The MathTASK programme has received the following funding:
2016-19: CAPTeaM+, British Academy International Partnership and Mobility Scheme – three year scheme
2015-16, 2016-17, 2017-18: Across strands, Higher Education Impact Fund
2015-16: Classroom Management strand, Ian Hunter Prize
2014-15: CAPTeaM, British Academy International Partnership and Mobility Scheme – one year scheme
2013-14: Classroom Management strand, EDU Pump Priming Research Fund, UEA
2012-13: Mathematical Thinking strand, EDU Pump Priming Research Fund, UEA
Since 2005: Across strands, EU Erasmus Teaching Staff Mobility Programme (partner institution: National and Kapodistrian University of Athens, Greece).
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.