12 July 2018
11:00-14:00: CPD Event for Mathematics Teachers at UEA Part 1: MathTASK
13:00-16:00: CPD Event for Mathematics Teachers at UEA Part 2: CAPTeaM
University of East Anglia, United Kingdom.
28 June 2018
09:00-09:30: Lecture "MathTASK: Transforming Aspirations into Strategies in Context"
10:00-11:00: Workshop on MathTASK activities
8 May 2018
10:00-11:30: Lecture “CAPTeaM: Changing Ableist Perspectives on the Teaching of Mathematics”
13:00-15:00: Workshop on CAPTeaM activities
UFRRJ – Universidade Federal Rural do Rio de Janeiro, Seropédica, State of Rio de Janeiro, Brasil.
4 May 2018
16:00-18:00: “MathTASK: Transforming mathematics teachers aspirations into effective strategies in context”
18:00-20:00: “CAPTeaM: Changing Ableist Perspectives on the Teaching of Mathematics”
UNIRIO – Universidade Federal do Estado do Rio de Janeiro, Brasil.
3 May 2018: “MathTASK programme, Task methodology and data analysis”. Postgraduate workshop. UFRJ – Universidade Federal de Rio de Janeiro, Brasil.
3 May 2018: “Commognition: Theory and Methodology”. Workshop for the LaPraME (Laboratório de Práticas Matemáticas para o Ensino). UFRJ – Universidade Federal de Rio de Janeiro, Brasil.
2 May 2018: “Tracing the evolution of mathematical discourse through commognitive analysis”. Departmental seminar to the postgraduate research programme (Programa de Pós-graduação em Ensino de Matemática (PEMat). UFRJ – Universidade Federal de Rio de Janeiro, Brasil.
1 November 2017: MathTASK Free Professional Development event for secondary mathematics teachers (or future teachers), University of East Anglia.
19 October 2017: Event for Year 8+ students with hearing impairment, University of East Anglia
15 July 2017: CAPTeaM event "Mutual benefits of inclusion in mathematics lessons for deaf and hearing students". University of East Anglia
3-6 July 2017: Workshops on the MathTASK programme, Task methodology and data analysis in the context of the Summer School of the Postgraduate Programme in Mathematics Education of the School of Mathematics of the University of Athens, 3x2h, 30 participants pre- and in- service teachers, Mati Attikis, Greece.
25 May 2017: MathTASK, and more widely the RME Group activities, were the focus of the monthly meeting of LaPraME (Laboratório de Práticas Matemáticas para o Ensino), the research component of the postgraduate research programme (Programa de Pós-graduação em Ensino de Matemática (PEMat) at the Federal University of Rio de Janeiro (UFRJ), Brazil, 2h, 30 participants.
23-24 May 2017: Public lecture (2h, May 23, ~100 participants) and workshop (2h, May 24, ~20 participants). UFRJ – Federal University of Fluminense (Santo Antônio de Pádua, UFF), Brazil.
17-18 May 2017: Departmental seminar (2h, May 18, ~50 participants) and postgraduate workshop (4h, May 17, ~20 participants). UFRJ – Universidade Federal de Rio de Janeiro, Brazil.
10 April 2017: CAPTeaM and MathTASK plenary lecture (1h) at ATDM9, Hammamet, 10 April, Irene Biza, ATDM9 is le 9eme séminaire national de L’Association Tunisienne de Didactique des Mathématiques (40 participants).
3-4 March 2017: CAPTeaM+ Workshop (1h) at 2017 BSRLM - CFEM London (12 participants)
4-9 January 2016: Invited lectures and workshops (8h), jointly with Irene Biza. Joint Post-graduate Mathematics Education Programme (University of Western Macedonia and Aristotle University of Thessaloniki), Greece. (30 participants). Funded by the Erasmus bi-lateral agreement between UEA and UoWM
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).