The MathTASK is a collaborative research and development programme on secondary mathematics teachers’ pedagogical and mathematical discourses and the transformation of these discourses into pedagogical practices. MathTASK has four strands (1) mathematical thinking (e.g. pedagogical and didactical practices in relation to the teaching of specific mathematical topics); (2) classroom management and mathematics learning (e.g. interference of the classroom management with the learning of mathematics); (3) CAPTeaM: disability and inclusion in the mathematics classroom (e.g. deaf and blind students strategies in dealing with mathematical problems); and (4) the role of digital technology and other resources in the teaching and learning of mathematics (e.g. changes in mathematics teachers’ practices when they use technology). Additionally, new ideas draw on teachers’ experiences for further task development. Our research sets out from the assumption that teachers’ mathematical and pedagogical discourses are better explored and developed in situation-specific contexts. To this aim, we design situation-specific tasks and then use them for research and teaching purposes. The MathTASK is a project of the RME group. See more about the upcoming MathTASK Events.
Nardi, E., Healy, L., Biza, I., & Fernandes, S.H.A.A. (in press). ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners, (pp. tbc). SENSE Publications.
Biza, I., Nardi, E., & Zachariades, T. (2017, in press). Competences of mathematics teachers in diagnosing teaching situations and offering feedback to students: Specificity, consistency and reification of pedagogical and mathematical discourses. In T. Leuders, J. Leuders, & K. Philipp (Eds.), Diagnostic Competence of Mathematics Teachers. Unpacking a complex construct in teacher education and teacher practice, (pp. tbc). New York: Springer.
Kayali, L., & Biza, I. (in press). “One of the beauties of Autograph is … that you don’t really have to think”: Integration of resources in mathematics teaching. In Editors tbc (Eds.). CERME (pp. tbc).
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. BSRLM 36(2), 7-12.
Nardi, E., Healy, L., Biza, I., & Hassan Ahmad Ali Fernandes, S. (2016). Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). PME (Vol. 3, pp. 347-354).
Biza, I., Nardi, E., & Joel, G. (2015). Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education. MTED, 17(2), 182-198.
Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. MT, 246, 36-40.