ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΓΙΑ ΤΗΝ ΕΦΑΠΤΟΜΕΝΗ-Ν ΔΡΑΣΤΗΡΙΟΤΗΤΑ ΓΙΑ ΤΗΝ ΕΦΑΠΤΟΜΕΝΗ-Ν

[Λήψη ως pdf]                                                          [English] [Português]

ΔΗΜΟΣΙΕΥΣΕΙΣ ΔΗΜΟΣΙΕΥΣΕΙΣ

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.

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.

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.

 

Twitter Twitter