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TME Volume 7, Numbers 2 and 3 The Mathematics Enthusiast Volume 7 Number 2 Numbers 2 & 3 Article 21 7-2010 TME Volume 7, Numbers 2 and 3 Follow this and additional works at: https://scholarworks.umt.edu/tme Part of the Mathematics Commons Let us know how access to this document benefits ou.y Recommended Citation (2010) "TME Volume 7, Numbers 2 and 3," The Mathematics Enthusiast: Vol. 7 : No. 2 , Article 21. Available at: https://scholarworks.umt.edu/tme/vol7/iss2/21 This Full Volume is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. The Montana Mathematics Enthusiast ISSN 1551-3440 VOL. 7, NOS 2&3, JULY 2010, pp.175-462 Editor-in-Chief Bharath Sriraman, The University of Montana Associate Editors: Lyn D. English, Queensland University of Technology, Australia Simon Goodchild, University of Agder, Norway Brian Greer, Portland State University, USA Luis Moreno-Armella, Cinvestav-IPN, México International Editorial Advisory Board Mehdi Alaeiyan, Iran University of Science and Technology, Iran Miriam Amit, Ben-Gurion University of the Negev, Israel Ziya Argun, Gazi University, Turkey Ahmet Arikan, Gazi University, Turkey. Astrid Beckmann, University of Education, Schwäbisch Gmünd, Germany Raymond Bjuland, University of Stavanger, Norway Morten Blomhøj, Roskilde University, Denmark Robert Carson, Montana State University- Bozeman, USA Mohan Chinnappan, University of Wollongong, Australia Constantinos Christou, University of Cyprus, Cyprus Bettina Dahl Søndergaard, University of Aarhus, Denmark Helen Doerr, Syracuse University, USA Ted Eisenberg, Ben-Gurion University of the Negev, Israel Paul Ernest, University of Exeter, UK Viktor Freiman, Université de Moncton, Canada Fulvia Furinghetti, Università di Genova, Italy Anne Birgitte Fyhn, Universitetet i Tromsø, Norway Eric Gutstein, University of Illinois-Chicago, USA Marja van den Heuvel-Panhuizen, University of Utrecht, The Netherlands Gabriele Kaiser, University of Hamburg, Germany Libby Knott, Washington State University, USA Yasemin Kýymaz, Ahi Evran Üniversitesi, Turkey Tinne Hoff Kjeldsen, Roskilde University, Denmark Jean-Baptiste Lagrange, IUFM-Reims, France Stephen Lerman, London South Bank University, UK Frank Lester, Indiana University, USA Richard Lesh, Indiana University, USA Claus Michelsen, University of Southern Denmark, Odense Reidar Mosvold, University of Stavanger Nicholas Mousoulides, University of Cyprus, Cyprus Swapna Mukhopadhyay, Portland State University, USA Norma Presmeg, Illinois State University, USA Gudbjorg Palsdottir,University of Iceland João Pedro da Ponte, University of Lisbon, Portugal Demetra Pitta Pantazi, University of Cyprus, Cyprus Linda Sheffield, Northern Kentucky University, USA Olof Bjorg Steinthorsdottir, University of North Carolina- Chapel Hill, USA Günter Törner, University of Duisburg-Essen, Germany Renuka Vithal, University of KwaZulu-Natal, South Africa Dirk Wessels, UNISA, South Africa Nurit Zehavi, The Weizmann Institute of Science, Rehovot, Israel The Montana Mathematics Enthusiast is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal is published by Information Age Publishing and the electronic version is hosted jointly by IAP and the Department of Mathematical Sciences- The University of Montana, on behalf of MCTM. Articles appearing in the journal address issues related to mathematical thinking, teaching and learning at all levels. The focus includes specific mathematics content and advances in that area accessible to readers, as well as political, social and cultural issues related to mathematics education. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers The journal is accessed from 110+ countries and its readers include students of mathematics, future and practicing teachers, mathematicians, cognitive psychologists, critical theorists, mathematics/science educators, historians and philosophers of mathematics and science as well as those who pursue mathematics recreationally. The 40 member editorial board reflects this diversity. The journal exists to create a forum for argumentative and critical positions on mathematics education, and especially welcomes articles which challenge commonly held assumptions about the nature and purpose of mathematics and mathematics education. Reactions or commentaries on previously published articles are welcomed. Manuscripts are to be submitted in electronic format to the editor in APA style. The typical time period from submission to publication is 8-11 months. Please visit the journal website at http://www.montanamath.org/TMME or http://www.math.umt.edu/TMME/ Indexing Information Australian Education Index; EBSCO Products (Academic Search Complete); EDNA; Cabell’s Directory of Publishing Opportunities in Educational Curriculum and Methods Directory of Open Access Journals (DOAJ); Inter-university Centre for Educational Research (ICO) PsycINFO (the APA Index); MathDI/MathEDUC (FiZ Karlsruhe); Journals in Higher Education (JIHE); Ulrich’s Periodicals Directory; Zentralblatt MATH THE MONTANA MATHEMATICS ENTHUSIAST ISSN 1551-3440 Vol.7, Nos.2&3, July 2010, pp.175-462 “We publish while others perish” - Howard Zinn (1922-2010) TABLE OF CONTENTS 0. EDITORIAL So many journals, So many words... So what? Bharath Sriraman (USA)………………………………………………………………………….……..pp.175-176 FEATURE ARTICLES 1. Women Belonging in the Social Worlds of Graduate Mathematics Abbe H. Herzig (USA)……………………………………............………..........……...............….pp.177-208 2. Magic Circles in the Arbelos Christer Bergsten (Sweden)...............................................................................................pp.209-222 3. Chaos in Physics and recurrence in Arithmetic Sets. Jean Dayantis (France)………………………………………………………………………………..……pp.223-246 4. Polysemy of symbols: Signs of ambiguity Ami Mamolo (Canada)………………………………………………………….………………….……..pp.247-262 5. Cultural conflicts in mathematics classrooms and resolution: The case of immigrants from the Former Soviet Union and Israeli “Old timers” Miriam Amit (Israel)………………………………………………………………..…………..………….pp.263-274 6. Climbing and Angles: A Study of how two Teachers Internalize and Implement the Intentions of a Teaching Experiment Anne Birgitte Fyhn (Norway)……………………………………………………………………..……pp.275-294 7. Vectors in climbing Anne Birgitte Fyhn (Norway)……………………………………………………………………..……pp.295-306 8. Rules Without Reason: Allowing Students to Rethink Previous Conceptions Mary Mueller, Dina Yankelewitz, Carolyn Maher (USA)……………………………………..pp.307-320 9. A semiotic reflection on the didactics of the Chain rule Omar Hernández Rodríguez and Jorge M. López Fernández (Puerto Rico)…….………..pp.321-332 10. Some reflections on Hernández and López’s reflections on the chain rule Michael N. Fried (Israel)………………………………………………………………………………….pp.333-338 Montana Feature 11. The history of mathematics as a pedagogical tool: Teaching the integral of the secant via Mercator’s projection Nick Haverhals & Matt Roscoe (Montana)…………………………………………………………pp.339-368 Regional Feature Northwest (U.S) Women Researchers in Math and Science Education 12. Guest Editorial: A Starting Point Ke Wu Norman (Montana)............................................................................................pp.369-370 13. Rehearsal or Reorganization: Two Patterns of Literacy Strategy Use in Secondary Mathematics Classes Anne Adams (Idaho).........................................................................................................pp.371-390 14. Pre-service Teachers in Mathematics Lesson Study Elizabeth A. Burroughs & Jennifer L. Luebeck (Montana)..............................................pp.391-400 15. Internal and External Comments on Course Evaluations and Their Relationship to Course Grades Hilary Smith Risser (Montana).........................................................................................pp.401-412 16. Problem Posing from the Foundations of Mathematics Libby Knott (Washington)................................................................................................pp.413-432 17. A Graduate Level In-Service Teacher Education Curriculum Integrating Engineering into Science and Mathematics Contents Ke Wu Norman (Montana) Tamara J. Moore (Minnesota) & Anne L. Kern (Idaho)....................................................................................................pp.433-446 . 18. The Influence of a Multidisciplinary Scientific Research Experience on Teachers Views of Nature of Science Jerine Pegg (Alberta) & Edith Gummer (Oregon)............................................................pp.447-460 19. EPILOGUE Bharath Sriraman (Montana)............................................................................................pp.461-462
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