ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΓΙΑ ΤΗΝ ΕΦΑΠΤΟΜΕΝΗ ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΓΙΑ ΤΗΝ ΕΦΑΠΤΟΜΕΝΗ

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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.

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

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.

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.

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.

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

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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