In this strand, we explore how mathematics teaching and learning interact with the quality of the learning atmosphere in the mathematics classroom. The motivation for this strand came from the research and practice based observation that classroom management often interferes with working towards commendable mathematical learning goals. The Tasks we design for this strand are based on realistic classroom situations that combine seminal mathematics learning and teaching issues with classroom behaviour issues (e.g. classroom behaviour, conflicts between students or between students and teacher). Teacher engagement with these Tasks, has allowed us to observe what norms teachers aspire to establish in their classroom (such as peer respect, value of dialogue, importance of investigative mathematical learning) and whether, through focussing on behavioural issues or endorsing dichotomous and simplistic views of mathematical learning, teachers may miss the opportunity to engage students with metacognitive discussions and mathematical challenge. You can find examples of Tasks and publications from this strand below.
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).