Curriculum Vitae

Elena Nardi

 

Summary

Date of Birth: 14 June 1968

I am currently Reader in 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; and, secondary mathematics teachers’ epistemological and pedagogical knowledge and beliefs. I currently supervise nine students at doctoral level and six at Masters level. Amongst the post-graduate students that I have supervised are nine students at doctoral level. I am the director of EDU’s MA in Mathematics Education and coordinator of its main modules Introduction to research in mathematics education and Dissertation. I am module coordinator of the BA’s module Children, teachers and mathematics: Changing public perceptions of mathematics and I contribute sessions to the PhD, EdD, MA and BA programmes of the School – as well as the module The learning and teaching of mathematics run by EDU for UEA’s School of Mathematics (MTH). I am also co-director of the MSc in Mathematics with Mathematics Education, jointly run by MTH and EDU. I am EDU’s Director of Research and Chair of Research Committee, the co-ordinator of EDU’s RME Group (Research in Mathematics Education), a member of EDU’s Promotions Committee and Social Science Faculty’s ESRC Peer Review Panel. I am Joint Editor-in-Chief of the Routledge journal Research in Mathematics Education, the official journal of BSRLM, the British Society for Research into the Learning of Mathematics. My monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008. I am also a member of the ESRC Peer Review College.

 

Essential Dates, Work Experience and Qualifications

 

2010-         Member, ESRC Peer Review College.

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

2007-         Joint Editor-in-Chief: Research in Mathematics Education.

2003-7       Senior Lecturer in Mathematics Education and Project Director to HEA-MSOR funded project and UEA Teaching Fellowship project, University of East Anglia.

1998-03     Lecturer in Mathematics Education and Project Director to one ESRC, two Nuffield Foundation and one LTSN funded projects. Also, 1999-2000, Mentor and Research Associate to: the TTA-funded project on Pupil Disaffection of the Norwich Area School Consortium directed by Prof. John Elliott, , 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 (Psychology of Mathematics Education) Mathematical Institute and Department of Educational Studies, University of Oxford; A level Teacher of Mathematics, Peers School, Oxford; Wingate Foundation Post-doctoral Researcher, Department of Educational Studies, University of 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 in Mathematics Education, Linacre College. MSc Research Methodology in Education (attendance), Department of Educational Studies, 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 in Mathematics Education, Wolfson College. Research Methodology Training Courses (attendance). Department of Education, University of Cambridge.

1988-98     Private Tutor: primary and secondary Mathematics, Greece and UK.

1993-98     Private Tutor: Modern Greek, UK.

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

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

Research Expertise

 

The bulk of my research is in the area of mathematics teaching and learning at university level. Other areas in which my research contributes are: socio-affective and cognitive issues of secondary students’ engagement with mathematics; and, secondary mathematics teacher knowledge and beliefs.

My work in the area of mathematics teaching and learning at university level was launched, with my doctorate at Oxford, in 1992. The study set out from the idea that mathematical abstraction ranks among the least accessible mental activities and that, particularly in the UK educational context, the encounter with mathematical abstraction is the crucial step of the transition from informal school mathematics to the formalism of university mathematics. The study explored this transition through observations and interviews. Through co-ordinating elements of cognitive and socio-cultural theories on mathematical learning – the students’ encounter with mathematical abstraction was seen both as a personal meaning-construction process and as an enculturation process – the thesis offered analysis of a systematically selected series of learning episodes from the then un-researched context of lecturer-student tutorials and from the then under-researched mathematical topics of Foundational Analysis, Calculus, Linear Algebra and Group Theory. The thesis identified cross-topic characteristics of the students’ emerging mathematical thinking and proposed that the students’ interaction with the new concept definitions was obstructed by unstable previous knowledge. Their concept image construction was described as a construction of meaningful metaphors and an exploration of the 'raison-d'-être' of the new concepts. The thesis also mapped the tension between the informal/intuitive/verbal modes of reasoning in school mathematics and the formal/abstract/symbolic modes of reasoning in university mathematics. The analysis also revealed that the students were in difficulty with the mechanics of formal mathematical reasoning as well as with applying these mechanics in a contextualised manner. This difficulty to contextualise was linked to the fragility of their knowledge with regard to the nature of rigour in formal mathematics.

Most of these themes were further explored in studies that I carried out during my early years at UEA. In the course of these studies the focus on learners was gradually complemented by a focus on university mathematicians, particularly those with Year 1 and 2 teaching responsibilities. This shift of focus was initiated by a small-scale ‘respondent validation’ exercise that followed my doctorate: in this the Oxford college tutors who had allowed me access to their individual tutorials with Year 1 mathematics undergraduates were interviewed with regard to their reflections on samples of the doctorate’s findings. The method – extensive interviewing grounded on thematically selected samples of the doctorate’s data and findings – proved powerful and allowed the emergence of rich accounts of tutors’ pedagogical reflections. A set of these regarded the distinction between school-university conflicts, inter-university course conflicts and intra-university course conflicts that the students experience with regard to the knowledge they are allowed to assume. The study evolved into a larger interview and observation study that described university mathematicians conceptualisations of their first-year students’ difficulties, descriptive accounts of their strategies for facilitating the overcoming of these difficulties and self-reflective accounts regarding their teaching practices in terms of SPA, a four-level spectrum of pedagogical awareness, one of the first systematic attempts to map out issues of university mathematics teaching.

The above method of eliciting university mathematicians’ pedagogical perspectives (lengthy, multiple interviewing grounded on thematically selected samples of data and findings) evolved further in a series of collaborative studies that I set up in the early 2000s.  In these, university mathematicians were interviewed in groups, thus allowing the diversity of expertise and of epistemological and pedagogical perspectives to enrich the collected data in rather unprecedented ways. In addition to various publications – journal and conference papers, seminars, a booklet of activities geared towards assisting new lecturers’ introducing proof to Year 1 students – data analyses led to Amongst Mathematicians: Teaching and Learning Mathematics at University Level. As noted by reviewers this Springer 2008 monograph constitutes a unique illustration of mathematicians’ pedagogical perspectives – their richness as well as their convergence, or digression from, mainstream mathematics education researcher perspectives on learning and teaching. An example of this richness is the set of five key issues (labeled as Appearances, Inconsistent Symbolisation, Premature Compression, Ambivalent Visualisation and Undervalued Verbalisation) identified by the interviewed mathematicians as characterising students’ mathematical behaviour in their attempts to conveying mathematical meaning through symbols, words and diagrams in the early years of their university mathematics studies. The monograph also offered a poignant portrayal of the potential benefits, not infrequent suspicion and obstacles that characterise the fragile relationship between mathematicians and mathematics educators. At the moment funding is being sought for a larger, lecture and group seminar based, design experiment that transforms the pedagogical recommendations that emerged from the above study into sustainable and effective pedagogical practice. A small-scale effort in this direction was 2006’s How to Prove It, a brief guide for teaching proof to mathematics undergraduates that combined some of the study’s findings with recommendations put forward in the relevant literature. The study, and the book, have attracted a significant number of invitations for departmental seminars and workshops which have been the main route of its dissemination in the UK as well as abroad.

In parallel to the above, and through my involvement as a research mentor in a study of disaffection in my first years at UEA, I became interested in the social, affective and cognitive dimensions of engagement with mathematics. The classroom observation and group interview study that resulted from this interest became eventually known as T.I.R.E.D., standing for the, rather depressing, five-dimensional description of secondary students’ often quiet but deeply ingrained disaffection with mathematics (Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation). Soon after its completion in 2003 the study became a staple reference in most writings on mathematical engagement in academic and professional journals, policy documents and in the UK press.

T.I.R.E.D. also became the starting point for a proactive, mathematical engagement initiative that in 2006 took the form of a collaboration between UEA’s Schools of Education and Mathematics and the Norfolk Further Mathematics Centre. Initially through a UEA Teaching Fellowship, but thereafter funded largely by the Centre and local schools, an annual event, named University Mathematics Day, was set up for the purpose of engaging secondary students with a day of mathematical activities. The day consists of ‘university-style’ lectures, workshops on challenging mathematical problems and panel discussions with professional mathematicians from a range of backgrounds and expertise. The success and longevity of the initiative offers substantiation to the idea that, with appropriate levels of individual effort, institutional support and goodwill across the board, researchers and practitioners in mathematics education can work closely and productively together towards enhancing students’ learning experiences in mathematics and thus improving their attitudes-towards, beliefs-about and engagement-with the subject. At the moment funding is being sought for a larger, school-based, collaborative study of mathematical re-engagement that will deploy the Learning Studies approach in order to explore the pedagogical potential of mathematical challenge as intrinsic motivation, an approach that emerged as potent in the T.I.R.E.D. analyses.

Since 2005 my research has also been in the area of mathematics teacher knowledge and beliefs. Motivated by previous reports of the overt discrepancy between self-reported teacher beliefs about mathematics and pedagogy (e.g. in interviews) and actual practice, this work explores teacher knowledge in situation-specific contexts. Specifically it engages secondary mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining flawed (fictional) student solutions; and, describing, in writing, feedback to the students. So far the Tasks, coupled with post-Task individual semi-structured interviews, have allowed us to access a range of teacher knowledge (epistemological and pedagogical) and to make concrete contributions to previous, seminal, work on pedagogical content knowledge and mathematical knowledge for teaching. For example, we have been able to map out teachers’ views on the role of visualisation in the justification of a claim in the mathematics classroom and how these views can influence instruction.We have also outlined a novel didactical contract which maintains a role for reasoning and proof in the mathematics classroom that is not disjoint from the creative parts of visually-based classroom activity and that reflects learners’ essential intellectual needs. A wider use of these tasks in research and teacher education programmes in Canada and Brazil is also currently in development.

At the moment the study’s most significant theoretical contribution is also in its proposition for an approach to analysing teacher arguments that takes into account field dependence – namely, the dependence of warrants deployed in an argument on the field of activity to which the argument relates. The proposed approach to analysing teacher arguments consists of an adaptation of previously proposed classifications  of warrants that distinguishes between: epistemological and pedagogical a priori warrants, professional and personal empirical warrants, epistemological and curricular institutional warrants, and evaluative warrants. The study’s analyses demonstrate how teacher arguments, not analysed for their mathematical accuracy only, can be reconsidered, arguably more productively, in the light of other teacher considerations and priorities: pedagogical, curricular, professional and personal. Funding is currently sought for extension of the study’s analyses, enrichment of its repertoire of Tasks and expansion of its data collection to more schools in the UK and elsewhere.

In the 1990s, I was also Research Associate to two studies that are somewhat tangentially relevant to the above. One was an evaluation (questionnaire) study of the teacher education programme at Oxford. The other was a study of primary pupils’ interpretation, construction and utilisation of data handling and graphs. The study elaborated the notion of Active Graphing, a way of engaging with graph construction and interpretation that allows high order mathematical skills such as pattern and trend spotting, normalising and formalising to be developed in the context of IT-supported, specially tailored classroom activities. My involvement with these studies was a key formative experience and ended with the publication and dissemination of their findings.

See more on above projects in: Essential Work Experience, Research Grants and Publications.

 

Research Grants

Pending

2011          British Academy Small Research Grant. Mathematics teachers’ decision making in the secondary classroom: Using Toulmin’s model to investigate pedagogical, epistemological and institutional considerations. PI: Irene Biza. 10K.

 

Funded: completed and ongoing

2003-         EU Erasmus Staff Mobility Exchange Programme. With Dr Theodossios Zachariades (National and Kapodistrian University of Athens, Greece). Approx. 2K 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.

 

Unfunded

2011          Higher Education Academy Teaching Development Grant. Shifts in language, culture, and scientific paradigm: Pedagogical innovation in the supervision and teaching of international post-graduate students. 7K

2011           CRSH: Conseil de recherches en sciences humaines du Canada (SSHRC, Social sciences and Humanities Research Council of Canada). Conception, mise à l'essai et évaluation de séquences d'enseignement visant à enrichir les connaissances de futurs enseignants de mathématiques au secondaire (Conception, implementation and evaluation of teaching sequences aiming to enrich future secondary mathematics teachers' knowledge). Consultant. PI: Alejandro S. González-Martín (University of Montreal, Canada). 100K

2011           British Academy Overseas Conference Grant. For presenting research paper, organizing Working Session and participating in PME35 (Ankara, Turkey; July 10-15). Joint application with Irene Biza (Loughborough University). 0.3K

2011-16      EU Framework for Education and Lifelong Learning – Greece – Thales: Support for Interdisciplinary and/or Cross-institutional Basic and Applied Research and Innovation (in collaboration with leading researchers from abroad). Cognitive, social and emotional aspects of Year 1 and 2 mathematics undergraduates’ learning experience in Calculus and Algebra. Joint application by a team of researchers from three mathematics departments in Greece (Athens: Zachariades and Potari; Patras: Mamona-Downs; Crete: Kourouniotis) and two in the UK (UEA: Nardi and Biza; Loughborough: Jaworski). 534K.

2011          British Academy Overseas Conference Grant. For presenting research paper, organizing and leading Working Group 14 (University Mathematics Education) in CERME7 (Rzeszow, Poland; February 9-13). 0.3K

2010          Enjoying mathematics outdoors: Events for primary children and their parents. CUE East. PI: Paola Iannone. 1.5K.

2010          Maths and science - the scary bits: teachers facing their fears in the early years of schooling. The Nuffield Foundation. PI: Anne Cockburn. 119K.

2009          Pedagogical innovation for the improvement of secondary students’ engagement with mathematics: challenge as intrinsic motivation. With Irene Biza (PI). British Academy, the Royal Academy of Engineering and the Royal Society Newton International Fellowships scheme. 102K

2009          Enriching student experience in mathematics with meaningful exemplification, visualisation and applications: The case of infinite series. Higher Education Academy – Mathematics, Statistics and Operational Research Project Scheme. With Irene Biza. 5K

2009          Calculus with Dynamic Geometry: Retention at A level and conceptual understanding. With Irene Biza (PI). The Royal Society Education Research Fellowships, 150K.

2009          ESRC seminar series. Transforming theory into practice: the case of teaching and learning mathematics at university level. PI: Paola Iannone, Co-applicants: Elena Nardi, Irene Biza, Adrian Simpson, Lara Alcock, Matthew Inglis. 15K

2009          Mathematical challenge as intrinsic motivation: Re-conceptualising the ‘object of learning’ in secondary mathematics through Learning Studies. ESRC. With Paola Iannone, Irene Biza, John Elliott and Gareth Joel. 100K.

2009          The concept of real number at the origin of difficulties and obstacles to learn postsecondary mathematics. SSHRC (Canada) With Alejandro S. González-Martín, Victor Giraldo, Analia Bergé and Irene Biza. 15K.

2008          Collaborative innovation in undergraduate mathematics teaching: improving Year 1 undergraduates’ reasoning, writing and presentation skills. ESRC. With Paola Iannone, Shaun Stevens (MTH) and Irene Biza. 100K.

2008          Current substantive and methodological shifts in university-level mathematics education research: a preliminary literature review. BA. With Paola Iannone and Irene Biza 7.5K.

2008          Introducing the concept of infinite sum to science, engineering and mathematics undergraduates (curriculum content and pedagogical practice). British Academy. With Irene Biza.7.5K.

2008          Enriching student experience in mathematics with meaningful applications and visual representations: the case of infinite series. UEA Teaching Fellowship. With Irene Biza. 5K

 

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 Seminars, Lectures, Workshops and Teaching External to UEA

 

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

 

2009-           International Journal of Science and Mathematics Education, member of the Editorial Board.

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

2003-         Mediterranean Journal for Research in Mathematics Education, member of the Editorial Board.

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 regular reviewer for: journals (e.g. Educational Studies in Mathematics, Journal for Research in Mathematics Education, Journal of Mathematics Teacher Education, British Educational Research Journal, Cambridge Journal of Education), national and international conferences (e.g. PME, CERME, BCME, ICTM, MCME, GARME) and research funders in the UK (e.g. 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), Advanced Mathematical Thinking (2007-) and University Mathematics Teaching (2010-).

 

External Examining / Evaluation / Consultancy experience

 

2012-4 External evaluator, NSF Research Grant. Application by Prof. Arthur B. Powell (Rutgers University) and Dr Alejandro S. González-Martín (University of Montreal).

2012    Member of the PME Trustee Board. Application by Dr Tim Rowland (University of Cambridge).

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-  Overseas Consultant, CULMS (Community for Undergraduate Learning in the Mathematical Sciences), The University of Auckland, New Zealand.

2011    Member of Advisory Board, NSF Career Award. Application by Dr Timothy Fukawa-Connelly, University of New Hampshire, USA.

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 are presentations, except as noted. Titles of papers available in the 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

 

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

 

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 PhD in Mathematics Education theses:

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

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

·            Leung, K.M. (2008) 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 MA in Mathematics Education dissertations:

·            Ozlem Cangul (2010), Jack Keeler (2010, second supervisor). Kakia Sfongali (2009), Despoina Christophorou (2009, joint supervisor), Erodotos Koupatos (2008, second supervisor).

Currently:

·            First supervisor to the PhD in Mathematics Education theses of (due dates in brackets): Marios Ioannou (2011), Bader Al Dalan (2014), Ioannis Kanellos (2012, EdD).

·            Second supervisor to the PhD in Mathematics Education theses of: Leo C. Shen (2011), Gareth Joel (2015), Ellen Tseng (2011), Mari Palmer (2011, EdD), Peter-Paul Okurut (2012, EdD).

·            First supervisor to the Mathematics Education Masters dissertations: Washington Mabuto (2011), Hamad Abdullatif Alhalaibi (2011), Ahmed Alfraihan (2011), Gill Larkin (2011), Jemima Pankhurst (2011), Aysegul Avci-Daynes (2011).

Outside the area of mathematics education:

Completed EdD theses:

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

Currently:

·            Second supervisor to the EdD theses of: Lee Beaumont (first supervisor till 2010, second thereafter, due to complete in 2011-12); Kelly Walker.

 

Teaching at post-graduate and undergraduate level

 

My teaching at UEA has been driven by two fundamental principles: it is research led and it aims to build bridges between educational theory and pedagogical practice. In my first years at UEA I contributed sessions to the EdD, MA and PGCE SY Mathematics programmes. Most were sessions on educational research methods and deployed my ongoing and completed research studies as the grounding for a discussion of methodological and epistemological issues as well as research techniques. Over the years several of these sessions (methodological sessions on, for example, data grounded theory, qualitative methods of data collection  such as interviewing and observation, qualitative data analysis methods such as coding and categorising, narrative methods of educational enquiry; substantive sessions on, for example, issues of mathematical engagement; and, technical sessions on, for example, optimal uses of UEA’s electronic library resources and using the bibliographical software Endnote) have become niche, regularly adjusted and replicated contributions to most of EDU’s programmes.

From 2002 I became further involved with whole-module design and delivery, mostly through the research methods provision on the EdD (member of the EdD team since its earlier cohorts), a seminar programme for EDU’s PT PhD students and, the 15 3h sessions for the MA AEP module which I ran, also jointly, for several years. This module, since 2007 taught by other colleagues in EDU, introduced an innovative module structure that, given its effectiveness as well as appreciation by students, faculty and examiners, I have employed in most of my module designs ever since. This structure consists of a combination of: key pre-distributed by the lecturer readings (e.g., in the case of the MA AEP module these were in educational research methods); embedding into personal, professional and own research practice through student and lecturer instigated examples; and, furthering theoretical and applied understanding through student instigated contribution of additional readings. I currently deploy appropriately adjusted variations of this structure in the three modules I have been responsible for (FTPhD, twenty 2h sessions: Introduction to Educational Research, 2007-10; MA in Mathematics Education, fifteen 3h sessions: Introduction to Research in Mathematics Education, ongoing; BA Y3, twelve, 2h sessions: Research Methods in Education, 2009-10; BA Y3, twelve, 4h sessions (2h lecture, 2h seminar): Children, Teachers and Mathematics: Changing public perceptions of mathematics, ongoing).

With regard to teaching in my substantive area of expertise, mathematics education, in 2007 I launched UEA’s first MA in Mathematics Education. The course is attracting increasing numbers of international students and is also becoming the entry point into a career in mathematics education research for some of its graduates (e.g. through co-authoring and presenting papers based on their MA dissertation, continuing to doctoral studies etc.). Its students join the vibrant community of EDU’s PhD and EdD students in mathematics education who are also welcome to the MA sessions.

Furthermore, following an invitation by UEA’s School of Mathematics I, with MTH and EDU colleagues, have designed a new course, MSc in Mathematics with Mathematics Education, a one-year Masters qualification that will strengthen the links between the two Schools as well as consolidate further our research-led, and now also course provision related, longstanding collaboration. The course is the first of its kind in the UK, was approved in 2011 and aims to recruit for the first time in 2012-13.

Finally, since 2003 I have been trialing and further refining above approaches to postgraduate and undergraduate teaching in a range of other UK and international institutions through visiting professorships in education and mathematics departments (see Teaching External to UEA section).

 

Leadership, Administration and Management

 

I am currently EDU’s Director of Research, the leader of EDU’s RME Group (Research in Mathematics Education) and a member of EDU’s Promotions Committee. I am also member of Social Science Faculty’s ESRC Peer Review Panel. Between 2007 and 2010 I was also EDU’s and Director of Admissions on Research Programmes (PhD, MPhil and MRes).

I have been a member of EDU’s Research Committee since the early days of my arrival at UEA and I have also been actively engaged with building the School’s research capacity (e.g. through the employment of research associates through my funded research and the launch of the academic career of new researchers) and research culture (e.g. through regular organisation of external and in-house seminars as well academic visits to the school). I have also been proactive towards bridging the gaps between the School’s researchers and teacher educators through mentoring and engaging in research activity members of the teacher education programmes.

As EDU’s Director of Research I am currently working towards the School’s preparation for REF as well as its long-term research planning, both at School and individual levels. Since I took over in June 2009 the School’s research group structure has been further clarified, as has the membership of its Research Committee. Processes for collecting, discussing, monitoring and modifying individual research plans are in place as are processes for collating and reporting hitherto research outputs and achievements. Responsibilities for organising EDU’s multiple seminar and reading group series have been stream-lined and distributed to a wide but flexible team of relatively new lecturers. In 2009-10 I worked closely with the School’s Director of Teaching and Learning on Post-Graduate Programmes towards a faculty bid for an ESRC Research Training Centre. I have also been working closely with the Head of School on new appointments to the School (including a Chair and a Lecturer).

As EDU’s Director of Admissions on Research Programmes (PhD, MPhil and MRes, 2007-2010) I worked towards a more systematic, precise and speedier processing of applications. To this end I have constructed two databases, one reporting on incoming applications and expressions of interest; and another on EDU’s supervisory expertise. Both aimed to facilitate a fairer and more precise allocation of supervisory responsibilities to the widest possible number of qualified EDU supervisors. The use of these tools was easily transferable to the colleague who took over (e.g. during study leave and afterwards). With colleagues I am currently working on a more systematic promotion of EDU’s supervisory expertise on its website in order to increase the number of applications in research areas more closely related to the expertise and interests of EDU faculty.

In 2000, with Anne Cockburn, we bid successfully for the organisation of PME26 (the 26th Annual International Conference of the Group for Psychology in Mathematics Education, 21-26 July 2002). This key mathematics education research conference attracts hundreds of researchers and has a rigorous refereeing process that leads to the publication of multi-volume refereed proceedings. The 2002 event attracted a then record number of about 500 delegates from more than 50 countries. As acknowledged by the PME IC (international committee) it was an academically and socially successful event – and also profitable. Within UEA it proved to be a very productive challenge for the various providers across campus (conference facilities, IT, catering, accommodation, transport, culture and entertainment) and further strengthened the university’s confidence in its ability to organise events of this scope, size and ambition. At a personal and professional level it provided me with a huge amount of experience across the board (from administrative, IT and managerial skills to reviewing and editing extensive pieces of academic work) and with numerous opportunities to increase the visibility of the then growing mathematics education research at UEA.

In 2003, building on the success and extra visibility of mathematics education activity in UEA brought about by PME26, I launched EDU’s RME Group (Group for Research in Mathematics Education). Over the years the group has grown in reputation and numbers and was crucial to EDU’s success in RAE2008, as a group and in terms of individual submissions, four of the School’s fourteen. My leadership of the group is driven by the aim to launch the career of excellent new researchers in mathematics education, for example through the employment of research associates via funded research. So far we have done so for at least three (Iannone, now a lecturer in EDU, Steward, now at the IOE in London, and Biza, now a lecturer in Loughborough University). A fundamental aim of the group’s activities is also to work systematically towards bringing together the School’s mathematics education researchers and teacher educators. We have been achieving this aim, for example, through engaging in research activity members of the PGCE secondary (e.g. Cramp, Jagdev, Joel) and primary (e.g. Manning, Cockerton) and through encouraging these colleagues’ engagement with post-graduate (Cockerton) and doctoral (Joel) study.

The group now consists of one Professor, one Reader, three Lecturers and a Visiting Fellow, contributors to the teacher education programmes and all doctoral and Masters in Mathematics Education students. It meets once a month and is a hub of support for its members’ research activity on all fronts (publications, grant proposals, preparation of conference and seminar presentations, discussion of doctoral student work etc.). It has a steady stream of academic visitors from several countries (including Canada, Greece and Brazil) and hosts occasional events initiated by the external to UEA research activity of its members (e.g. annual meetings of discussion groups such as Advanced Mathematical Thinking, Understanding of Mathematics and University Mathematics Teaching).

 

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

 

1994-         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).

 

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Updated: 5 January 2012