CERME 8

6-10 February 2013     Manavgat-Side, Antalya - Turkey

WG 7 Papers

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Chair: Roza Leikin (Israel)
rozal@construct.haifa.ac.il

Papers

Einav Aizikovitsh-Udi
The Extent of Critical and Creativity Thinking Displayed During Problem Solving Among Students Attending the Mathematically Talented Youth Program

Nurit Baruch-Paz, Mark Leikin & Roza Leikin
Memory and Speed of Processing In General Gifted and Excelling In Mathematics Students

Matthias Brandl
Students’ Picture Of And Comparative Attitude Towards Mathematics In Different Settings Of Fostering

Els De Geest
Possibility Thinking With Undergraduate Distance Learning Mathematics Education Students: How It Is Experienced

Oleg Ivanov, Tatiana Ivanova, & Konstantin Stolbov
Typologies Of Mathematical Problems: From Classroom Experience To Pedagogical Concepts

Alexander Karp
Mathematical Problems For The Gifted: The Structure Of Problem Sets

Romualdas Kasuba
Learning with Pleasure and Sentiments – To Be or Not To Be

Miriam Lev & Roza Leikin
The Connection Between Mathematical Creativity And High Ability In Mathematics

Melanie Münz
Mathematical Creative Solution Processes of Children with Different Attachment Patterns

Marianne Nolte
Twice-Exceptional Children - Mathematically Gifted Children in Primary School with Special Needs

Ildiko Pelczer, Florence Mihaela Singer & Christian Voica
Teaching Highly Able Students in a Common Class: Challenges and Limits of a Case-Study

Bernard Sarrazy & Jarmila Novotná
Mathematical Creativity And Highly Able Students: What Can Teachers Do? An Analysis Of Didactical Regulations Of Different Cognitive Capacities In Teaching And Learning Relational Calculation To 9-10-Year-Old Students

Ilana Waisman, Mark Leikin, Shelley Shaul & Roza Leikin
Brain Potentials During Solving Area-Related Problems: Effects Of Giftedness and Excellence in Mathematics

Posters

Elisabeth Mellroth
Gifted In Mathematics And Yet Underachieving: Once A High Achiever – Always A High Achiever?

Alv Birkeland
Can We Just Add Like That?

Sérgio Carlos
Proposing a Theoretical Framework for Studying Mathematical Excellence

 

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