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., 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., Jaworski, B., & Hemmi, K. (2014). Communities in university mathematics. Research in Mathematics Education, 16(2), 161-176.
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., 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.
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.
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.
Iannone, P. & Simpson, A. (2016) University students’ perceptions of summative assessment: the role of context. Journal of Further and Higher Education. 1-17.
Iannone, P. & Simpson, A. (2015). Students’ preferences in undergraduate mathematics assessment. Studies in Higher Education. 40, 1046-1067.
Iannone, P. & Simpson, A. (2015) Mathematics lecturers’ views of examinations: Tensions and possible resolutions. Teaching Mathematics and its Applications. 34, 71- 82.
Iannone, P. & Simpson, A. (2015) Students’ views of oral performance Assessment in mathematics: Straddling ’assessment of’ and ’assessment for’ learning divide. Assessment and Evaluation in Higher Education. 40, 971-987.
Iannone P. & Simpson A. (2014) Key aspects of teaching and learning in mathematics and statistics, in Fry, H., Ketteridge, S. and Marshall S. (Eds.) Handbook for Teaching and Learning in Higher Education - fourth edition. Routledge, Taylor and Francis, New York, London, 228-242.
Ineson, G., Voutsina, C, Fielding, H., Barber, P. & Rowland, T. (2015) Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections. Mathematics Teacher Education and Development 17(2), pp. 45-63
Kanellos, I., Nardi, E. & Biza, I. (accepted subject to minor revisions due Mar 18, 2018). 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.
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.
Nardi, E. (2014). 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.
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.
Rowland, T., Turner, F. & Thwaites, A. (2014) Research into teacher knowledge: a stimulus for development in teacher education practice. ZDM: The International Journal on Mathematics Education, 46(2), pp. 317-328
Rowland, T, (2014) Frameworks for Conceptualizing Mathematics Teacher Knowledge. In Lerman, S. (Ed.) (2014) Encyclopedia of Mathematics Education. Springer pp. 235-238.
Salehmohamed, A. & Rowland, T. (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26(3),, pp.555-577 DOI: 10.1007/s13394-013-0103-6
Rowland, T., Thwaites, A. & Jared, L. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17(2), pp. 74-91 DOI:10.1080/14794802.2015.1018931
Thoma, A. & Nardi, E. (Online First 2017; in press 2018). Transition from School to University Mathematics: Manifestations of Unresolved Commognitive Conflict in First Year Students' Examination Scripts. International Journal of Research in Undergraduate Mathematics Education, https://doi.org/10.1007/s40753-017-0064-3. To appear in 4(1), April 2018.
Winsløw, C., Gueudet, G., Hochmuth, R. & Nardi, E. (in press, 2018-19). 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. ERME. Proofs expected mid-Feb 2018.
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.