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; affect in mathematics; secondary mathematics teachers’ epistemological and pedagogical discourses; and, public perceptions of mathematics/mathematicians and science/scientists. The externally funded projects that she is currently involved in include the British Academy funded CAPTeaM project (Challenging Ableist Perspectives in the Teaching of Mathematics; Principal Investigator) and the RCUK funded SUPI project (School and Universities Partnership Initiative; Co-Investigator). Amongst the post-graduate students she has supervised are 18 students at doctoral level and 28 at Masters level. Currently, 2017-18, she supervises ten students at doctoral level and five at Masters level. She is the director of EDU’s MA Mathematics Education, module leader to two of its three compulsory modules and co-leader to its third. She is module leader of the BA Education module Children, teachers and mathematics: Changing public perceptions of mathematics and team member of the programme’s Dissertation module. She contributes sessions to the PhD, EdD, MA, PGCE and BA programmes of the School. She is member of the EDU Research Committee, the co-ordinator of EDU’s RME Group (Research in Mathematics Education) and a member of the ESRC Peer Review College. She also works alongside EDU’s Director of Research as Research Impact Champion and member of the REF2021 Research Strategy Group. Her administrative roles in EDU include member of the Student Extenuating Circumstances Committee. She is Advisory Editor of the Routledge journal Research in Mathematics Education, the official journal of BSRLM, the British Society for Research into the Learning of Mathematics. She is member of the Editorial Board of Educational Studies in Mathematics, Mathematical Thinking and Learning, International Journal for Research in Undergraduate Mathematics Education and Mathematics Teacher Education and Development. Her monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008.

 

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

All Publications

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

(2018)

‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms,

in Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners.

Sense Publishers

pp. 147-170

ISBN 9789463512107, 9789463512114

UEA Repository

(Chapter)

(Published)


Nardi, E., Knuth, E.

(2017)

Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions?,

in Educational Studies in Mathematics

96

(2)

pp. 267–274

Full Text

(Comment/debate)

(Published)


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

(2017)

Competences of Mathematics Teachers in Diagnosing Teaching Situations and Offering Feedback to Students: Specificity, Consistency and Reification of Pedagogical and Mathematical Discourses,

in Diagnostic Competence of Mathematics Teachers : Unpacking a Complex Construct in Teacher Education and Teacher Practice.

Springer

pp. 55-78

ISBN 978-3-319-66325-8

Full Text

(Chapter (peer-reviewed))

(Published)


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

65

(3)

pp. 281-305

Full Text UEA Repository

(Article)

(Published)


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 UEA Repository

(Chapter)

(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)


Nardi, E.

(2015)

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

UEA Repository

(Article)

(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)


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

(2015)

Transforming trainees’ aspirational thinking into solid practice,

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., Nardi, E., Joel, G.

(2015)

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

UEA Repository

(Article)

(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)


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)


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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