Biography

Elena Nardi is Professor of Mathematics Education. Her research is in a range of areas of mathematics education, with a particular emphasis on: the teaching and learning of mathematics at university level; cognitive, social and affective issues of secondary students’ engagement with mathematics; secondary mathematics teachers’ epistemological and pedagogical knowledge and beliefs; and, •         representations of mathematics and mathematicians in popular culture. She is Editor of  Tailor and Francis journal Research in Mathematics Education, the official journal of BSRLM, the British Society for Research into the Learning of Mathematics (2007-2012; Advisory Editor since). Her monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008. She is co-investigator on the three-year RCUK funded School-University Partnerships Initiative (SUPI). She was the leader of the Working Group on University Mathematics Education for CERME7/8, the 7th and 8th Congresses of European Research in Mathematics Education and is currently completing editorial work on a Special Issue on Institutional, sociocultural and discursive approaches to research in university mathematics education is due to be published by Research in Mathematics Education in 2014. More information: http://www.uea.ac.uk/~m011 .

She currently supervises six doctoral students and has supervised thirteen students to completion. She is director of the MA in Mathematics Education and coordinator of its main modules Introduction to research in mathematics education and Dissertation. She is module coordinator of the BA module Children, teachers and mathematics: Changing public perceptions of mathematics and she contributes sessions to the PhD, EdD, MA and BA programmes of the School – as well as the module The learning and teaching of mathematics run by EDU for UEA’s School of Mathematics (MTH).

She is EDU’s Director of Research and Chair of Research Committee (until December 2013), the co-ordinator of EDU’s RME Group (Research in Mathematics Education), a member of EDU’s Promotions Committee and the Social Science Faculty’s ESRC Peer Review Panel. She is also a member of the ESRC Peer Review College.
 

Website: http://www.uea.ac.uk/~m011

Highlighted Publications

See All

Kanellos, I., Nardi, E., Biza, I.

(2013)

The interplay between fluency and appreciation in secondary students’ first encounter with proof,

in Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME).

Psychology of Mathematics Education (PME)

UEA Repository

(Chapter)

(Published)


Zachariades, T., Nardi, E., Biza, I.

(2013)

Using multi-stage tasks in mathematics education: Raising awareness, revealing intended practice,

in Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME) .

Psychology of Mathematics Education (PME)

pp. 417-424

UEA Repository

(Chapter)

(Published)


All Publications

See Highlights
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Yeoman, K., Nardi, E., Bowater, L., Nguyen, H.

(2017)

‘Just Google It?’: Pupils’ Perceptions and Experience of Research in the Secondary Classroom,

in British Journal of Educational Studies

Full Text UEA Repository

(Article)

(E-pub ahead of print)


Nardi, E.

(2016)

Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education,

in Educational Studies in Mathematics

92

(3)

pp. 361-377

Full Text UEA Repository

(Article)

(Published)


Yeoman, K., Bowater, L., Nardi, E.

(2016)

The representation of scientific research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives,

in F1000Research

4

article no. 1442

Full Text UEA Repository

(Article)

(Published)


Gagatsis, A., Nardi, E.

(2016)

Developmental, Sociocultural, Semiotic, and Affect Approaches to the Study of Concepts and Conceptual Development,

in The Second Handbook of Research on the Psychology of Mathematics Education : The Journey Continues.

Springer

pp. 187-233

Full Text

(Other chapter contribution)

(Published)


Nardi, E., Healy, L., Biza, E., Hassan Ahmad Ali Fernandes, S.

(2016)

Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks,

UEA Repository

(Paper)

(Published)


Biza, I., Nardi, E.

(2016)

Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience,

in INDRUM2016 Proceedings : First conference of the International Network for Didactic Research in University Mathematics.

University of Montpellier

pp. 425-426

(Chapter (peer-reviewed))

(Published)


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)


Yeoman, K., Bowater, L., Nardi, E.

(2015)

Enquire Within,

in Teach Secondary

(381)

pp. 50-51

UEA Repository

(Article)

(Published)


Biza, I., Nardi, E., Joel, G.

(2015)

Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education,

in Mathematics Teacher Education and Development

17

(2)

pp. 182-198

UEA Repository

(Article)

(Published)


Nardi, E.

(2015)

“Not Like a Big Gap, Something We Could Handle”: Facilitating Shifts in Paradigm in the Supervision of Mathematics Graduates upon Entry into Mathematics Education,

in International Journal of Research in Undergraduate Mathematics Education

1

(1)

pp. 135-156

Full Text UEA Repository

(Article)

(Published)


Biza, I., Joel, G., Nardi, E.

(2015)

Transforming trainees’ aspirational thinking into solid practice,

UEA Repository

(Article)

(Published)


Healy, L., Nardi, E., Hassan Ahmad Ali Fernandes, S.

(2015)

Reflexões de licenciandos de matemática sobre os desafios do ensino de matemática em aulas inclusivas,

in VI Seminário Internacional de Pesquisa em Educação Matemática.

Sociedad Brasileira de Educação Matemática

(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., Barton, B.

(2015)

Challenging the mathematician’s ‘ultimate substantiator’ role in a low lecture innovation,

in Proceedings of the 9th Conference of European Researchers in Mathematics Education.

CERME

(Conference contribution)

(Published)


Nardi, E., Healy, L., Biza, I.

(2015)

The CAPTeaM Project (Challenging Ableist Perspectives on the Teaching of Mathematics): A preliminary report,

UEA Repository

(Paper)

(Published)


Yeoman, K., Bowater, L., Nardi, E.

(2015)

Research perceptions,

UEA Repository

(Article)

(Published)


Biza, I., Nardi, E., Joel, G.

(2015)

"My classroom is a no put down zone": Transforming trainees’ aspirational thinking into solid practice,

UEA Repository

(Article)

(Published)


Nardi, E.

(2015)

The Many and Varied Crossing Paths of Mathematics and Mathematics Education,

UEA Repository

(Article)

(Published)


Nardi, E., Biza, I., González-Martín, A. S., Gueudet, G., Iannone, P., Viirman, O., Winsløw, C.

(2015)

Introduction to the papers of TWG14: University mathematics education,

(Poster)

(Published)


Biza, I., Nardi, E., Zachariades, T.

(2014)

Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis,

in O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese.

Brazil: UFRJ

ISBN 9788539904723

UEA Repository

(Chapter)

(Published)


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Key Research Interests

Elena Nardi’s research is in a range of areas of mathematics education, with a particular emphasis on: the teaching and learning of mathematics at university level; cognitive, social and affective issues of secondary students’ engagement with mathematics; and, secondary mathematics teachers’ epistemological and pedagogical knowledge and beliefs.
 

Publications

For a complete list of Elena Nardi’s publications see: http://www.uea.ac.uk/~m011


Recent publications include:

Monograph

Nardi, E. (2008). Amongst mathematicians: Teaching and learning mathematics at university level. New York: Springer.


Journal Papers

Nardi, E., Biza, I., & Zachariades, T. (2011, on line first). ‘Warrant’ revisited: Integrating teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics, tbc(tbc), tbc.

González-Martín, A. S., Nardi, E., & Biza, I. (2011). Conceptually-driven and visually-rich tasks in texts and teaching practice: The case of infinite series. International Journal of Mathematical Education in Science and Technology, 42(5), 565-589.

Biza, I., Nardi, E., & Zachariades, T. (2009). Teacher beliefs and the didactic contract on visualisation. For the Learning of Mathematics, 29(3), 31-36.

Biza, I., Nardi, E., & Zachariades, T. (2007). Using tasks to explore teacher knowledge in situation-specific contexts. Journal of Mathematics Teacher Education, 10, 301-309.


Book chapters

Dreyfus, T., Nardi, E., & Leikin, R. (2012, in press). Forms of proof and proving. In G. Hanna & M. De Villiers (Eds.), 19th International Commission for Mathematics Instruction Study (Proof and Proving). New York: Springer.

Sriraman, B., & Nardi, E. (2012, in press). Theories, models and frameworks. In M. A. K. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. Leung (Eds.), Third International Handbook of Mathematics Education. New York: Springer.

Nardi, E. (2009). Gaining insight into teaching and learning mathematics at university level through Mason’s inner research. In S. Lerman & B. Davis (Eds.), Mathematical action and structures of noticing (pp. 111-120). NL: Sense Publishers.

Teaching Interests

She currently supervises six doctoral students and has supervised thirteen students to completion. She is director of the MA in Mathematics Education and coordinator of its main modules Introduction to research in mathematics education and Dissertation. She is module coordinator of the BA module Children, teachers and mathematics: Changing public perceptions of mathematics and she contributes sessions to the PhD, EdD, MA and BA programmes of the School – as well as the module The learning and teaching of mathematics run by EDU for UEA’s School of Mathematics (MTH).

 
For opportunities to study mathematics education at UEA please view the Research in Mathematics Education (RME) group's page on courses

Preferred areas of research supervsion:

  • teaching and learning of mathematics at university level;
  • cognitive, social and affective issues of secondary students’ engagement with mathematics;
  • secondary mathematics teachers’ epistemological and pedagogical knowledge and beliefs
  • representations of mathematics and mathematicians in popular culture