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.
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.
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 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)