FIFTH YERME SUMMER SCHOOL (YESS5)
August
1825, 2010, Palermo, ITALY
Experts’ papers and lecture abstracts
WG1A: Prof. Barbara Jaworski (UK)

Developing mathematics teaching
through inquiry communities involving teachers and
didacticians
(.pdf)

Development of the mathematics teacher
educator and its relation to teaching development
(.pdf)
 Research practice into/influencing mathematics teaching
and learning development: towards a theoretical framework
based on colearning partnerships
(.pdf)
 Theory and practice in mathematics teaching development:
critical inquiry as a mode of learning in teaching
(.pdf)

Mathematics teacher research: process,
practice and the development of teaching
(.pdf)
 Tackling complexity in mathematics teaching development:
using the teaching triad as a tool for reflection and
analysis
(.pdf)

13. Building and Sustaining inquiry communities in
mathematics teaching development. Teachers and
Didacticians in Collaboration
(.pdf)
WG1B:
Prof. Joao Pedro da Ponte (PT)

Mathematics teachers' knowledge and practices (.pdf)

Investigations and explorations in the mathematics classroom
(.pdf)

From
teachers’ craft knowledge to teacher education: Research and
practice (.ppt)

From teachers’ professional knowledge
to teacher education: Research and practice
(.ppt
final version)
WG2:
Prof. Maria Alessandra Mariotti (IT)

Semiotic Mediation in the
Mathematics Classroom: ICT tools and theoretical thinking,
Abstract
(.pdf)

Semiotic mediation in the
mathematics classroom. Artifacts and signs after a
Vygotskian perspective (.pdf)

Contexts for approaching validation:
artefacts of information technologies (.pdf)

Proof and Proving in Mathematics
Education
(.pdf)
WG3:
Prof. JeanBaptiste Lagrange (FR)

Digital representations of
mathematical objects in the teachinglearning process: a
cross European research project
(.pdf)

Research in Digital Technologies and
Mathematics Education
(.ppt)
WG4:
Prof. John Mason (UK)

Having Something CometoMind When
Learning or Teaching Mathematics: cognition and affect
witnessed in behaviour of Psyche, YERME
Plenary
(.pdf)

Doing ≠ Construing and Doing +
Discussing ≠ Learning: The Importance of the Structure Of
Attention
(.pdf)

Being Mathematical
With & In Front of Learners:
Attention, Awareness, and Attitude as sources of
Differences between Teacher Educators, Teachers & Learners
(.pdf)
WG5:
Prof. Ferdinando Arzarello (IT)

Tools for analyzing learning processes
in mathematics
(.pdf)

Framing the embodied mind approach
within a multimodal paradigm
(.zip)

Semiosis as a multimodal process
(.pdf)

Semiotic and theoretic control in
argumentation and proof activities
(.pdf)
