Funding Funding

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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).


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).

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