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mathematician’s encounter with mathematical abstraction: Tensions in concept-image construction and formalisation Unpublished doctoral thesis, University of Oxford, UK (available at http://www.uea.ac.uk/~m011 and http://www.bodleian.ox.ac.uk/ora/oxford_etheses).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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Short Contributions to Journals and Refereed Conference Proceedings

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

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

Biza, I., Nardi, E., & Joel, G. (2014). Mathematics versus mischief in the secondary classroom: A study of teachers' priorities. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (PME) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA)  (Vol. 6 pp. 18). Vancouver, Canada: PME.

Thoma, A., & Nardi, E. (2014). Process-object conflicts in student perceptions of the indefinite integral as a class of functions. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (PME) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA)  (Vol. 6 pp. 245). Vancouver, Canada: PME.

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Papers in Conference Proceedings (other)

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)

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Updated: 1 March 2016