MathTASK MathTASK

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MathTASK is a collaborative research and development programme in the UK, Brazil and Greece on mathematics teachers’ pedagogical and mathematical discourses and the transformation of teacher aspirations into pedagogical practices. MathTASK has four strands (1) mathematical thinking which focuses on pedagogical and didactical practices in relation to the teaching and learning of specific mathematical topics; (2) classroom management which explores the interferences of classroom management challenges with the learning of mathematics; (3)  CAPTeaM, a British Academy-funded strand that focuses on inclusion in the mathematics classroom and aims to Challenge Ableist Perspectives on the Teaching of Mathematics, especially in relation to disabled learners; and (4) the role of digital technology and other resources in the teaching and learning of mathematics. As the programme develops, new strands emerge from the experiences and ideas of participating teachers. Our research sets out from the assumption that teachers’ mathematical and pedagogical discourses are better explored and developed in situation-specific contexts. To this aim, we design situation-specific tasks and then use them for research and teaching purposes.  MathTASK is a project of the RME group. See more about the upcoming MathTASK Events.

[More information] [MathTASK poster]

Latest Publications Latest Publications

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).