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and formalisation Unpublished doctoral thesis, University of Oxford, UK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 (Special Issue: Mathematics Education and
Contemporary Theory). Online First: DOI
10.1007/s10649-015-9643-x
Yeoman, K., Bowater, L.
& Nardi, E. (2016). The representation of scientific research in the
national curriculum and secondary school pupils’ perceptions of research, its
function, usefulness and value to their lives. F1000. Online
First.
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
books
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, in press). Concepts and conceptual development. In A. Gutierrez, P. Boero & G.
Leder (Eds.) Second Handbook of Research
on the Psychology of Mathematics Education (pp. tbc-tbc). 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
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, in press). Teaching mathematics to non-mathematicians: what can
we learn from research on teaching mathematicians? Proceedings of the 13th International Congress on Mathematical
Education (ICME13). 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. (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. (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., 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)
Nardi,
E. (2016, in press). Exploring and overwriting mathematical stereotypes in the
media, arts and popular culture: The visibility spectrum. khdm-Report, Number
?, ?-?.
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, 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)
Updated:
1 March 2016