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

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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