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;
- public understanding and appreciation of mathematics and mathematicians;
- pedagogical and epistemological discourses of mathematics teachers;
- digital resources in the teaching of mathematics
Recently funded research projects include:
- British Academy funded project Challenging ableist perceptions of mathematical learning in Brazil and the UK, (CAPTeaM)
- RCUK funded School-University Partnership (SUPI) led by Professor Kay Yeoman at UEA's School of Biological Sciences
- Transforming secondary mathematics teachers’ aspirations into strategies in context (TASK), supported by the Ian Hunter Prize and the EDU Pump Priming Research Fund.
- Mapping University Mathematics Assessment Practices (MUMAP) project funded by the MSOR Network through the Mathematical Sciences HE Curriculum Innovation Project.
Recent publications include:
Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching, 246, 36-40.
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.
Biza, I., & Vande Hey, E. (2015). Improving statistical skills through students’ participation in the development of resources. International Journal of Mathematical Education in Science and Technology. 46(2),163-186.
Biza, I., Jaworski, B., & Hemmi, K. (2014). Communities in university mathematics. Research in Mathematics Education, 16(2), 161–176.
Iannone, P., & Simpson, A. (2014) Key aspects of teaching and learning in mathematics and statistics
Handbook for Teaching and Learning in Higher Education - fourth edition. Routledge, Taylor and Francis, New York, London.
Iannone, P., & Simpson, A. (2014) Students' preferences in undergraduate mathematics assessment
Studies in Higher Education.
Iannone, P., & Simpson, A. (2014) Students' Views of Oral Performance Assessment in Mathematics: Straddling the "assessment of" and "assessment for" learning divide. Assessment and Evaluation in Higher Education.
Iannone, P., & Simpson, A. (2014) Mathematics Lecturers' Views of Examinations: Tensions and Possible Resolutions. Teaching Mathematics and its Applications
Iannone, P., & Simpson, A. (2013) Students' perceptions of assessment in undergraduate mathematics
Research in Mathematics Education 15(1), 17-33.
Ineson, G., Voutsina, C, Fielding, H., Barber, P. and Rowland, T. (2015) Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections. Mathematics Teacher Education and Development 17(2), 45-63
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. (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.
Rowland, T. (2015) Teacher learning provoked by teaching: equal-area triangles. Tangenten 2/2015, 43-48
Rowland, T., Thwaites, A. and Jared, L. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17(2), 74-91
Rowland, T. & Zazkis, R. (2013). Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 137–153.
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.