Biography

 

Athina has a bachelor in Mathematics (with a minor in Computer Science) from the University of Ioannina (Greece) and an M.A in Mathematics Education from the University of East Anglia (UEA). She is working part time as a learning enhancement tutor for mathematics and statistics at the Student Support Service in the University of East Anglia. She is a current Ph.D. student in the School of Education and Lifelong Learning at the University of East Anglia. Her research interests are in teaching and learning of mathematics at university level.

 

All Publications

Thoma, A., Nardi, E.

(2017)

Transition from School to University Mathematics: Manifestations of Unresolved Commognitive Conflict in First Year Students’ Examination Scripts,

in International Journal of Research in Undergraduate Mathematics Education

Full Text UEA Repository

(Article)

(E-pub ahead of print)


Biza, I., Nardi, E., Thoma, A., Kayali, L., Cook, T., Hughes, E., Wolsey, R., Joel, G., Jagdev, M.

(2016)

Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan,

in Proceedings of the British Society for Research into Learning Mathematics.

British Society for Research into Learning Mathematics

(Conference contribution)

(Published)


Nardi, E., Thoma, A.

(2015)

Η Συμμετοχη Των Μαθητων Στο Μαθηματικο Λογο Των Πανελλαδικων: Αυτονομια, Πολυπλοκοτητα Και Χρηση Οπτικων Διαμεσολαβητων,

in Proceedings of the 6th Conference of the Greek Association of Research in Mathematics Education.

(Conference contribution)

(Published)


Nardi, E., Thoma, A.

(2014)

Conceptual understanding of the definite integral as signed area,

in Proceedings of the 5th Conference of the Greek Association of Research in Mathematics Education.

(Conference contribution)

(Published)


Thoma, A., Nardi, E.

(2014)

Process-object conflicts in student perceptions of the indefinite integral as a class of functions,

in Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (PME) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA).

pp. 245

(Conference contribution)

(Published)


Key Research Interests

Publications:

Thoma, A., & Nardi, E. (2016). A commognitive analysis of closed-book examination tasks and lecturers’ perspectives. In Nardi, E., Winsløw, C., & Hausberger, T. (Eds.). Proceedings of INDRUM 2016 First conference of the International Network for Didactic Research in University Mathematics, 411-420.

Biza, I., Nardi, E., Thoma, A., Kayali, L., Cook, T., Hughes, E., Wolsey, R., Joel, G., & Jagdev, M. (2016). Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan. In G. Adams (Ed.). Proceedings of the British Society for Research into Learning Mathematics 36(2), 7-12.

Thoma, A. & Iannone, P. (2015) Analysing university closed book examination using two frameworks. In N. Vondrova & K. Krainer (Eds.), Proceedings of the 9th Conference of 9 Congress of European Research in Mathematics Education, Prague, Czech Republic. 2256-2262

Thoma, A. & Nardi, E. (2015). Student participation in the mathematical discourse of the Panhellenic exam: Autonomy, complexity and use of visual mediators [H συμμετοχή των μαθητών στο μαθηματικό λόγο των Πανελλαδικών: αυτονομία, πολυπλοκότητα και χρήση οπτικών διαμεσολαβητών]. Proceedings of the 6th Conference of the Greek Association of Research in Mathematics Education. Thessaloniki, Greece: ENEDIM.

Thoma, A. & Nardi, E. (2014). Conceptual understanding of the definite integral as signed area [Eννοιολογική κατανόηση του ορισμένου ολοκληρώματος ως προσημασμένο εμβαδό]. Proceedings of the 5th Conference of the Greek Association of Research in Mathematics Education (ISSN: 1792-8494). Florina, Greece: ENEDIM.

Thoma, A., & Nardi, E. (2014). Process-object conflicts in student perceptions of the indefinite integral as a class of functions. In Liljedahl, P., Nicol, C., Oesterle, S.& Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (PME) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA) (Vol. 6 pp. 245). Vancouver, Canada: PME.