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Paper A5 14. 8 x 21 cm; Margins: Outside 5 cm, Inside 2 cm, Left 2 cm, Right 5 cm. Mirror Margins


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Paper A5 - 14.8 x 21 cm; Margins: Outside 1.5 cm, Inside 2 cm, Left 2 cm, Right 1.5 cm. Mirror Margins.
ITLE IN BOLD CAPITAL (in two lines max if need be)

Author 11, Author 22, and Author3 Max 3 authors

1 Institution, Town, Country; e-mail

2 Institution, Town, Country

3 Institution, Town, Country
Earlier studies on this topic highlighted that …Abstract in 8-10 lines.
INTRODUCTION

Recent international studies suggest that ….[1, 2].

The teaching and learning of mathematics can be viewed from several different perspectives, namely .. [3, p. 350] Tab stops at 0.5 cm

By focusing on the concept of equivalence, we will examine several tasks from upper secondary school level …


TITLE OF SECTION 1

Research studies on the concept of algebraic equivalence have shown that xxx xxxx xxxxx


Title of subsection 1

Distribution …… …………. ……… ……… ……. ………. ……… …….. . ………. . …….. ……….

Typical shortcomings are ……. ………. ……… ………. ………. ……… ………. ……… .
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Screenshot 1. Combining
two e-tools
itle of subsection 2

Main issues are …… …………. ……… ……… ……. ………. ……… …….. . ………. . …….. ……….

Several approaches can be applied ……. ………. ……… ………. ………. ……… ………. ……… .
Title of subsection 3 if need be

Confidence in reasoning … ……. ……. ……… …… …… …… …..

Another approach ……. ……….. ………….. ………….. …………… ……………… …………….. …………….. ……………. …………….. ………….

TITLE OF SECTION 2

The following two subsections will examine different approaches to …. …… …… ….
Title of subsection 1

Carefully-designed simulations can in general help students make alive …. …. …. ….. … ….

With regard to the notion of …. …. …. …. … ………….. … ………. … … … … … …..


Group

Mean

SD

Experimental

35.8

4.6

Control

30.3

6.5

Table 1. Test results of two groups groups



Title of subsection 2

As Table 1 shows, the experimental group scored higher that the control one. ….. ….. …… ………… …….. …………….. ………. …………… ………………….. …. …. .


CLOSING REMARKS

Although this contribution gives just preliminary ideas … … … …. … …. … … … .. (see [2, 4]). Further research may focus on … … … .. .. .. .. … … .. … … …


ACKNOWLEDGEMENT

This paper results from the first author’s work on projects 2367A funded by the Xplus association.


REFERENCES (Please use the APA Style)

[1] Kieran, C. & Drijvers, P. (2006). The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection: a study of CAS use in secondary school algebra. International Journal of Computers for Mathematical Learning, 11(2), 205 -263.

[2] Batanero, C., Biehler, R. Maxara, C., Engel, J., & Vogel, M. (2005). Using simulation to bridge teacher’s content and pedagogical knowledge in probability. Paper presented at the ICMI Study 15: the Professional Education and Development of Teachers of Mathematics. On line: stwww.weizmann.ac.il/personal/ICMI-menu.html

[3] Kadijevich, Dj. (2007). Towards a wider implementation of mathematical modelling at upper secondary and tertiary levels. In W. Blum, P. Galbraith, H.-W. Henn & M. Niss (Eds.), Modelling and applications in mathematics education (pp. 349-355). New York: Springer.



[4] Clements, C. (2006). Exploring statistics with Fathom. Emeryville, CA: Key Curriculum Press.

All CAME 6 contributions should be of a high quality. Presentations are expected to thoughtfully examine 3-4 issues that are relevant to the respective theme. Reactions and short papers are expected to elaborate on 2-3 issues from the relevant presentation or reaction, adding, if need be, just one important issue. Phrase “A reaction to” or “An response to” should not be used in the titles of the reactions and short papers.


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