Curriculum Vitae: Elena Nardi (DPhil, MPhil, BSc), Date of Birth: 14 June 1968

 

Summary

 

I am currently Professor of Mathematics Education in the School of Education (EDU) at the University of East Anglia (Norwich, UK). My 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, public perceptions of mathematics and science. The projects that I am 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 that I have supervised are 18 students at doctoral level and 25 at Masters level. I am the director of EDU’s MA Mathematics Education, module leader to two of its three compulsory modules and co-leader to its third. I am 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. I contribute sessions to the PhD, EdD, MA and BA programmes of the School. I am member of the EDU Research Committee, the co-ordinator of EDU’s RME Group (Research in Mathematics Education), member of the Social Science Faculty’s ESRC Peer Review Panel and a member of the ESRC Peer Review College. I also work alongside EDU’s Director of Research as Research Impact Champion. I am 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. I am member of the Editorial Board of Educational Studies in Mathematics, Mathematical Thinking and Learning and the International Journal for Research in Undergraduate Mathematics Education. My monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008.

 

Essential Dates, Work Experience and Qualifications

 

2012-       Professor of Mathematics Education, University of East Anglia.

2010-       Member, ESRC Peer Review College.

2009-13   Director of Research (EDU), University of East Anglia.

2007-12   Reader in Mathematics Education, University of East Anglia.

2007-       Editor: Research in Mathematics Education. (Advisory Editor, since 2013).

2003-7     Senior Lecturer in Mathematics Education, University of East Anglia.

1998-03   Lecturer in Mathematics Education, University of East Anglia.

1998-9     Project co-director (with Prof. Barbara Jaworski) to the ESRC-funded UMTP (Undergraduate Mathematics Teaching Project), University of Oxford.

1999-00   Advanced Certificate in Higher Education Practice, University of East Anglia.

1998         Part-time Lecturer and Wingate Foundation Post-doctoral Researcher, Department of Educational Studies, University of Oxford; A level Mathematics Teacher of Mathematics, Peers School, Oxford.

1997         Research Associate to ESRC-funded Active Graphing Project directed by Prof. Janet Ainley and Prof. Dave Pratt, Mathematics Education Research Centre, University of Warwick.

1997         Research Associate, Joint Teacher Education Research Programme, Aga Khan University Institute of Educational Development (Karachi, Pakistan) and Department of Educational Studies, University of Oxford.

1992-6     DPhil (Mathematics Education), Linacre College, University of Oxford.

1993         Research Associate to the Evaluation of the Internship Scheme Programme directed by Prof. Donald McIntyre, Department of Educational Studies, University of Oxford.

1991-2     MPhil (Mathematics Education), Wolfson College, University of Cambridge.

1988-98   Private Tutor: primary and secondary Mathematics, Greece and UK; Private Tutor: Modern Greek, UK (1993-98).

1986-90   BSc (Mathematics), Department of Mathematics, Aristotle University of Thessaloniki, Greece. First Class (Grade: 7.61 / 10).

1986         Secondary Education Certificate, Thessaloniki, Greece. Grade: 19.5 / 20.


Research Grants

 

Submitted

2017-19     Nuffield Foundation. Making the most of an untapped resource: Towards productive use of university level mathematics in GCSE and A level teaching. Co-I: Jason Cooper, Irene Biza. £192,743. PI.

Funded: ongoing or completed

2016-19     British Academy International Partnership and Mobility Grant. Beyond CAPTeaM: Deconstructing ableist mathematics teaching practices and attuning mathematics teaching to student diversity. Co-I: Lulu Healy. Team Members: Irene Biza, Solange Hassan Ahmad Ali Fernandez. £29,996. PI.

2016-17      MatRIC Research Grants (Agder University, Norway). The evolution of Biology students’ mathematical discourse through Mathematical Modelling activities: a commognitive perspective. PI: Olov Viirman. 49,500NOK (£4,848). Co-I.

2015-16      Ian Hunter Prize. Researchers, teacher educators and teachers transform aspirations for mathematics teaching into strategies in context. PI: Irene Biza. £2,499. Co-I.

2015-16     Extension to RCUK funded project (2013-15) Public Engagement with Research Catalyst Scheme: School – University Partnerships. PI: Kay Yeoman (BIO). £80,000. Co-I.

2015-18      Society for General Microbiology Small World Initiative. Cross-disciplinary match-funded PhD studentships scheme. Investigating and challenging public perceptions of antimicrobial resistance. Lead supervisor: Laura Bowater (MED). £40K. Member of supervisory team.

2014-15      British Academy International Partnership and Mobility Grant. Challenging ableist perceptions of mathematical learning in Brazil and the UK. Co-I: Lulu Healy. Team Members: Irene Biza, Solange Hassan Ahmad Ali Fernandez. £9,950.

2014-16      University of Auckland Research Grants Scheme. Pedagogical, Epistemological and Content Knowledge with Technology in Undergraduate Mathematics (PECKTUM). PI: Greg Oates. £11.499. Co-I.

2013-14      EDU Pump Priming Research Fund. Mathematics teachers’ decision making in the secondary classroom: Investigating PGCE trainees’ pedagogical value systems through the use of realistic classroom scenarios. PI: Irene Biza. £1,021. Co-I.

2013-15     RCUK Public Engagement with Research Catalyst Scheme: School – University Partnerships. PI: Kay Yeoman. £150,000. Co-I.

2012-13     EDU Pump Priming Research Fund 2012-13. (Pilot to a study entitled) Mathematics teachers’ decision making in the secondary classroom: Using Toulmin’s model to investigate pedagogical, epistemological and institutional considerations. With Irene Biza (co-I, Loughborough University), Steve Watson (co-I, University of Nottingham). 1K

2003-         EU Erasmus Teaching Staff Mobility Programme. Department of Mathematics, National and Kapodistrian University of Athens, Greece. Jointly with Theodossios Zachariades. 2014 visits were exchanged in May (14-27, Nardi) and June (12-22, Zachariades). ~£3,000 per annum.

2002-         EU Erasmus Staff Mobility Exchange Programme. With Prof. Babis Lemonidis (University of Western Macedonia, Greece). Approx. 2K per annum.

2006-7       Université de Montréal - Faculté des sciences de l’éducation (Concours ‘Aide à la Recherche’). Students’ Learning of the Concept of Series at University Level. With Dr. Alejandro S. González-Martín. 20K.

2005-7       EU Pythagoras II ‘Support of research groups in Universities’ Programme. The transition from informal to formal knowledge of Mathematical Analysis with the use of Information and Computer Technology. Named Associate UK Researcher. Directed by Dr Theodossios Zachariades (National and Kapodistrian University of Athens, Greece). 50K.

2006          Higher Education Academy (Mathematics and Teaching Support Network) Transforming theory into practice: A guide for teaching Proof to mathematics undergraduates grounded on the co-ordinated perspectives and recommendations of mathematicians and researchers in mathematics education. With Dr Paola Iannone. 5K.

2005-6       UEA Teaching Fellowship. Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEA’s Further Mathematics Centre With Dr Liz Bills, Dr Paola Iannone, Dr Mark Cooker and Mr Robin Huggins. 5K.

2002-3       Learning and Teaching Support Network. Mathematicians as educational co-researchers developing pedagogical theory and teaching practice With Dr Paola Iannone and Dr Chris Sangwin. 40K.

2001-2       Nuffield Foundation Social Sciences Small Grant Scheme Grant No SGS/00654/G . The First-Year Mathematics Undergraduate's Problematic Transition from Informal to Formal Mathematical Writing (Group Theory): Foci of Caution and Action for the Teacher of Mathematics at Undergraduate Level, University of East Anglia. With Dr Paola Iannone. 10K.

2000-1       ESRC Research Grant No R 000223451. Attitude and Achievement of the Disengaged Pupil in the Mathematics Classroom, University of East Anglia. With Ms Susan Steward. 40K.

2000-1       Nuffield Foundation Social Sciences Small Grant Scheme (2000) No SGS/00459/G. The First-Year Mathematics Undergraduate's Problematic Transition from Informal to Formal Mathematical Writing (Calculus, Linear Algebra, Probability): Foci of Caution and Action for the Teacher of Mathematics at Undergraduate Level. With Dr Paola Iannone. 10K.

1998-9       ESRC Research Grant No R 000222688. Undergraduate Mathematics Teaching Project, University of Oxford. With Dr Barbara Jaworski and Dr Stephen Hegedus. 40K.

 

Awards – Scholarships

 

2008          London Mathematical Society Conference Grant. For delivering invited lecture and participating in ICME11 (Monterrey, Mexico; July 6-13)

2008          British Academy Overseas Conference Grant. For presenting research paper and participating in PME32 (Morelia, Mexico; July 17-21)

1997-8       Harold Hyam Wingate Foundation Post-Doctoral Scholarship, University of Oxford. 10K

1994          British Federation of Women Graduates Kathleen Hall Memorial Fellowship Award. For completion of doctoral studies.

1994          ESRC Studentship No 00429414238. For completion of doctoral studies.

1980-90     Award for Excellence in University Studies (1990) and Award for Excellence in Secondary Education (1980-1986), Bodosakis Foundation, Greece. Ministry of Education State Scholarship Institution Award (1986) for achieving 7th highest score out of 215 in admission exam for the Department of Mathematics, Aristotle University of Thessaloniki, Greece

 

Invited academic visits, leadership roles, seminars and teaching external to UEA

 

2017    Plenary speaker, CERME10 (Dublin, Ireland). February 1-5.

 

2016    Invited speaker, Thorpe St Andrew School and Sixth Form, Norwich. Session to EPQ students entitled What is research? Oct 12.

2016    Invited speaker, ICME13, Topic Study Group 2: University Mathematics Education (Hamburg, Germany). July 24-31.

2016    Invited academic visit. MatRIC, Agder University, Norway, May 23-27.

2016    Chair of Scientific Committee, First Conference of the International Network for Didactics Research in University Mathematics (INDRUM) (Montpellier, France). March 31 – April 2.

2016    Invited plenary speaker, ATDM8 (le 8eme séminaire national de L’Association Tunisienne de Didactique des Mathématiques). Hammamet, Tunisia. 22-25 March.

2016    Visiting Professor. 15h module entitled Developmental theories the teaching and learning of mathematics (1980s, 1990s) and the emergence of the sociocultural and discursive brand (1990s, 2000s) MA Mathematics Education Programme, ISEFC (L'institut Supérieur de l'Education et de la Formation Continue). Tunis, Tunisia. 15-22 March.

2016    Visiting Professor (8h lectures and workshops). Joint Post-graduate Mathematics Education Programme. UoWM. Thessaloniki, Greece. 8-9 January.

2015    Invited speaker, KHDM Conference Didactics of Mathematics in Higher Education as a Scientific Discipline (Hannover, Germany). December 1-4.

2015    Inaugural lecture entitled Mathematics and mathematics education: A story of paths just crossing or of meeting at a vanishing point? UEA, October 27.

2015    Visiting Professor (6h lectures and workshops, jointly with Irene Biza). Joint Post-graduate Mathematics Education Summer School (National and Kapodistrian University of Athens and University of Cyprus), Anavyssos, Greece. 4–8 July.

2015    Seminar entitled Mathematics and Mathematics Education: A story of paths just crossing or of meeting at a vanishing point? UNIAN - Universidade Anhanguera de São Paulo, Brazil.  March 27.

2015    Seminar entitled The CAPTeaM project: Challenging ableist perspectives on the teaching of mathematics. UFRJ – Universidade Federal de Rio de Janeiro, Brazil. April 8.

2015    Co-presented seminars, with Irene Biza, entitled Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education. UNIAN - Universidade Anhanguera de São Paulo (March 26) and UFRJ – Universidade Federal de Rio de Janeiro (April 7), Brazil.

2015    Visiting Professor, UNIAN - Universidade Anhanguera de São Paulo (March 23 – April 5) and UFRJ – Universidade Federal de Rio de Janeiro (April 5-12), Brazil.

2015    Leader of Thematic Working Group 14 (University Mathematics Education), 9th Conference of European Research in Mathematics Education, Prague, Czech Republic. February 4-8.

2014    Invited plenary speaker, Mathematisches Forschungsinstitut Oberwolfach (MFO) Workshop entitled Mathematics in undergraduate study programs: challenges for research and for the dialogue between mathematics and didactics of mathematics. Oberwolfach, Germany. December 7-13.

2014    Co-presented seminar, with Irene Biza, entitled What do pre-service teachers of mathematics intend to do in cases where classroom management interferes with mathematical learning? National Capodistrian University of Athens, Greece. May 23.

2014    Seminar entitled What makes a claim an acceptable mathematical argument in the secondary classroom? An analysis of teachers’ warrants in the context of an Algebra Task. Department of Mathematics seminar (Mathematics Education Unit) University of Auckland, New Zealand. March 27.

2014    Seminar entitled Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus. Mathematics Education Seminar Series, University of Auckland, New Zealand. March 26.

2014    Visiting Professor, Department of Mathematics, University of Auckland. New Zealand. March 15 – April 7.

2014    Seminar entitled The transition from school to university mathematics as a discursive shift. Mathematics Education Centre, Loughborough University. March 12.

2013    Invited contributor. MECT2: 2nd conference on Mathematics Education and Contemporary Theory. Manchester, UK. June 21-24.

2013    Seminar and workshop. Secondary CPD Day on Proof. The Prince’s Teaching Institute. London, UK. June 21.

2013    Seminar entitled Discursive approaches to university mathematics education
An example: The transition from school to university mathematics as a discursive shift.
Reactor: Christer Bergsten. King’s College, London. June 6.

2013    Invited contributor. Higher Education Mathematics: Linking the Learner to Teaching and Assessment. HEA Event. Loughborough University, UK. May 23.

2013    Seminar entitled What makes a claim an acceptable mathematical argument in the secondary classroom? National Capodistrian University of Athens, Greece. April 3.

2013    Seminar entitled The transition from secondary to university mathematics:
the case of proof.
Cambridge University STeM Seminar Series, UK. February 20.

2013    Leader of Working Group 14 (University Mathematics Education), 8th Conference of European Research in Mathematics Education, Antalya, Turkey. February 6-10.

2012    Invited contributor and symposium moderator (‘Visualization in mathematics and in mathematics education’). Conference in honour of Prof. Ted Eisenberg Mathematics and mathematics education: Toward the common ground. Ben-Gurion University, Beer Sheva, Israel. April 29 – May 3.

2012    ICME12 Survey Team Member, invited contribution to the literature survey entitled Key Mathematical Concepts in the Transition from Secondary to University, to be presented by Prof. Mike Thomas at the 12th International Congress in Mathematics Education. Seoul, Corea. July 8-15.

2011    Panelist, Journal Editors’ Event, representing Research in Mathematics Education, EARLI14. Exeter, UK. August 31.

2011    Invited contributor, session entitled Conveying mathematical meaning through symbols, words and diagrams as learning to participate in the practices of the mathematics community. Annual Conference of the Mathematical Association, Loughborough, UK. April 15.

2011    Session entitled Words, symbols and diagrams in newly arriving students' mathematical writing:
a report of their lecturers' perspectives
(the case for and against ‘compressed’ mathematical writing).
Annual event: ‘Mathematicians and mathematics educators: ongoing collaborations’, HEA (Mathematics, Statistics and Operational Research). University of Warwick, UK. March 14.

2011    Seminar entitled Earnest appearances, conspicuous absences: University mathematicians’ perspectives on their students’ attempts to convey mathematical meaning through words, symbols and diagrams (the case of verbalization). Mathematics Education Research Group Seminar, Department of Educational Studies, University of Oxford, UK. February 22.

2011    Leader of Working Group 14 (University Mathematics Education), 7th Conference of European Research in Mathematics Education, Rzeszow, Poland. February 9-13.

2010    Plenary speaker, lecture entitled Situation specific tasks and interviews as tools for the exploration of mathematics teacher knowledge and beliefs: Examples from Algebra and Analysis. 27th Conference of the Hellenic Mathematical Society. Chalkida, Greece. November 19-21.

2010    Panelist, contribution entitled The changing classroom role of the secondary mathematics teacher. 27th Conference of the Hellenic Mathematical Society. Chalkida, Greece. November 19-21.

2010    Organiser (with Andreas Stylianides) of the Proof Strand, series of sessions on mathematical proof, 7th British Congress of Mathematics Education, Manchester, UK. Also co-presenter of two sessions entitled Pedagogical perspectives of secondary mathematics teachers on mathematical reasoning and proof  and University mathematicians’ pedagogical perspectives on the teaching and learning of Proof: Examples from ‘How to Prove It with Irene Biza and Paola Iannone respectively. April 6-9.

2010    Seminar entitled Secondary mathematics teachers’ knowledge and pedagogical perspectives: The case of visualisation UNIBAN - Universidade Bandeirante de São Paulo, Brazil. March 12.

2010    Visiting Professor, Department of Mathematics, Federal University of Rio de Janeiro. Brazil, Spring Semester. Contributions included lectures to the MSc and PhD in Mathematics Education programmes and a faculty seminar entitled ‘Secondary mathematics teacher knowledge and pedagogical perspectives’ (March 10, with Irene Biza).

2010    Visiting Professor, Département de Didactique, Faculté des Sciences de l'Éducation, Université de Montréal, Canada. Lectures to the MSc and PhD in Mathematics Education programmes; faculty seminar entitled Amongst Mathematicians’: Using the Narrative Method of Re-storying to explore mathematicians’ perspectives on pedagogy and student learning (February 19). February 18-21.

2010    Visiting Professor, Faculty of Education. York University, Canada. Contributions included lectures to the MSc and PhD in Mathematics Education programmes and a faculty seminar entitled ‘‘Amongst Mathematicians’: Using the Narrative Method of Re-storying to explore mathematicians’ perspectives on pedagogy and student learning(February 23). February 21-24.

2009    Visiting Lecturer (6h lectures and workshops, jointly with Paola Iannone, Irene Biza, Marcia Pinto and Victor Giraldo). Joint Post-graduate Mathematics Education Summer School (Universities of Athens and Cyprus), Alexandroupolis, Greece. 25– 31 July.

2009    Seminar entitled Amongst Mathematicians: 'Re-storied' perspectives on the teaching and learning of undergraduate mathematics. King’s College, London. March 18.

2009    Seminar entitled 'Because this is how mathematicians work!': Stories of enculturation and resonance from the teaching and learning of university mathematics. The Knowledge Lab, Institute of Education, London. February 17.

2008    Regular Lecture entitled Amongst Mathematicians: composite perspectives on the teaching and learning of mathematics at university level. ICME11 (Monterrey, Mexico). July 13.

2008    Seminar entitled Language, symbols and visualisation in the transition from school to university mathematics: students’ difficulties and the pedagogical role of the university mathematician. Mathematics Department, University of Crete, Greece. 28 May.

2008    Seminar entitled Teaching Analysis to Year 1 mathematics undergraduates: Language, Symbols and Visualisation (The case of Limit). Mathematics Department, Athens University, Greece. 17 May.

2008    Visiting Professor, Mathematics Department, University of Crete, Greece. Contributions included graduate supervision and a series of ten 4h sessions entitled Seminal Topics in Mathematics Education Research. March – August.

2007    Invited Contributor to a symposium entitled ‘Mathematicians and Mathematics Educationalists: Can We Collaborate?’, University of Warwick, 25 January. Followed by an invited contribution to a Workshop on Advanced Mathematical Thinking, 26 January.

2006    Plenary Lecture entitled Proof by Mathematical Induction: conveying a sense of the domino effect (or: don’t worry, you are not assuming what you are supposed to be proving…). 3rd Irish Symposium for Undergraduate Mathematics Education, National University of Ireland, Galway. 15-16 December

2006    Workshop on uses of Data Grounded Theory (Coding and Categorising) in the Analysis of Qualitative Data in Mathematics Education Research, University of Birmingham, 28 October.

2006    Seminar entitled ‘Adventurous Partnerships and Turbulent Transitions: Engaging Mathematicians as Educational Co-Researchers’, Mathematics Education Centre, Loughborough University. 12 April.

2006    Lecture entitled ‘You look at these students, you look at their faces, you know they are lost…’: Towards a new pedagogy for undergraduate mathematics’, The Mathematical Association Annual Conference, Loughborough. 11 April.

2006    Public Lecture entitled ‘Shying away from the nature of our subject? Embracing mathematics as an idiosyncratic, yet natural, social & relevant activity & way of thinking’, The Mathematical Association (Norfolk Branch), 2 February.

2005    Visiting Professor, Joint Post-graduate Mathematics Education Summer School (Universities of Athens and Cyprus), 3x90m lectures,  Delphi, Greece. 20 – 27 July.

2004    Seminar entitled Lost in translation: on the necessary, but complex fluctuation between ordinary and formal mathematical language. Department of Mathematics, University of Athens, Greece.  27 May.

2004    Seminar entitled ‘The beginning of a beautiful friendship’? On the fragile, yet crucial, relationship between mathematicians and researchers in mathematics education, PUCSP - Pontificate’s Catholic University of São Paulo, Brazil.  8 March.

2004    Plenary Lecture entitled Mathematicians’ insight into students’ learning: a ‘generous’ and painstaking pursuit of mathematical meaning? HTEM-2 Plenary, 2nd History and Technology in Mathematics Education Conference, Department of Mathematics, State University of Rio De Janeiro, Brazil. 2 March.

2004    Seminar entitled Is mathematics T.I.R.E.D.? A profile of quiet disaffection in the secondary mathematics classroom. Seminar, Department of Mathematics, Federal University of Rio De Janeiro, Brazil.  16 February.

2003    Seminar entitled Is Mathematics T.I.R.E.D.? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom, Cambridge University Mathematics Education Colloquium, 17 November.

2003    Colloquium Contributor, Gaps and Transitions in Mathematical Thinking, UCL, London, 24 October

2003    Organiser of sessions entitled Mathematicians as Educational Co-Researchers, a series of sessions based on LTSN funded project, Annual Undergraduate Mathematics Teaching Conference, Birmingham, UK. September 1-3.

2003    Visiting Professor, Joint Post-graduate Mathematics Education Summer School (Universities of Athens and Cyprus), 3x90m lectures, Nafplion, Greece. 21-27 August.

2003    Lecture entitled Mathematics Teachers, Mathematicians and Researchers in Mathematics Education as Educational Co-Researchers: An example (a collaborative exploration of the concept of Function). The Annual Conference of the Mathematical Association, Norwich, 12 April.

2003    Seminar entitled The Beauty and Power of Mathematical Proof: An exclusive stronghold of professional mathematicians?, Mathematics Education at the University of Macedonia and Thrace Department of Education, Greece, 18 March.

2002    Seminar entitled The strange and rich world of semi-structured observation and clinical interviewing: examples from research into the learning and teaching of mathematics, University of Macedonia and Thrace Department of Education, Greece, 12 March.

2002    Seminar entitled Reflecting on Mathematics Undergraduates’ Writing: Foci of Caution and Action for the Teacher of Mathematics at Undergraduate Level (The case of Group Theory), Department of Mathematics, University of Birmingham, 22 February.

2001    Seminar and Workshop entitled Necessity or Convention? Adjusting to the Norms of Formal Mathematical Reasoning, University Mathematics Education Seminars, University of Leeds, 7 June

2000    Seminar entitled Towards Calculus as an 'arsenal of techniques': a Spectrum of Pedagogical Development for the teaching of undergraduate mathematics, Séminaire National de Didactique des Mathématiques, Université Paris 7, 14-15 October.

1999    Seminar entitled First-Year Mathematics Undergraduates and the Mystery of the Limiting Process, School of Mathematics, University of East Anglia, 1 November.

1998    Seminar entitled Tutors' Reflections on the Tensions of the Novice Mathematician's Encounter with the Abstractions of Advanced Mathematics, School of Education, Bristol University, 7 December.

1997    Seminar entitled The novice mathematician's encounter with mathematical abstraction: A study of oxford undergraduates, Teaching and Learning Colloquia, University of Warwick, 4 November.

 

Editorial and Refereeing/Reviewing experience

 

2014-         Educational Studies in Mathematics, Editorial Board Member.

2014-         International Journal for Research in Undergraduate Mathematics Education, Editorial Board Member.

2014          Research in Mathematics Education 16(2), Special Issue Guest Editor In Chief: Institutional, sociocultural and discursive approaches to research in university mathematics education.

2013-17     Mathematical Thinking and Learning, Editorial Board Member.

2013-17     Research in Mathematics Education, Advisory Editor.

2007-         Research in Mathematics Education, Editor (with Tim Rowland and Jeremy Hodgen).

2003-         Mediterranean Journal for Research in Mathematics Education, Editorial Board Member.

2002          Joint editor (with Anne Cockburn) Proceedings of the 26th Annual Conference of the International Group for Psychology in Mathematics Education, Volumes 1-4.

 

Also, reviewer for several journals including: Journal of Mathematics Teacher Education, Journal for Research in Mathematics Education, Journal of Mathematical Behaviour, International Journal for Mathematics Education in Science and Technology, ZDM, British Educational Research Journal and Cambridge Journal of Education. Regular reviewer for national and international conferences: PME, CERME, BCME, ICTM, MCME and GARME. Academic reviewer for research funders in the UK (ESRC - Peer Review College member since 2010, the British Academy and the Royal Society’s Education Fellowship Scheme) and elsewhere.

 

Membership of Learned Societies and Professional Bodies

 

LMS                London Mathematical Society

BSRLM           British Society for Research into the Learning of Mathematics

PME                International Group for Psychology in Mathematics Education

ERME             Association of European Researchers in Mathematics Education

GARME          Greek Association of Researchers in Mathematics Education

EPENDIM       Scientific Society for the Didactics of Mathematics (Greece)

 

Also: member of the informal discussion groups Understanding of Mathematics (1994-2010) and Advanced Mathematical Thinking (2007-2011).

 

External Examining / Evaluation / Consultancy / Advisory Roles

 

2016         External Assessor, Professorial Appointments Panel, Åbo Akademi University, Finland.

2015         External Evaluator, Professorial Appointments Panel, National and Kapodistrian University of Athens, Greece.

2015         External examiner, PhD in Mathematics Education. Mathematics Education Centre. Loughborough University, UK. ‘Staff-student collaboration in advanced undergraduate mathematics course design and delivery’, Francis Duah.

2015         External Evaluator, Åbo Akademi University / Faculty of Education / Professorship in Mathematics and Science Education Appointment Panel, Finland.

2014-7     Post-doctoral Mentor, MatRIC (Centre for Research Innovation and Coordination of Mathematics Teaching), Agder University, Norway. Mentee: Olov Viirman.

2013-5     Member of Advisory Board. Project title: Measuring Conceptual Understanding. Funder: The Nuffield Foundation. Loughborough University. PI: Dr Ian Jones.

2013-5     Member of International Advisory Board. Project title: Capturing learning in undergraduate mathematics. Funder: NZCER. University of Auckland, New Zealand. PI: Prof. Bill Barton and Dr Judy Paterson.

2012         Member of External Expert Committee, External evaluation of  the Department of Civil and Structural Engineering educators, School of Pedagogical and Technological Education(ASPAITE), University of Athens, Greece, commissioned by the Hellenic Quality Assurance Agency for Higher Education.

2011         External examiner, PhD in Mathematics Education. School of Education, University of Leicester, UK. ‘Gender differences in secondary students’ attitudes towards mathematics in Cyprus and the UK’ by Natasha Christou.

2008-9     Advisor and extrernal examiner, MSc in Mathematics Education. Mathematics Department, University of Crete, Greece. ‘Alternative approaches to the computer-assisted teaching of the concept of function’ by Despina Christophorou.

2008         External examiner, PhD in Mathematics Education. Department of Mathematics and Statistics, University of Jyväskylä, Finland. ‘Informal and formal reasoning skills of subject teacher students in mathematics in the case of the concept of derivative’ by Antti Viholainen.

2008         External evaluator, MSc in Mathematics Education. Mathematics Department, Athens University, Greece.

2008         External examiner, PhD in Mathematics Education. The Open University, UK. ‘Exploring Learners' Understanding of Integration Using Structured Inerviews and Construction Tasks’ by Shafia Abdul Rahman.

2006-       Kaput Centre for Research and Innovation in STEM Education, University of Massachusetts, Dartmouth, USA. Member of the Advisory Board.

1999         Mathematics Education Consultant (Oxford University Centre for Staff Development, UK)

1999         Mathematics Education Consultant (London School of Economics, UK).

 

Conferences (with refereed proceedings)

 

All include contributions to the conference programme, except as noted. For titles of proceedings papers see list of publications. Acronyms:

 

PME              Annual Conference of the International Group for Psychology in Mathematics Education

ICME            International Congress of Mathematics Education

CERME        Conference on European Research in Mathematics Education

GARME        Conference of the Greek Association of Researchers in Mathematics Education

ICMI              International Committee on Mathematics Instruction

ICTM (UL)   International Conference on the Teaching of Mathematics at the Undergraduate Level

MCME          Mediterranean Conference in Mathematics Education

BCME           British Congress for Mathematics Education

RUME           Research in Undergraduate Mathematics Education

EARLI           European Association for Research into Learning and Instruction

INDRUM      International Network for Didactic Research in University Mathematics

 

2017    CERME10 (Dublin, Ireland) – see also ‘Invited’ section

 

2016    PME40 (Szeged, Hungary)

2016    ICME13 (Hamburg, Germany) – see also ‘Invited’ section

2016    INDRUM (Montpellier, France) – see also ‘Invited’ section

2015    V Seminario Internacional de Pesquisa em Educação Matemática (V SIPEM), Brazil – November. Paper presented by co-author (Prof. Lulu Healy)

2015    GARME6 (Thessaloniki, Greece) - Paper presented by co-author (Dr Ioannis Kanellos)

2015    KHDM Conference 2015 “Didactics of Mathematics in Higher Education as a Scientific Discipline (Hannover, Germany; December 1-4) – see also ‘Invited’ section

2015    CERME9 (Prague, Czech Republic) – see also ‘Invited’ section

2014    MFO Mathematics in Undergraduate Study Programmes: Challenges for Research and for the Dialogue between Mathematics and Didactics of Mathematics (Oberwolfach, Germany) – see also ‘Invited’ section

2014    PME38 (Vancouver, Canada)

2014    BCME8 (Nottingham, UK)

2014    GARME5 (Florina, Greece)

2013    PME37 (Kiel, Germany)

2013    MECT2 (Manchester, UK). Mathematics Education and Contemporary Theory

2013    CERME8 (Antalya, Turkey) – see also ‘Invited’ section

2012    International symposium on ‘Mathematics and mathematics education: Toward the common ground’ in honour of Ted Eisenberg (Beer Sheva, Israel) – see also ‘Invited’ section

2012    International colloquium in honour of Michèle Artigue, (Paris, France)

2011    EARLI14 (Exeter, UK) – see also ‘Invited’ section

2011    PME35 (Ankara, Turkey)

2011    CERME7 (Rzeszow, Poland) – see also ‘Invited’ section

2010    HMS27 (Chalkida, Greece) – see also ‘Invited’ section

2010    BCME7 (Manchester, UK) – see also ‘Invited’ section

2010    RUME13 (Raleigh NC, USA)

2009    GARME3 (Rhodes, Greece)

2009    PME33 (Thessaloniki, Greece)

2009    ICMI19 Study on Proof and Proving in Mathematics Education (Taipei, Taiwan)

2009    CERME6 (Lyon, France)

2008    PME32 (Morelia, Mexico)

2008    ICME11 (Monterrey, Mexico)

2007    GARME2 (Alexandroupoli, Greece)

2007    CERME5 (Larnaca, Cyprus)

2006    PME30 (Prague, Czech Republic)

2006    Pre-PME30 Event for the Retirement of Profs David Tall and Eddie Gray (Prague, Czech Republic)

2006    ICTM3 - UL (Istanbul, Turkey)

2005    GARME1 (Athens, Greece)

2005    CERME4 (Sant Feliu de Guixols, Spain)

2005    MCME4 (Palermo, Italy)

2005    BCME6 (Warwick, UK)

2004    PME28 (Bergen, Norway)

2003    The Bi-Annual Conference on the Teaching of Mathematics at Secondary and Tertiary Level (Athens, Greece). Also member of the Scientific Committee.

2003    PME27 (Honolulu, USA)

2003    MCME3 (Athens, Greece)

2002    PME26 (Norwich, UK). Also member of the Programme and Local Organising Committees.

2002    ICTM2 – UL (Crete, Greece)

2001    5th Panhellenic Congress on Mathematics Education (Thessaloniki, Greece)

2001    PME25 (Utrecht, The Netherlands)

2001    BCME5 (Keele University, UK)

1999    CERME2 (Osnabrück, Germany). Also group leader.

1999    BCME4 (Northampton, UK)

1999    PME23 (Haifa, Israel)

1998    ICTM1 - UL (Pythagorion, Greece)

1998    PME22 (Stellenbosch, South Africa)

1996    PME20 (Valencia, Spain)

1995    CERME1 (Osnabrück, Germany)

1994    PME18 (Lisbon, Portugal)

 

Conferences (other)

All are presentations, except as noted. Titles of papers available in the list of publications. Acronyms:

 

BSRLM                   Day conference of the British Society for Research into the Learning of Mathematics

MA                          Annual Conference of the Mathematical Association, UK

UMTC                     Undergraduate Mathematics Teaching Conference, UK

ATM                       Annual Conference of the Association of Teachers of Mathematics, UK

BERA                      Annual Conference of the British Educational Research Association

MEC-MatRIC        Day conference of Loughborough University’s (UK) Mathematics Education Centre and Agder University’s (Norway) Centre for Research, Innovation and Coordination of Mathematics Teaching

 

2016    MEC-MatRIC Conference, Loughborough University, September 6-7

2016    BSRLM (Loughborough, 11 June)

2015    MEC-MatRIC Conference, Loughborough University, September 17-18

2015    BSRLM (Durham, 6 June)

2014    BSRLM (London, 1 March)

2012    BSRLM (Manchester, 3 March)

2011    MA (Loughborough, April 14-16 ) – see also ‘Invited’ section

2009    BSRLM (Bristol, 20 June)

2009    BSRLM (Cambridge, 28 February)

2008    BSRLM (London, 15 November)

2008    BSRLM (Manchester, 1 March)

2007    BSRLM (London, 3 March)

2006    BSRLM (Bristol, 17 June)

2006    MA (Loughborough, April 9 – 13)

2003    BSRLM (Birmingham)

2003    UMTC (Birmingham)

2003    MA (Norwich)

2002    BSRLM (Bristol)

2001    The 2nd Annual CARE Conference (Norwich). Organisational assistant.

2001    BSRLM (Manchester)

2000    BSRLM (London)

2000    ATM (Oxford)

2000    BSRLM (Loughborough)

2000    The 1st Annual CARE Conference (Norwich). Organisational assistant..

1999    BSRLM (Milton Keynes)

1999    Norwich Area School Consortium Day Conference (Norwich). Group leader.

1999    MA & ATM Joint Conference (Liverpool)

1999    Conference on Undergraduate Mathematics Teaching (Oxford)

1998    ATM (University of Warwick)

1997    BSRLM (Oxford)

1997    Conference for Situated Cognition (Oxford). Also organisational assistant.

1996    HEFCE: Mathematics Learning and Assessment. (London). Attendance.

1996    BSRLM (London)

1994    BERA20 (Oxford). Also organisational assistant.

1994    BSRLM (London)

1993    Technology in Mathematics Teaching Conference (Birmingham). Attendance.

1990-2 Interpreter for Greek MA conferences on Mathematics Education (Thessaloniki, Greece).

 

Research supervision at doctoral and Masters level

 

Within the area of mathematics education:

Completed doctoral theses in Mathematics Education - Available from the UEA Library:

·             Al Dalan, B. (2015). The relationship between mathematics teachers' content and pedagogical knowledge and their handling of student contributions: the case of Saudi trainee primary teachers.

·             Kanellos, I. (2014, joint supervisor). Secondary students’ proof schemes during the first encounters with formal mathematical reasoning: appreciation, fluency and readiness.

·             Shen, L.C. (2013, second supervisor). Exploring the pedagogical potential of visualisation in the teaching and learning of statistics (statistical interference).

·             Okurut, P.P. (2013, second supervisor). Facilitating conceptual change through classroom intervention in the Ugandan educational and cultural context.

·            Tseng, L.C. (2012, joint supervisor). A study of how mathematics teachers in secondary schools in Hong Kong cater for individual differences.

·            Ioannou, M, (2012, joint supervisor). Conceptual and learning issues regarding undergraduate students’ first encounter with group theory: A commognitive analysis.

·            Abdullah, M.F. (2011, second supervisor). Communicating mathematically: Self regulating strategies and mathematics learning in secondary school.

·            Law, H.Y. (2009, joint supervisor). Learning to ask: The role of communication in the teaching and learning of mathematics.

·            Leung, K.M. (2008, joint supervisor). A case study of teachers’ perceptions of the implementation of a task-based approach in the teaching and learning of mathematics in the HK primary classroom.

·            Borthwick, A. (2008, first supervisor until 2007, then second). Children’s perceptions of, and attitudes towards, mathematics lessons in primary schools.

Completed Mathematics Education Masters dissertations:

·            Sarah Serruys (2016), Rosaline Miller (2016), Zhengxian Huang (2015), Wen Shi (2015), Jiemin Wang (2015), Eleni Apostolaki (2014, external joint supervisor), Athina Thoma (2013), Mansour Abdulaziz (2013), Geok Ong (2013), Daniel Richmond (2013), Mana Alamry (2013, second supervisor), Yusuf Housein (2013, second supervisor), Washington Mabuto (2011), Hamad Abdullatif Alhalaibi (2011, second supervisor), Ahmed Alfraihan (2011), Gill Larkin (2011), Jemima Pankhurst (2011), Aysegul Avci-Daynes (2011), Ozlem Cangul (2010), Jack Keeler (2010, second supervisor). Kakia Sfongali (2009), Despoina Christophorou (2009, external joint supervisor), Erodotos Koupatos (2008, second supervisor).

Currently:

·            First supervisor to the doctoral theses of Elizabeth Lake (2017), Athina Thoma (2018), Helen Gourlay (2018), Frederick Odindo (2018), Eleanor Cockerton (2018) and Lawrence Clark (2021) and second supervisor to the doctoral thesis of Lina Kayali (2020).

·            Supervisor to the MA Mathematics Education dissertation of Yaping Zhu (2016).

·            Supervisor to the MA Advanced Educational Practice dissertation of Sarah Asque (2017).

·            Supervisor to the MA Educational Practice and Research dissertation of Ed Hughes (2017).

 

Outside the area of mathematics education:

Currently:

·            Second supervisor to the doctoral thesis of Grahame Macdonald (2017) and Ethan Drury (2019).

·            Supervisor to the MA Education (Learning, Pedagogy and Assessment) dissertation of Khadhra Alzahrani (2016).

Completed EdD theses:

·            Annie Williamson (2003), Daniel Doyle (2003), Gibson d’Cruz (2003), Ann Peters-Wotherspoon (2005), Kate Tether (2010), Steve Barnes (2010), Lee Beaumont (2012), Kelly Walker (2014).

Completed MA Education theses:

·             Hainan Hu (2012), Yen-Fang Huang (2012), Heting Wang (2012), Qi Zhou (2012).

 

Other Work Experience (in addition to the items in Essential Dates – Qualifications)

 

1994-2012      London Film Festival Press Delegate: representing the Greek press mentioned below.

1992-6            Linacre College employee for social events.

1990-1            Translation agency Lettera (Thessaloniki, Greece).

1989-              Contributing Film Editor and UK Correspondent: Sunday newspaper Aggelioforos tis Kyriakis (1999-, Greece). Weekly Film Review Exostis (1989-1993), monthly Film Review Parallaxi (1993 - 1996), monthly Film Review Amateur (1996-1998). Greece.

1988-9            National Refrigerants Inc. (clerk; July and August 1988 and 1989; Pennsylvania, USA).

 

Other Qualifications (in addition to the items in Essential Dates – Qualifications)

 

Language Certificates

English: First Certificate in English (1983, Cambridge University), Certificate for Proficiency in English (1986, Cambridge University), Certificate for Proficiency in English (1986, University of Michigan).

French: Certificat (1988, University of Sorbonne), Sorbonne I (1989, University of Sorbonne).

Spanish: One-Year Course (1993, University of Oxford). Attendance.

 IT Certificates

Information Technology Certificate (1991, University of Cambridge) and Courses on PowerPoint, Video Conferencing, Creating a Website, Media Training and Endnote (1999-2002, University of East Anglia).


PUBLICATIONS

 

Doctoral thesis

Nardi, E. (1996). The novice mathematician’s encounter with mathematical abstraction: Tensions in concept-image construction and formalisation Unpublished doctoral thesis, University of Oxford, UK (available at http://www.uea.ac.uk/~m011 and http://www.bodleian.ox.ac.uk/ora/oxford_etheses).

 

Monograph

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

 

Articles in peer-reviewed international journals

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. Educational Studies in Mathematics 92(3), 361–377.

Yeoman, K., Bowater, L. & Nardi, E. (2016). The representation of research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives. F1000 Research.

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. International Journal for Research in Undergraduate Mathematics Education 1(1), 135–156.

 Biza, I., Nardi, E., & Joel, G. (2015). Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education.  Mathematics Teacher Education and Development, 17(2), 182-198

Nardi, E., Ryve, A., Stadler, E., & Viirman, O. (2014). Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus. Research in Mathematics Education 16(2), 182-198.

Nardi, E., Biza, I., & Zachariades, T. (2012). ‘Warrant’ revisited: Integrating teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics 79(2), 157-173.

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(4-6), 301-309.

Nardi, E., Jaworski, B., & Hegedus, S. (2005). A spectrum of pedagogical awareness for undergraduate mathematics: From ‘tricks’ to ‘techniques’. Journal for Research in Mathematics Education 36(4), 284-316.

Nardi, E. (2005). ‘Beautiful minds’ in rich discourses: On the employment of discursive approaches to research in mathematics education. European Educational Research Journal 4(2), 145-154.

Iannone, P., & Nardi, E. (2005). On the pedagogical insight of mathematicians: 'interaction' and 'transition from the concrete to the abstract'. Journal of Mathematical Behavior 24(2), 191-215.

Nardi, E., & Steward, S. (2003). Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal 29(3), 345-367.

Elliott, J., Battersby, J., Boddington, D., Brown, K., Doherty, P., Haydn, T., Nardi, E., & Shreeve, A. (2002). Working ‘Against the Grain’: A conversation piece from the academy about the experience of sustaining collaborative research with teachers. Pedagogy, Culture and Society 10(2), 323-348.

Ainley, J., Pratt, D., & Nardi, E. (2001). Normalising: Children's activity to construct meanings for trend. Educational Studies in Mathematics 45(1-3), 131-146.

Nardi, E. (2000). Mathematics undergraduates’ responses to semantic abbreviations, ‘geometric’ images and multi-level abstractions in Group Theory. Educational Studies in Mathematics 43(2), 169-189.

Nardi, E. (2000). Zeros and ones in advanced mathematics: Transcending the intimacy of number. For the Learning of Mathematics 20(3), 44–51.

Ainley, J., Nardi, E., & Pratt, D. (2000). The construction of meaning for trend in active graphing. International Journal of Computers in Mathematical Learning 5(2), 85-114.

Nardi, E. (1999). The challenge of teaching first-year undergraduate mathematics: Tutors’ reflections on the formal mathematical enculturation of their students. Nordic Studies in Mathematics Education 7(2), 29-53.

Nardi, E. (1999). The novice mathematician's inquiry about new concepts: Bestowing meaning through ambivalent uses of geometrical metaphors. Research in Mathematics Education 1(1), 57-68.

Nardi, E. (1997). El Encuentro del Matemático Principiante con la Abstracción Matemática: una Imagen Conceptual de los Conjuntos Generadores en el Análisis Vectorial [The Novice Mathematician's Encounter with Mathematical Abstraction: A Concept Image of Spanning Sets in Vectorial Analysis]. Educación Matemática 9(1), 47-60.

 

Chapters in an edited volume

Biza, I., Nardi, E. & Zachariades, T. (2016, in press). Characteristics of mathematics teachers’ diagnosing and addressing of teaching issues: Specificity, consistency and reification of pedagogical and mathematical discourses. In K. Philipp, T. Leuders & J. Leuders (Ed.) Diagnosing competence in the teaching of mathematics. New York: Springer.

Gagatsis, A. & Nardi, E. (2016). Concepts and conceptual development. In A. Gutierrez, P. Boero & G. Leder (Eds.) Second Handbook of Research on the Psychology of Mathematics Education (pp. 187-234). Rotterdam / Taipei: Sense Publishers.

Nardi , E. (2013). Visualization in mathematics and mathematics education.  In M.N. Fried and T. Dreyfus (Eds.) Mathematics & Mathematics Education: Searching for Common Ground. 193-220. New York: Springer. With contributions by Rina Hershkowitz, Raz Kupferman, Norma Presmeg and Michal Yerushalmy.

Sriraman, B., & Nardi, E. (2013). Theories, models and frameworks. In M. A. K. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. Leung (Eds.), Third International Handbook of Mathematics Education. (pp. 303-326) New York: Springer.

Biza, I., Nardi, E., & Zachariades, T. (2013). Usando tarefas de situação específica para explorar saberes matemáticos e crenças pedagógicas de professores: Exemplos da álgebra e da análise [Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis.]. In T. Rogue & V. Giraldo (Eds.), O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] (pp. 221-255). Brazil: UFRJ.

Dreyfus, T., Nardi, E., & Leikin, R. (2012). Forms of proof and proving. In G. Hanna & M. De Villiers (Eds.), 19th International Commission for Mathematics Instruction Study: Proof and Proving in Mathematics Education. (pp. 111-120) 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.

Nardi, E. (1996). The novice mathematician's encounter with mathematical abstraction: The case of accumulation point. In A. Gagatsis & L. Rogers (Eds.), Didactics and History of Mathematics (pp. 227-235). Thessaloniki, Greece: ERASMUS ICP - 95 - G - 2011/11.

Rothwell, S., Nardi, E., & Mcintyre, D. (1994). The perceived values of the role activities of mentors and curricular, professional and general tutors. In I. Reid, H. Constable & R. Griffiths (Eds.), Teacher education reform: Current research (pp. 19-39). London: Paul Chapman Publishing Ltd.

Nardi, E. (1992). Conceptions of advanced mathematical concepts and some cognitive phenomena relating to them. Difficulties, obstacles and errors. The exemplary case of function. In A. Gagatsis (Ed.), Didactics of Mathematics. A Greek-English edition. Thessaloniki, Greece: Erasmus ICP-92-G-2011/11.

 

Journal articles (professional)

Nardi, E. (2015). The many and varied crossing paths of Mathematics and Mathematics Education Mathematics Today (Special Issue: Windows on Advanced Mathematics), August, 212-215.

Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching 246, 36-40. 

Yeoman, K., Bowater, L. & Nardi, E. (2015). Enquire within. Teach Secondary, 381, 50-51.

Nardi, E., & Steward, S. (2002). "I could be the best mathematician in the world if I actually enjoyed it. I’m 14, and I know that! Why can’t some adult work it out?” Part I. Mathematics Teaching, 179, 41-44.

Steward, S., & Nardi, E. (2002). "I could be the best mathematician in the world if I actually enjoyed it. I’m 14, and I know that! Why can’t some adult work it out?” Part II. Mathematics Teaching, 180, 4-9.

Cramp, S., & Nardi, E. (2000). A snappy start to a mathematics lesson. Mathematics Teaching, 172, 46-51.

Nardi, E. (1998). The novice mathematician's encounter with mathematical formalism: A sample of findings from a cross-topical study [Electronic Version]. The Teaching and Learning of Undergraduate Mathematics Newsletter, 9, from http://www.bham.ac.uk/ctimath/talum/newsletter

 

Booklets / Reports

Bills, L., Cooker, M., Huggins, R., Iannone, P., & Nardi, E. (2006). Promoting mathematics as a field of study: Events and activities for the sixth-form pupils visiting UEA’s Further Mathematics Centre (A UEA Teaching Fellowship Report). Based on work commissioned by the UEA Teaching Fellowship Scheme. ISBN 978-0-9539983-9-8.

Nardi, E., & Iannone, P. (2006). How To Prove It: A brief guide for teaching proof to mathematics undergraduates (No. 978-0-9539983-8-8). Norwich, UK: Commissioned by the Higher Education Academy (Mathematics, Statistics and Operational Research branch). ISBN 978-0-9539983-8-8. Available at http://mathstore.ac.uk/publications/Proof%20Guide.pdf

 

Book Reviews

Nardi, E. (2013). Review of Primary problems: a first curriculum for mathematics. Cambridge Journal of Education, 43(3), 407-408.

Nardi, E., & Iannone, P. (2007). Book Review (‘PopCo’).  International Newsletter for Women in Mathematics Education.

Nardi, E. (2002). Review of 'Mason, J. Mathematics teaching practice. A guide for university and college lecturers' Zentralblatt für Didaktik der Mathematik (International Reviews on Mathematical  Education), 34(6), 299-301.

Nardi, E. (2000). Review of Jaworski B & Phillips D (eds) Comparing standards internationally: Research and practice in mathematics and beyond. Cambridge Journal of Education, 30(3), 439-440.

 

Papers in Refereed Conference Proceedings

Nardi, E., Healy, L., Biza, I. & Fernandes, S.H.A.A (2016, in press). Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. In tbc (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. tbc, pp. tbc-tbc). Szeged, Hungary: PME.

Thoma, A. & Nardi, E. (2016, in press). Routines in the didactical and mathematical discourses of closed-book examination tasks. Proceedings of the 1st INDRUM (International Network for Didactic Research in University Mathematics) Conference: an ERME Topic Conference. Montpellier, France.

Nardi, E. (2016). Teaching mathematics to non-mathematicians: what can we learn from research on teaching mathematicians? 13th International Congress on Mathematical Education (ICME13, TSG2). Hamburg, Germany.

Healy, L., Nardi, E. & Fernandes, S.H.A.A. (2015). Reflexões de licenciandos sobre os desafios associados ao ensino de matemática em aulas inclusivas.[Reflections of pre-service teachers about the challenges associated with teaching mathematics in inclusive classes] Anais do VI Seminário Internacional da Pesquisa em Educação Matemática. SBEM. Pirenópolis, GO.

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.

Nardi, E. & Barton, B. (2015). Challenging the mathematician’s ‘ultimate substantiator’ role in a low lecture innovation. In N. Vondrova & K. Krainer (Eds.), Proceedings of the 9th Conference of European Researchers in Mathematics Education (pp. 2207-2213). Charles University, Prague: The Czech Republic.

Lake, E., & Nardi, E. (2014). Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam. 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. 4 pp. 49-56). Vancouver, Canada: PME.

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.

Kanellos, I., Nardi, E., & Biza, I. (2014). The interplay between fluency and appreciation in secondary students’ first encounter with proof [Η αλληλεπίδραση  μεταξύ αποδεικτικής δεξιότητας και εκτίμησης ορθών αποδεικτικών διαδικασιών μαθητών της δευτεροβάθμιας εκπαίδευσης κατά την πρώτη επαφή τους με την απόδειξη] Proceedings of the 5th Conference of the Greek Association of Research in Mathematics Education (ISSN: 1792-8494). Florina, Greece: ENEDIM.

Nardi, E., Biza, I. & Watson, S. (2014). What makes a claim an acceptable mathematical argument in the secondary classroom? A preliminary analysis of teachers’ warrants in the context of an Algebra Task. In S. Pope (Ed.). Proceedings of the 8th British Congress of Mathematics Education (pp. 247-254). Nottingham: BCME.

Zachariades, T., Nardi, E., & Biza, I. (2013). Using multi-stage tasks in mathematics education: Raising awareness, revealing intended practice. In A.M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 4, pp. 417-424). Kiel, Germany: PME.

Nardi, E. (2013). Shifts in language, culture and paradigm: the supervision and teaching of graduate students in mathematics education. In B. Ubuz, Ç. Haser, M.A. Mariotti (Eds.), Proceedings of the 8th Conference of European Researchers in Mathematics Education (pp. 2396-2405). METU: Turkey.

Thomas, M., de Freitas Druck, I., Huillet, D., Ju, M.K., Nardi, E., Rasmussen, C. & Xie, J. (2012). Key mathematical concepts in the transition from secondary school to university. Proceedings of 12th International Congress on Mathematical Education. COEX, Seoul, Korea. Full Report at: http://www.math.auckland.ac.nz/~thomas/ST4.pdf

Kanellos, I., Nardi, E., & Biza, I. (2011). [Tendencies towards deductive reasoning in secondary studentsʼ pre-proof ideas]. In M. Kaldrimidou, & X. Vamvakousi (Eds.), Proceedings of the 4th Conference of the Greek Association for Research in Mathematics Education (GARME) (pp. 153-162). Ioannina, Greece.

Kanellos, I., Nardi, E., & Biza, I. (2011). Greek secondary students’ early encounters with mathematical proof in Algebra and Euclidean Geometry. In tbc (Ed.), Proceedings of the 14th Conference of the European Association for Research into Learning and Instruction (EARLI) (Vol. tbc, pp. tbc). Exeter, UK: tbc.

Nardi, E. (2011). ‘Driving noticing’ yet ‘risking precision’: University mathematicians’ pedagogical perspectives on verbalisation in mathematics. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the 7th Conference of European Researchers in Mathematics Education (pp. 2053-2062). Rzeszow, Poland.

Nardi, E. (2010). Situation specific tasks and interviews as tools for the exploration of mathematics teacher knowledge and beliefs: Examples from Algebra and Analysis (plenary lecture text translated from Greek). In Proceedings of the 27th Conference of the Hellenic Mathematical Society. Chalkida, Greece.

Nardi, E. (2010). The changing classroom role of the secondary mathematics teacher (panel contribution text translated from Greek). In Proceedings of the 27th Conference of the Hellenic Mathematical Society. Chalkida, Greece.

IOANNOU M & NARDI E (2010)  Mathematics Undergraduates’ Experience of Visualisation in Abstract Algebra: The metacognitive need for an explicit demonstration of its significance. Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education. SIGMAA: Special Interest Group, Mathematical Association of America. Available at: http://sigmaa.maa.org/rume/crume2010/Archive/Ioannou%20&%20Nardi.pdf.

 CHRISTOPHOROU D, KOUROUNIOTIS C, BIZA I and NARDI E (2009) [(translated from Greek) Alternative IT-based teaching of functions for Year 8]. In F. KALAVASIS, S. KAFOUSI, M. CHIONIDOU-MOSKOFOGLOU, H. SKOUBOURDI & G. FESAKIS (Eds.), Proceedings of the 3rd Conference of the Greek Association for Research in Mathematics Education (GARME) (pp. 481-491). Rhodes, Greece.

SFONGALI K and NARDI E (2009) [(translated from Greek) Parents, children and mathematical education: Parental experiences, views of mathematics, strategies for participation and relationships with para-school tutoring]. In F. KALAVASIS, S. KAFOUSI, M. CHIONIDOU-MOSKOFOGLOU, H. SKOUBOURDI & G. FESAKIS (Eds.), Proceedings of the 3rd Conference of the Greek Association for Research in Mathematics Education (GARME) (pp. 141-149). Rhodes, Greece.

NARDI E, BIZA I and GONZÁLEZ-MARTÍN A (2009) Introducing the concept of infinite series: The role of visualisation and exemplification. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 193-200. Thessaloniki, Greece: PME.

GONZÁLEZ-MARTÍN A, SEFFAH, R and NARDI E (2009). The concept of series in the textbooks: A meaningful introduction? In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 105-112. Thessaloniki, Greece: PME.

NARDI E  (2009) ‘Because this is how mathematicians work!’: ‘Pictures’ and the creative fuzziness of the didactical contract at university level. In F. Lin, F. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of  ICMI Study 19: Proof and Proving in Mathematics Education, 1, 112-117. Taipei, Taiwan

BIZA I, NARDI E  and ZACHARIADES (2009) Do images disprove but do not prove? Teachers’ beliefs about visualization. In F. Lin, F. Hsieh, G. Hanna & M. de Villiers (Eds.), Proceedings of  ICMI Study 19: Proof and Proving in Mathematics Education, 1, 59-64. Taipei, Taiwan

BIZA I, NARDI E  and ZACHARIADES (2009) Teachers’ views on the role of visualisation and didactical intentions regarding proof. Proceedings of the 6th Conference of European Research in Mathematics Education. 261-270. Lyon, France

BIZA I, NARDI E  and ZACHARIADES T (2008) Persistent images and teacher beliefs about visualisation: the tangent at an inflection point. Research Report. In Figueras, O. & Sepúlveda, A. (Eds.). Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XX North American Chapter Vol. 2, pp. 177-184. Morelia, Michoacán, México.

NARDI E, BIZA I and IANNONE P (2008) Beyond the ‘formalistic nonsense’: The impact of symbolisation and previously held images on students’ sense-making of formal definitions. Paper presented at the 11th International Congress on Mathematics Education (Topic Study Group 17). Available from http://tsg.icme11.org/tsg/show/18. Monterrey, Mexico.

BIZA I, NARDI E and ZACHARIADES T (2007) [translated: Using tasks to explore teacher knowledge in situation-specific: An example from the teaching of limits] Proceedings of the Second Conference  of the Greek Association of Researchers in Mathematics Education, Alexandroupoli, Greece, November 23-25, 536-546.

IANNONE P & NARDI E (2007) The interplay between syntactic and semantic knowledge in proof production: mathematicians’ perspectives, Proceedings of the 5th Conference of European Research in Mathematics Education. Larnaca, Cyprus, 2300-2310. Available at:  http://ermeweb.free.fr/CERME%205/WG14/14_Iannone.pdf

NARDI E (2006) ‘You look at these students, you look at their faces, you know they are lost…’: the pedagogical role of the mathematician as de-mystifier and en-culturator. Proceedings of the 3rd International Conference on the Teaching of Mathematics at the Undergraduate Level (Istanbul, Turkey)  John Wiley & Sons Inc. ISBN : 0471072709.

NARDI E and IANNONE P (2005) To appear and to be: acquiring the ‘genre speech’ of university mathematics, Proceedings of the 4th Conference on European Research in Mathematics Education, Sant Feliu de Guixols, Spain, 1800-1810. Available at: http://ermeweb.free.fr/CERME4/CERME4_WG14.pdf

IANNONE P and NARDI E (2005) The pedagogical insight of mathematicians: effectiveness of interactive modes of teaching, D. Hewitt and A. Noyes (Eds), Proceedings of the sixth British Congress of Mathematics Education University of Warwick, pp. 73-80. Available at http://www.bsrlm.org.uk/IPs/ip25-1/BSRLM-IP-25-1-10.pdf

IANNONE P and NARDI E (2005) Counterexamples: is one as good as many? Proceedings of the 4th Mediterranean Conference in Mathematics Education, Palermo, Italy. Volume II, p379-388.

NARDI E and IANNONE P (2004) On the Fragile, Yet Crucial Relationship Between Mathematicians and Researchers in Mathematics Education, Proceedings of the 28th Annual Conference of the International Group for Psychology in Mathematics Education, 14-18 July 2004, Bergen, Norway. Volume III, p401-408.

NARDI E and IANNONE P (2003) Mathematicians On Concept Image Construction: Single ‘Landscape’ Vs ‘Your Own Tailor-Made Brain Version’ Proceedings of the 27th Annual Conference of the International Group for Psychology in Mathematics Education, 13-18 July 2003, Honolulu, USA. Volume III, p365-372.

NARDI E and IANNONE P (2003) The Rough Journey Towards a Consistent Mathematical Proof: the P(n) ® P(n+1) Step in Mathematical Induction. Proceedings of the 3rd Mediterranean Conference on Mathematics Education, p621-628. 3-5 January 2003, Athens, Greece. ISBN: 960-7341-25-2

NARDI E and JAWORSKI B (2002) Developing a Pedagogic Discourse in the Teaching of Undergraduate Mathematics: On Tutors’ Uses of Generic Examples and Other Pedagogical Techniques, Proceedings of the 2nd International Conference on the Teaching of Undergraduate Mathematics, 1-6 July 2002, Crete, Greece. Available on CD ROM and at http://www.math.uoc.gr/~ictm2/

IANNONE P and NARDI E (2002) A Group as a ‘Special Set’? Implications of Ignoring the Role of the Binary Operation in the Definition of a Group, Proceedings of the 26th Annual Conference of the International Group for Psychology in Mathematics Education, 21-26 July 2002, Norwich, UK Volume 3, p121-128.

NARDI E and IANNONE P (2001) The Unnecessary War Between Rigour and Intuition in the Learning of Advanced Mathematics, Proceedings of the 5th Annual Panhellenic Conference of Mathematics Education, p295-301. 12-14 October 2001, Thessaloniki, Greece

IANNONE P and NARDI E (2001) On the Tail of a Sequence, the Universal Quantifier and the Definition of Convergence, Proceedings of the 5th British Congress on Mathematics Education, 5-7 July 2001, Keele University. p147-157.

NARDI E and IANNONE P (2001) On Convergence of a Series: The Unbearable Inconclusiveness of the Limit-Comparison Test. Proceedings of the 25th Annual Conference of the International Group for Psychology in Mathematics Education, 12-17 July 2001, Utrecht, Netherlands. Volume 3, p399-406.

NARDI E and STEWARD S (2001) Observations on the Nature of Quiet Disaffection in the Mathematics Classroom. Proceedings of the 25th Annual Conference of the International Group for Psychology in Mathematics Education, 12-17 July 2001, Utrecht, Netherlands. Volume 3, p407-414.

JAWORSKI B, NARDI E and HEGEDUS S (2000) Characterising Undergraduate Mathematics Teaching: a report on preliminary findings. p.117-122. In BILLS L and HARRIES T (eds) Proceedings of the 4th British Congress of Mathematics Education. University College, Northampton, UK.

JAWORSKI B, NARDI E and HEGEDUS S (1999) Characterising Undergraduate Mathematics Teaching. p.121-128. In ZASLAVSKY O (ed.) Proceedings of the 23rd Annual Conference of the International Group for Psychology in Mathematics Education, Volume III. Technion University, Israel.

NARDI E (1999) Using Semi-structured Interviewing to Trigger University Mathematics Tutors' Reflections On Their Teaching Practices. p.321-328. In ZASLAVSKY O (ed.) Proceedings of the 23rd Annual Conference of the International Group for Psychology in Mathematics Education, Volume III. Technion University, Israel.

NARDI E (1998) Mapping Out the First - Year Mathematics Undergraduate’s Difficulties With Abstraction in Advanced Mathematical Thinking: Didactical Observations Related to the Teaching of Advanced Mathematics From a Cross-Topical Study. p224 - 226. Proceedings of the International Conference on the Teaching of Mathematics. Pythagorion, Greece. John Wiley & Sons, Inc. Publishers.

JAWORSKI B and NARDI E (1998) The Teaching - Research Dialectic in a Mathematics Course in Pakistan. p.80-87. In OLIVIER A and NEWSTEAD K (eds.) Proceedings of the 22nd Annual Conference of the International Group for Psychology in Mathematics Education, Volume III. University of Stellenbosch, South Africa.

AINLEY J, NARDI E and PRATT D (1998) Graphing as a Computer-Mediated Tool. p.243-258. In OLIVIER A and NEWSTEAD K (eds.) Proceedings of the 22nd Annual Conference of the International Group for Psychology in Mathematics Education, Volume I. University of Stellenbosch, South Africa.

NARDI E (1996) Tensions in the Novice Mathematician's Induction To Mathematical Abstraction. p51-57. In PUIG L and GUITIEREZ A Proceedings of the 20th Annual Conference of the International Group for Psychology in Mathematics Education, Volume IV. Universitat de Valencia, Spain.

NARDI E (1994) Pathological Cases of Mathematical Understanding. Volume III, p336-343  Proceedings of the 18th Annual Conference of the International Group for Psychology in Mathematics Education, Lisbon, Portugal.

NARDI E (1994) Visualisation and Symbolisation: A Few Thoughts on the Occasional Inappropriateness of Image. In the supplement to the Proceedings of the 18th Annual Conference of the International Group for Psychology in Mathematics Education, Lisbon, Portugal.

 

Short Contributions to Journals and Refereed Conference Proceedings

Nardi, E., & Biza, I. (2016, in press). Consistency, Specificity, Reification of Pedagogical and Mathematical Discourses in student teacher narratives on the challenges of their school placement experience. Proceedings of the 1st INDRUM (International Network for Didactic Research in University Mathematics) Conference: an ERME Topic Conference. Montpellier, France.

Nardi, E., Biza, I., González-Martin, A., Gueudet, G., Iannone, P., Viirman, O. & Winsløw, C. (2015). University Mathematics Education. In N. Vondrova & K. Krainer (Eds.), Proceedings of the 9th Conference of European Researchers in Mathematics Education (pp. 2048-2051). Charles University, Prague: The Czech Republic.

Nardi, E. (2014). Do bold shakeups of the learning-teaching agreement work? A commognitive perspective on a LUMOS low lecture innovation. In B. Barton, G. Oates, & M.O.J. Thomas (Eds.) Community for Undergraduate Learning in the Mathematical Sciences (CULMS) Newsletter 9, 4-10.

Biza, I., Nardi, E., & Joel, G. (2014). Mathematics versus mischief in the secondary classroom: A study of teachers' priorities. 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. 18). Vancouver, Canada: PME.

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.

Nardi, E, Biza, I., González-Martin, A., Gueudet, G., & Winsløw, C. (2013). University Mathematics Education. In Ubuz, B., Haser, Ç. & Mariotti, M.A.  (eds.) Proceedings of the 8th Conference of European Research in Mathematics Education  (CERME). (pp.2270-2275). Antalya, Turkey.

Kanellos, I., Nardi, E., & Biza, I. (2013). The interplay between fluency and appreciation in secondary students’ first encounter with proof. In A.M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 5, pp. 84). Kiel, Germany: PME.

Nardi, E. (2012). Establishing synergy between mathematicians and mathematics educators: the case of teaching and learning the concept of limit. Colloque hommage à Michèle Artigue, Université Paris Diderot- Paris 7, France. May 31 – June 2.

Kanellos, I., Nardi, E., & Biza, I. (2011). Tendencies towards deductive reasoning in secondary students’ pre-proof ideas: A Greek case. In tbc (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 1, pp. 464). Ankara, Turkey: PME.

Nardi, E., Iannone, P., Biza, I., Giraldo, V., González-Martin, A. S., Gueudet, G., et al. (2011). Exploring the transition to and within university mathematics from different perspectives. In tbc (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 1, pp. 170). Ankara, Turkey: PME.

Nardi, E, González-Martin, A., Gueudet, G.,  Iannone, P. & Winsløw, C. (2011). University Mathematics Education. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings of the 7th Conference of European Research in Mathematics Education (CERME). (pp. 1923-1927). Rzeszów, Poland.

Biza, I., Nardi, E., & González-Martín, A. S. (2009). Introducing the concept of infinite series: preliminary analyses of curriculum content and pedagogical practice. Research in Mathematics Education 11(2), 185-186.

NARDI E, IANNONE P, BIZA I, GIRALDO V, GONZÁLEZ-MARTÍN A, and PINTO M (2009) The role of theory in university-level mathematics education research. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 298. Thessaloniki, Greece: PME.

IOANNOU M and NARDI E (2009) Visualisation as a meaning-bestowing process  in the learning and teaching of abstract algebra. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 397. Thessaloniki, Greece: PME.

KANELLOS I and NARDI E (2009) Ritual, arbitrary and impractical: do students’ proof schemes mirror classroom experiences? In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 461. Thessaloniki, Greece: PME.

NARDI E and IANNONE P (2008) Shifts in generating pedagogical theory in university-level mathematics education research. Working Session. In Figueras, O. & Sepúlveda, A. (Eds.). Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XX North American Chapter Vol. 1, pp. 200. Morelia, Michoacán, México.

IANNONE P, NARDI E and BILLS L (2008) Engagement with mathematics at post-compulsory level. Short Oral Communication. In Figueras, O. & Sepúlveda, A. (Eds.). Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XX North American Chapter Vol. 1, pp. 274. Morelia, Michoacán, México.

NARDI E (2006) A good moment in time to stop ‘shying away from the nature of our subject’? Towards an overwriting of mathematical stereotypes in popular culture. J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (eds), Proceedings of the 30th Annual Conference of the International Group for Psychology in Mathematics Education. Prague, Czech Republic, Vol. 1, pp. 413.

 

Papers in Conference Proceedings (other)

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.

Nardi, E. (2016). Exploring and overwriting mathematical stereotypes in the media, arts and popular culture: The visibility spectrum.  khdm-Report, 5, 73-81.

Nardi, E., Healy, L., & Biza, I. (2015). The CAPTeaM Project (Challenging Ableist Perspectives on the Teaching of Mathematics): A preliminary report. In G. Adams (Ed.) Proceedings of the British Society for Research into the Learning of Mathematics Day Conference 35(2) (pp. 52-57). Durham: BSRLM.

Biza, I., Nardi, E., & Joel, G. (2014). What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? In G. Adams (Ed). Proceedings of the British Society for Research into Learning Mathematics 34(2) (pp. 13-18). Southampton: BSRLM.

Nardi, E., Biza, I., González-Martin, A., Gueudet, G., & Winsløw, C. (2014). Remarks on institutional, sociocultural and discursive approaches to research in (university) mathematics education:  (Dis)connectivities, challenges and potentialities. In P. Barmby (Ed.) Proceedings of the British Society for Research into Learning Mathematics 34(1) (pp. 89-94). London: BSRLM.

GONZÁLEZ-MARTÍN A, SEFFAH, R, NARDI, E and BIZA, I (2009). The understanding of series: the didactic dimension. Proceedings of the 61st Meeting of CIEAEM (Commission Internationale pour l'Étude et l'Amélioration de l'Enseignement des Mathématiques), 203-7. Montreal, Canada. Available at: http://math.unipa.it/~grim/cieaem/Proceedings_cieaem_QRDM_Montreal_09_orales_sub1-2.pdf

IOANNOU, M and NARDI E (2009). Engagement, abstraction and visualisation: Cognitive and emotional aspects of Year 2 mathematics undergraduates’ learning experience in Abstract Algebra. Proceedings of the Conference of the British Society for Research into the Learning of Mathematics, 29(2), 35-40. Bristol.

Nardi, E. (2008). Amongst Mathematicians and conversations on the teaching and learning of mathematics at university level: The case of visualisation. 11th International Congress of Mathematics Education (Monterrey, Mexico). Regular Lectures Series.

NARDI E, BIZA I and GONZÁLEZ-MARTÍN A (2008). Introducing the concept of infinite sum: Preliminary analyses of curriculum content. Proceedings of the Conference of the British Society for Research into the Learning of Mathematics, 28(3), 84-89, London.

NARDI E (2006) Mathematicians and conceptual frameworks in mathematics education …or: why do mathematicians’ eyes glint at the sight of Concept Image / Concept Definition? Simpson, A (ed) Retirement as Process and Concept: A Festschrift for Eddie Gray and David Tall, Prague 15-16 July. p181-189

BIZA I, NARDI E and ZACHARIADES T (2006) Pedagogical sensitivity and procedural thinking: an uneasy relationship? Proceedings of Conference  of the British Society for Research into the Learning of Mathematics. June 17th,  2006. Bristol, UK. 13-18.

NARDI E (2004) ‘Mathematicians’ insight into students’ learning: a ‘generous’ and painstaking pursuit of mathematical meaning?’ Plenary Lecture. Proceedings of HTEM-2, the 2nd Conference for History and Technology in Mathematics Education, Department of Mathematics, State University of Rio De Janeiro,  Brazil. 2 March 2004. Proceedings edited by Luiz Mariano Carvalho.

SANGWIN C, COOKER M, HAMDAN M, IANNONE P and NARDI E (2004) Working Group 4 – Mathematicians as Educational Co-Researchers: Report of Work in Progress, Proceedings of the Annual Undergraduate Mathematics Teaching Conference, Birmingham 1-3 September 2003. p.93-107. ISSN 1477-7134. Also available at http://www.umtc.ac.uk/

NARDI E (2003)  The Transition From School to University Mathematics, UCL Centre for Interdisciplinary Studies in Higher Education, A Colloquium on Transitions (24/25 October 2003), http://www.ucl.ac.uk/cishe/colloquium/papers/nardi.html.

NARDI E,  IANNONE P and COOKER M (2003) ‘Pre-eighteen students have lost something major’: mathematicians on the form and content of school mathematics, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, Birmingham University, 23(3), 37-42.

NARDI E and IANNONE P (2002) Students, bicycles and the quirks of symbolic language in mathematical logic Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics. Bristol University. 22(2). p49-54.

NARDI E and STEWARD S (2001) ‘Invisible’ students in the mathematics classroom, paper presented at the British Educational Research Association Conference in Leeds in September 2001. Available from the BERA website: http://www.bera.ac.uk/

NARDI E (2001) Domain, Co-Domain and Relationship: Three Equally Important Aspects of a Concept Image of Function. Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics. Manchester University. 21(1). p49-54.

NARDI E (2000) Towards a Calculus as an 'Arsenal of Techniques': Cognitive and Pedagogical issues. Actes Du Séminaire National de Didactique des Mathématiques, Paris, October 14-15. p251-276.

NARDI E and STEWARD S (2000) The invisible child in the mathematics classroom: a preliminary report on quiet disaffection. Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics. Roehampton University. No 20(3). p61-66.

NARDI E and IANNONE P (2000) Adjusting to the Norms of Mathematical Writing: Short Stories on the Journey From Cipher to Symbol. Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics. Roehampton University. No 20(3). p55-60..

SCHWANK I, GELFMAN E and NARDI E (2000) Mathematical Thinking and Learning as Cognitive Processes. p.17-24. In SCHWANK I (ed.) Proceedings of the First Conference of the European Society for Research in Mathematics Education Vol. 2. Publishing House: Forschungsinstitut fuer Mathematikdidaktik, Osnabrück. Vol. 2: ISBN 3-925386-51-3. Also available at: http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html.

NARDI E (2000) The concept of supremum / infimum of a set: A problematic overture to the concept of limit? p.110-116. Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics. Loughborough University.

JAWORSKI B, NARDI E and HEGEDUS S (1999) Undergraduate Mathematics Teaching Project: a Methodological Report of Work in Progress. p43-48. In BILLS L (ed.) Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics. Open University. ISSN 1463-6840.

AINLEY J, NARDI E and PRATT D (1999) Constructing Meaning for Formal Notation in Active Graphing. In SCHWANK I (ed.) Proceedings of the First Conference of the European Society for Research in Mathematics Education Vol. 1. p 189-201. Publishing House: Forschungsinstitut fuer Mathematikdidaktik, Osnabrück. Vol. 1: ISBN 3-925386-50-5. Also available at: http://www.fmd.uni-osnabrueck.de/ebooks/erme/cerme1-proceedings/cerme1-proceedings.html.

NARDI E (1998) Tutors' Reflections Upon the Difficulties of Learning and Teaching Mathematics at University Level: A Report of Work-in-Progress. p79-84. In BILLS L (ed.) Proceedings of the Conference of The British Society for the Research into Learning Mathematics. University of Birmingham.

NARDI E (1997) Coping With the Requirements for Rigour: The Novelty of University Mathematics. p.81-87. In BILLS L (ed.) Proceedings of the Conference of The British Society for the Research into Learning Mathematics. Oxford University.

AINLEY J, NARDI E and PRATT D (1997) Making Connections Through Active Graphing. p.64-70. In BILLS L (ed.) Proceedings of the Conference of The British Society for the Research into Learning Mathematics. Oxford University.

 

Editorials

Nardi, E., Biza, I., González-Martin, A., Gueudet, G., & Winsløw, C. (2014). Institutional, sociocultural and discursive approaches to research in university mathematics education. Research in Mathematics Education 16(2), 91-94.

Hodgen, J., Nardi, E., & Rowland, T. (2012). Research in Mathematics Education, 14(2), 107-108.

Nardi, E., & Rowland, T. (2010). Research in Mathematics Education, 12(2), 95-97.

Rowland, T., & Nardi, E. (2008). Leone Burton: An appreciation. Research in Mathematics Education, 10(2), 117-118.

Rowland, T., & Nardi, E. (2008). Research in Mathematics Education, 10(1), 1-2.

 

General Media

Yeoman, K., Bowater, L. & Nardi, E. (2015). Research perceptions. SUPI Spotlight.

Biza, I., Nardi, E. & Joel, G. (2015). "My classroom is a no put down zone": Transforming trainees’ aspirational thinking into solid practice. Partnership Post, March 2015, 10.

 

Interview: Elena Nardi, NCETM Secondary Magazine, https://www.ncetm.org.uk/resources/30191

 

The ESRC-funded study Attitude and Achievement of the Disengaged Pupil in the Mathematics Classroom was widely reported in the national media. Examples:

 

BBC Radio 4

Lenny Henry’s series ‘What’s so great about…?’. Episode: Mathematics. 12 January, 2010

TES

http://www.tes.co.uk/search/search_display.asp?section=Archive&sub_section=News+%26+opinion&id=365516&Type=0

Guardian Education

(14 June 2002): http://www.guardian.co.uk/Archive/Article/0,4273,4433686,00.html 

TES Scotland: http://www.tes.co.uk/search/search_display.asp?section=Archive&sub_section=Scotland&id=382631&Type=0

Regional East Anglian Press

The Eastern Daily Press, The Evening News, The Advertiser (21 June 2002)