Tamar Paz (Technion, Haifa, Israel): The slippery road from actions on objects to functions and variables Rosana Nogueira de Lima (Sao Paulo, Brazil): Giving meaning to equations: an analysis of students’ work Joanna Mamona-Downs (University of Patras, Greece): Procepts and property-based thinking: to what extent are the two cooperative? John Mason (Open University, UK): Distinctive Ontogeny: Ontological musings inspired by two discerning gentlemen of distinction(s): David Tall & Eddie Gray Hartwig Meissner (University of Münster, Germany): Proceptual thinking in geometry Juan Pablo Mejia-Ramos (Columbia, Warwick University, UK): An analysis of three modes of proof Elena Nardi (University of East Anglia, UK): Mathematicians and conceptual frameworks in mathematics education ... OR: Why do mathematicians eyes glint at the sight of concept image/concept definition David Pimm (University of Alberta, Canada): Saying the names: voice and performance in mathematics Marcia Pinto (Federal University of Minas Gerais, Brazil): Learning and experiencing the mathematical enterprise Demetra Pitta-Pantazi, Constantinos Christou, Christoforos Fellas, Loukas Tsouccas (University of Cyprus): Cognitive styles, dynamic geometry and geometrical performance Christopher Snagwin (Birmingham University, UK): Computer algebra through a proceptual lens Michael Thomas (Auckland University, New Zealand): Developing versatility in mathematical thinking Dina Tirosh, Pessia Tsamir (Tel-Aviv University, Israel): Learning and teaching infinities: a never-ending story Shlomo Vinner (Ben Gurion University, Israel): The retirement era - the end of mathematics education Eddie Gray (University of Warwick, UK): Lessons from the past and concerns for the future David Tall (University of Warwick, UK): A life-time’s journey from definition and deduction to ambiguity and insight |
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