Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link…

Taking as a point of departure the vision of school algebra as a formalized meta-discourse of arithmetic, we have been following six pairs of 7th-grade students (12-13 years old) as they gradually modify their spontaneous meta-arithmetic toward the "official" algebraic form of talk. In this paper we take a look at the very beginning of…

Undergraduates in an abstract algebra course were interviewed to see how they learned the concept of isomorphism. Analysis showed students used step-by-step procedures, exhibited various degrees of personification in their language, and chose properties they perceived as simpler. (MKR)

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…