ΔΗΜΟΣΙΕΥΣΕΙΣ ΔΗΜΟΣΙΕΥΣΕΙΣ

                                                                                [English] [Português]

Journal papers

Biza, I. (2017). Review of youngsters solving mathematical problems with technology: The results and implications of the Problem@Web project. Research in Mathematics Education 19 (3), 331-335.

Journal link, UEA Repository link

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.

Journal linkUEA Repository linkΠερίληψη,  Δραστηριότητα για τις Γωνίες Πολυγώνου, Δραστηριότητα για την Απλοποίηση

Biza, I., Nardi, E., & Zachariades, T. (2009). Teacher beliefs and the didactic contract on visualisation. For the Learning of Mathematics, 29(3), 31-36.

Journal linkUEA Repository link, Περίληψη, Δραστηριότητα για την Εφαπτομένη

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. 

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Nardi, E., Biza, I., & Zachariades, T. (2012) ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics, 79(2), 157–173. 

Journal linkUEA Repository link, Περίληψη, Δραστηριότητα για την Εφαπτομένη

Chapters in edited books

Biza, I., Nardi, E., & Zachariades, T. (2018). 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.

ΠερίληψηΔραστηριότητα για την Εφαπτομένη-Ν

Biza, I., Nardi, E., & Zachariades, T. (2014). 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. 221-255).

Δραστηριότητα για τα Όρια, Δραστηριότητα για την Άλγεβρα, Δραστηριότητα για την Εφαπτομένη

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.

Journal articles (professional)

Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching, 246, 36-40.

Journal linkUEA Repository link, Δραστηριότητα για τις Γωνίες Πολυγώνου, Δραστηριότητα για την Απλοποίηση

Papers in Refereed Conference Proceedings

Biza, I. (2017) “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses. In: In Editors tbc (Eds.), Proceedings of the 10th Conference of European Research in Mathematics Education (CERME) (pp. tbc). Dublin, Ireland.

UEA Repository

Biza, I., Nardi, E., & Zachariades, T. (2009). Do images disprove but not prove? Teachers’ beliefs about visualisation. In F. L. Lin, F. J. Hsieh, G. Hanna & M. d. Villiers (Eds.), Proceedings of the 19th Study of the International Commission on Mathematical Instruction: Proof and Proving in Mathematics Education (Vol. 1, pp. 59-64). Taipei. Taiwan.

Δραστηριότητα για την Εφαπτομένη

 Biza, I., Nardi, E., & Zachariades, T. (2009). Teachers’ views on the role of visualisation and didactical intentions regarding proof. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Eds.), Proceedings of the 6th Conference of European Research in Mathematics Education (CERME). (pp. 261-270). Lyon, France.

Δραστηριότητα για την Εφαπτομένη

Biza, I., Nardi, E., & Zachariades, T. (2008). Persistent images and teacher beliefs about visualisation: the tangent at an inflection point. In O. Figueras & A. Sepúlveda (Eds.), Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 2, pp. 177-184). Morelia, Michoacán, México: PME.

Δραστηριότητα για την Εφαπτομένη

Healy, L., Nardi, E. & Fernandes, S.H.A.A. (2015). Reflexões de licenciandos de matemática sobre os desafios do ensino de matemática em aulas inclusivas.[Reflections of pre-service teachers about the challenges associated with teaching mathematics in inclusive classes] VI Seminário Internacional de Pesquisa em Educação Matemática. Sociedad Brasileira de Educação Matemática. SBEM. Pirenópolis, GO, Brazil.

UEA Repository linkConference Website

Giraldo, V., Rasmussen, C., Biza, I., Khakbaz, A., Hochmuth, R. (2017). Topic Study Group No. 2: Mathematics Education at Tertiary Level. In: Kaiser G. (eds) Proceedings of the 13th International Congress on Mathematical Education, (pp. 381-386). ICME-13 Monographs. Springer, Cham.

Full Text

Kayali, L., & Biza, I. (2017). “One of the beauties of Autograph is … that you don’t really have to think”: Integration of resources in mathematics teaching. In Editors tbc (Eds.), Proceedings of the 10th Conference of European Research in Mathematics Education (CERME) (pp. tbc). Dublin, Ireland.

UEA Repository

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 on Mathematics Education (pp. 255-262). Nottingham: BCME.

UEA Repository

Nardi, E., Healy, L., Biza, I., & Hassan Ahmad Ali Fernandes, S. (2016). Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 347-354). Szeged, Hungary: PME.

UEA Repository

Zachariades, T., Biza, I., & Nardi, E. (2007). [Using tasks to explore teacher knowledge in situation-specific contexts: An example from the limits teaching]. In H. Sakonides & D. Desli (Eds.), Proceedings of the 2nd Conference of the Greek Association for Research in Mathematics Education (GARME) (pp. 536-546). Alexandroupolis, Greece.

Δραστηριότητα για τα όρια

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.

Δραστηριότητα για την Εφαπτομένη-Ν

Short Contributions to Journals and Refereed Conference Proceedings

Biza, I., & Nardi, E. (2016). Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience, INDRUM.

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.

Conference Website, Δραστηριότητα για την Απλοποίηση           

Papers in Conference (e-)Proceedings (other)

Biza, I. (2015). Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context. In KHDM conference.

Biza, I., Nardi, E., & Joel, G. (2014). What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? In Proceedings of the British Society for Research into Learning Mathematics 34(2), 13-18.

Conference WebsiteΔραστηριότητα για την Απλοποίηση

Biza, I., Nardi, E., Thoma, A., Kayali, L., Cook, T., Hughes, E., Wolsey, R., Joel, G., & Jagdev, M. (2016). Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan. In G. Adams (Ed.). Proceedings of the British Society for Research into Learning Mathematics 36(2), 7-12.

UEA RepositoryConference Website, Δραστηριότητα για τις Γωνίες Πολυγώνου

Biza, I., Nardi, E., & Zachariades, T. (2006). Pedagogical sensitivity and procedural thinking: an uneasy relationship? In D. Hewitt (Ed.). Proceedings of the Conference of the British Society. for Research into the Learning of Mathematics. 26 (2) 13-18, Bristol, UK.

Conference Website, Δραστηριότητα για την Άλγεβρα

Nardi, E., Healy, L., & Biza, I. (2015). The CAPTeaM Project (Challenging Ableist Perspectives on the Teaching of Mathematics): A preliminary report. Proceedings of the British Society for Research into the Learning of Mathematics, 35(2), 52-57.

Conference website

ΤΕΛΕΥΤΑΙΕΣ ΔΗΜΟΣΙΕΥΣΕΙΣ ΤΕΛΕΥΤΑΙΕΣ ΔΗΜΟΣΙΕΥΣΕΙΣ

Kayali, L., & Biza, I. (2018). Micro-evolution of documentational work in the teaching of the volume of revolution. PME42, Vol. 3, pp. 195-202.

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.

Biza, I., Nardi, E., & Zachariades, T. (2018). 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, Irene (2017) “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses. CERME (pp. 1993-2000).

Kayali, L., & Biza, I. (2017). “One of the beauties of Autograph is … that you don’t really have to think”: Integration of resources in mathematics teaching. CERME, (pp. 2405-2413).

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