A wide range of research interests A wide range of research interests

The research of the RME Group spans across several areas of mathematics education research. We particularly focus on the following areas:

  • Teaching and learning of mathematics at upper secondary and university level;

  • Pedagogical and epistemological discourses of mathematics teachers;

  • Public engagement with and appreciation of mathematics and science;

  • Digital resources in the teaching of mathematics.

Current and recent funded research projects include:

  • British Academy funded project Challenging ableist perceptions of mathematical learning in Brazil and the UK, (CAPTeaM);

  • Transforming secondary mathematics teachers’ aspirations into strategies in context (MathTASK), supported by the Ian Hunter Prize and the EDU Pump Priming Research Fund;

  • RCUK funded School-University Partnership (SUPI) led by Professor Kay Yeoman at UEA's School of Biological Sciences;

For a link to the Mapping University Mathematics Assessment Practices (MUMAP) project funded by the MSOR Network through the Mathematical Sciences HE Curriculum Innovation Project click here.

Recent publications include:

Biza, I., Giraldo, V., Hochmuth, R., Khakbaz, A., & Rasmussen, C. (2016). Research on Teaching and Learning Mathematics at the Tertiary Level: State-of-the-art and Looking Ahead. ICME-13 Topical Surveys, Springer International Publishing AG Switzerland.

Biza, I., Nardi, E., & Zachariades, T. (2017). Competences of mathematics teachers in diagnosing teaching situations and offering feedback to students: Specificity, consistency and reification of pedagogical and mathematical discourses. In T. Leuders, J. Leuders, & K. Philipp (Eds.), Diagnostic Competence of Mathematics Teachers. Unpacking a complex construct in teacher education and teacher practice, (pp. 55-78). New York: Springer.

Gagatsis, A. & Nardi, E. (2016). Concepts and conceptual development. In A. Gutierrez, P. Boero & G. Leder (Eds.) Second Handbook of Research on the Psychology of Mathematics Education (pp. 187-234). Rotterdam / Taipei: Sense Publishers.

González-Martín, A. S., Nardi, E., & Biza, I. (in press). From resource to document: Scaffolding content and organising student learning in teachers’ documentation work on the teaching of series. Educational Studies in Mathematics.

Iannone, P. & Simpson, A. (2016) University students’ perceptions of summative assessment: the role of context. Journal of Further and Higher Education. 1-17.

Kanellos, I., Nardi, E. & Biza, I. (in press). Proof Schemes combined: Mapping secondary students' multi-faceted and evolving first encounters with mathematical proof. Mathematical Thinking and Learning.  

Khahil, D., Lake, E., Johnson, A. (in press). Teachers’ Classroom Engagement Structures: A Comparative Study of a Novice US and an Experienced UK Mathematics Teacher. ICME13 Affect Group Book.

Lake, E. (2017). Serious Frivolity: Exploring Play in UK Secondary Mathematics Classrooms. In Chiara Andra (Ed.) Teaching and Learning in Maths Classrooms. Ch. 7, p.59-69. Cham, Switzerland: Springer.

Lin, F-L. & Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In A. Gutierrez, G. C. Leder, & P. Boero, The Second Handbook of Research on the Psychology of Mathematics Education (483-520). Rotterdam, The Netherlands: Sense Publishers.

Nardi, E., Healy, L., Biza, I., & Fernandes, S.H.A.A. (2018). ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners, (pp. 147-170). SENSE Publications.

Nardi, E. & Knuth, E. (2017). Changing classroom culture, curricula, and instruction for proof and proving: How amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions? Educational Studies in Mathematics (Special Issue: Research-based interventions in mathematics classrooms: enhancing students’ learning of proving) 96, 267–274.

Nardi, E. (2016). Where form and substance meet: Using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education. Educational Studies in Mathematics 92(3), 361–377.

Thoma, A. & Nardi, E. (2018). Transition from school to university mathematics: Manifestations of unresolved commognitive conflict in first year students’ examination scripts. International Journal for Research in Undergraduate Mathematics Education 4(1), 161–180.

Winsløw, C., Gueudet, G., Hochmuth, R. & Nardi, E. (in press, 2018). Research on university mathematics education. In Dreyfus, T., M. Artigue, D. Potari, D., S. Prediger, & K. Ruthven (Eds.) Developments in European Research in Mathematics Education - Twenty Years of Communication, Cooperation and Collaboration, (pp. 60-74). London and New York: Routledge (New Perspectives on Research in Mathematics Education, ERME series, Vol. 1).

Yeoman, K., Bowater, L. & Nardi, E. (2016). The representation of research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives. F1000 Research.

Yeoman, K., Nardi, E., Bowater, L. & Nguyen, H. (2017). “Just Google it?”: Pupils’ perceptions and experience of research in the secondary classroom. British Journal of Educational Studies 65(3), 281–305.