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and formalisation Unpublished doctoral thesis, University of Oxford, UK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.
Articles in
peer-reviewed international journals
Nardi, E., Biza, I., & Zachariades, T. (2011, on line first). ‘Warrant’
revisited: Integrating teachers’ pedagogical and epistemological considerations
into Toulmin’s model for argumentation. Educational Studies in
Mathematics, tbc(tbc), tbc.
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., &
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.
Biza, I., Nardi, E., & Zachariades, T. (2007). Using
tasks to explore teacher knowledge in situation-specific contexts. Journal
of Mathematics Teacher Education, 10, 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, 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, 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
Dreyfus, T., Nardi, E., & Leikin, R. (2012, in press). Forms of
proof and proving. In G. Hanna & M. De Villiers (Eds.), 19th
International Commission for Mathematics Instruction Study (Proof and Proving).
New York: Springer.
Sriraman, B., & Nardi, E. (2012, in press). Theories, models
and frameworks. In M. A. K. Clements, A. Bishop, C. Keitel, J. Kilpatrick &
F. Leung (Eds.), Third International Handbook of Mathematics Education.
New York: Springer.
Biza, I., Nardi, E., & Zachariades, T. (2012, in press). Using
situation-specific tasks to explore teacher mathematical knowledge and
pedagogical beliefs: Examples from algebra and analysis. [Translated into
Portuguese]. 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. tbc). Brazil: UFRJ.
Nardi, E. (2012, in press). Amongst Mathematicians and conversations
on the teaching and learning of mathematics at university level: The case of
visualisation. In B. Barton & M. Artigue (Eds.), Edited collection of
the Regular Lectures of the 11th International Congress of Mathematics
Education (Monterrey, Mexico).
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)
STEWARD S and 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, p4-9.
STEWARD S and 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 I", Mathematics
Teaching 179, p41-44.
CRAMP S and NARDI E (2000) A Snappy Start to a
Mathematics Lesson. Mathematics Teaching 172. p.46-51.
NARDI E (1998) The Novice Mathematician's Encounter
With Mathematical Formalism: A Sample of Findings From a Cross-Topical Study.
The Teaching and Learning of Undergraduate Mathematics Newsletter No 9.
Available at http://www.bham.ac.uk/ctimath/talum/newsletter
Booklets /
Reports
NARDI
E (2012, in press) From generalized
Arithmetic to Abstract Algebra. In
Thomas, M. (ed) Key Mathematical Concepts in the Transition from Secondary
to University. Report commissioned by the International Programme Committee
of the 12th International Congress in Mathematics Education (Seoul,
Corea. July 8-15)
NARDI E & IANNONE P (2006) How To Prove It: a
brief guide for teaching Proof to mathematics undergraduates. Commissioned by the Higher Education
Academy (Mathematics, Statistics and Operational Research branch). ISBN
978-0-9539983-8-8
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
Book Reviews
NARDI E & IANNONE P (2007) Book Review (‘PopCo’), International Newsletter for Women in Mathematics Education. http://extra.shu.ac.uk/iowme/documents/newsletter%2021%201.doc
NARDI E (2002) Review of MASON J Mathematics
Teaching Practice: A Guide for University and College Lecturers. In ZDM Zentralblatt für Didaktik
der Mathematik (International Reviews on Mathematical Education) 34 (6), p299-301. Available
at: www.fiz-karlsruhe.de/fiz/publications/zdm/zdm026r2.pdf
NARDI E (2000) Review of JAWORSKI B &
PHILLIPS D (eds) Comparing Standards Internationally: Research and Practice
in Mathematics and Beyond.
Papers in
Refereed Conference Proceedings
KANELLOS I, NARDI E and BIZA I (2011, in press) [(translated from Greek) Tendencies towards deductive reasoning in secondary students’ pre-proof ideas]. In tbc (Eds.), Proceedings of the 4rth Conference of the Greek Association for Research in Mathematics Education (GARME) (pp. tbc-tbc). Ioannina, Greece.
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 CERME7 (7th Conference of European Research in Mathematics Education)
(pp. 2053-2062). University of Rzeszów, Poland.
NARDI, E. (2011, in press). ‘Driving
noticing’ yet ‘risking precision’: University mathematicians’ pedagogical
perspectives on verbalisation in mathematics. In SWOBODA, E. (ed) Proceedings
of the 7th Conference of European Researchers in Mathematics Education,
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
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.
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,
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,
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.. Also: soon available in Portuguese in a special
edition of seminars presented by invited speakers at the Department of Mathematics, PUCSP -
Pontificate’s Catholic University of São Paulo, Brazil.
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,
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.
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.
NARDI E (1999) Using Semi-structured Interviewing
to
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.
JAWORSKI B and NARDI E (1998) The Teaching -
Research Dialectic in a Mathematics Course in
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.
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,
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 Refereed Conference Proceedings
Nardi, E., González-Martin, A. S., Gueudet, G., Iannone, P.,
& Winsløw, C. (2011). Introduction to the papers of WG 14: University
mathematics education. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings
of CERME7 (7th Conference of European Research in Mathematics Education)
(pp. 1923-1927). University of Rzeszów, Poland.
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.
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.
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.
Papers in
Conference Proceedings (other)
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.
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.
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,
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.
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
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.
NARDI E and STEWARD S (2001) ‘Invisible’ students in
the mathematics classroom, paper presented at the British Educational Research Association Conference in
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.
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.
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.
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.
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.
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.
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.
Editorials
NARDI E and
ROWLAND T (2010) Research in Mathematics Education 12(2), 95-97
ROWLAND T and NARDI E
(2008) Leone
ROWLAND T and NARDI E
(2008) Research in Mathematics Education 10(1), 1-2
Press Releases and Reports in the General Press
The ESRC-funded study Attitude and Achievement of the Disengaged Pupil in the Mathematics Classroom was widely reported in the national press. Examples:
BBC Radio 4, 12
January 2010. Lenny Henry’s series ‘What’s so great about…?’. Episode:
Mathematics.
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
Locally: The Eastern Daily Press, The Evening News, The
Advertiser (21 June 2002)
Submitted / In preparation
Kanellos, I., Nardi, E., & Biza, I. (submitted).
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.
tbc, pp. tbc). Ankara, Turkey: PME.
Nardi, E., Iannone, P., Biza, I., Giraldo, V.,
González-Martin, A. S., Gueudet, G., et al. (submitted). 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. tbc, pp. tbc). Ankara,
Turkey: PME.
Nardi, E. (in preparation for submission in 2011) [working
title: The transition to Abstract Algebra]. The
CULMS Newsletter (Community for
Undergraduate Learning in the Mathematical Sciences)
Nardi, E. (in preparation for submission in 2011)
[working title: Conveying mathematical meaning through symbols, words and
diagrams as adopting the discursive norms of the mathematics community]. Journal
for Research in Mathematics Education.
Nardi, E. (in preparation for submission in 2011)
[working title: based on further analyses
of the data in Chapter 8 of the monograph Amongst Mathematicians, and
written afresh for the mathematics community readership]. Notices of the Notices of the Mathematical Association of America.
Nardi, E. (in preparation for submission mid-2011)
(working title: A good moment in time to
stop ‘shying away from the nature of our subject’? Towards an overwriting of
mathematical stereotypes in popular culture. Based on the invited lecture
to the Mathematical Association of the same title and rewritten for a
generalist educational readership]. British
Educational Research Journal.
Updated:
5 January 2012