ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΓΙΑ ΤΑ ΟΡΙΑ ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΓΙΑ ΤΑ ΟΡΙΑ

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ΔΗΜΟΣΙΕΥΣΕΙΣ ΔΗΜΟΣΙΕΥΣΕΙΣ

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).

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.

ΤΕΛΕΥΤΑΙΕΣ ΔΗΜΟΣΙΕΥΣΕΙΣ ΤΕΛΕΥΤΑΙΕΣ ΔΗΜΟΣΙΕΥΣΕΙΣ

Biza, I. & Nardi, E. (2019). Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents International Journal for Lesson and Learning Studies, 9(1), 43-56. 

Kayali, L., & Biza, I. (2019). ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. 3648-3655). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 

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.

 

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