Emerging Strands Emerging Strands

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In this strand we focus on meta-use of tasks and teacher contribution in task development. For example, we invited prospective teachers to describe a teaching related situation from their own first experiences from schools. We collected these situations, we grouped them thematically and we invited teachers to discuss these in groups, produce posters of the key points of the discussion and then share these points with the whole group. The themes we identified concern issues such as mathematical learning (e.g. misconceptions, instrumental and relational understanding); classroom management; student engagement; and, prospective teachers’ relationships with more experienced teachers. In another activity, supported by the Ian Hunter Prize, we created a team consisting of secondary mathematics teachers (newly qualified and experienced), researchers in mathematics education (faculty and doctoral students) and mathematics teacher educators to explore how to achieve balance between creating opportunities for high quality mathematical thinking and attending to classroom management and behaviour issues. Especially with relation to classroom management and behaviour, also related to the second strand, we deployed Terry Haydn’s 10-point scale on the working atmosphere in the classroom, a construct that was not devised specifically for the mathematics classroom. Outcomes of our work include professional development sessions for mathematics teachers in which teachers are invited to reflect on their classroom experiences and give examples of classroom situations by using the language of the Haydn scale.

Latest Publications Latest Publications

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. (2017). 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.

Giraldo, V., Rasmussen, C., Biza, I., Khakbaz, A., Hochmuth, R. (2017). Topic Study Group No. 2: Mathematics Education at Tertiary Level, (pp. 381-386). ICME-13 Monographs. Springer, Cham.

Biza, Irene (2017) “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses. CERME (pp. tbc).

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. tbc).

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