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MathTASK is a collaborative research and development programme in the UK, Brazil and Greece on mathematics teachers’ pedagogical and mathematical discourses and the transformation of teacher aspirations into pedagogical practices. MathTASK has four strands (1) mathematical thinking which focuses on pedagogical and didactical practices in relation to the teaching and learning of specific mathematical topics; (2) classroom management which explores the interferences of classroom management challenges with the learning of mathematics; (3)  CAPTeaM, a British Academy-funded strand that focuses on inclusion in the mathematics classroom and aims to Challenge Ableist Perspectives on the Teaching of Mathematics, especially in relation to disabled learners; and (4) the role of digital technology and other resources in the teaching and learning of mathematics. As the programme develops, new strands emerge from the experiences and ideas of participating teachers. 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.  MathTASK is a project of the RME group. See more about the upcoming MathTASK Events.

[More information] [MathTASK poster]

Latest Publications Latest Publications

Biza, I. & Nardi, E. (2019). Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents International Journal for Lesson and Learning Studies, 9(1), 43-56. 

Kayali, L., & Biza, I. (2019). ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. 3648-3655). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 

Kayali, L., & Biza, I. (2018). Micro-evolution of documentational work in the teaching of the volume of revolution. PME42, Vol. 3, pp. 195-202.

Nardi, E., Healy, L., Biza, I., & Fernandes, S.H.A.A. (2018). ‘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. 147-170). SENSE Publications.


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