List of Publications List of Publications

                                                                            [Ελληνικά] [Português]

Journal papers

Biza, I. (2017). Review of youngsters solving mathematical problems with technology: The results and implications of the Problem@Web project. Research in Mathematics Education 19 (3), 331-335.

Journal link, UEA Repository link

Biza, I., Nardi, E., & Joel, G. (2015). Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education.  Mathematics Teacher Education and Development, 17(2), 182-198.

Journal link, UEA Repository link, Summary, The Polygon Task, The Simplification Task

Biza, I., Nardi, E., & Zachariades, T. (2009). Teacher beliefs and the didactic contract on visualisation. For the Learning of Mathematics, 29(3), 31-36.

Journal linkUEA Repository link, Summary, The Tangent Task

Biza, I., Nardi, E., & Zachariades, T. (2007). Using tasks to explore teacher knowledge in situation-specific contexts. Journal of Mathematics Teacher Education, 10, 301-309. 

Journal Link, UEA REpository linkSummary, The Algebra Task

Nardi, E., Biza, I., & Zachariades, T. (2012) ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics, 79(2), 157–173. 

Journal linkUEA Repository link, SummaryThe Tangent Task

Chapters in edited books

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.

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.

SummaryThe Tangent-N Task

Biza, I., Nardi, E., & Zachariades, T. (2014). Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis [Translated into Portuguese]. In T. Rogue & V. Giraldo (Eds.), O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] (pp. 221-255).

The Limits Task, The Algebra Task, The Tangent Task

Journal articles (professional)

Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching, 246, 36-40.

Journal linkUEA Repository, The Polygon Task, The Simplification Task

Papers in Refereed Conference Proceedings

Biza, Irene (2017) “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses. In: In Editors tbc (Eds.), Proceedings of the 10th Conference of European Research in Mathematics Education (CERME) (pp. tbc). Dublin, Ireland.

UEA Repository

Biza, I., Nardi, E., & Zachariades, T. (2009). Do images disprove but not prove? Teachers’ beliefs about visualisation. In F. L. Lin, F. J. Hsieh, G. Hanna & M. d. Villiers (Eds.), Proceedings of the 19th Study of the International Commission on Mathematical Instruction: Proof and Proving in Mathematics Education (Vol. 1, pp. 59-64). Taipei. Taiwan.

The Tangent Task

Biza, I., Nardi, E., & Zachariades, T. (2009). Teachers’ views on the role of visualisation and didactical intentions regarding proof. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Eds.), Proceedings of the 6th Conference of European Research in Mathematics Education (CERME). (pp. 261-270). Lyon, France.

The Tangent Task

Biza, I., Nardi, E., & Zachariades, T. (2008). Persistent images and teacher beliefs about visualisation: the tangent at an inflection point. In O. Figueras & A. Sepúlveda (Eds.), Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 2, pp. 177-184). Morelia, Michoacán, México: PME.

The Tangent Task

Healy, L., Nardi, E. & Fernandes, S.H.A.A. (2015). Reflexões de licenciandos de matemática sobre os desafios do ensino de matemática em aulas inclusivas.[Reflections of pre-service teachers about the challenges associated with teaching mathematics in inclusive classes] VI Seminário Internacional de Pesquisa em Educação Matemática. Sociedad Brasileira de Educação Matemática. SBEM. Pirenópolis, GO, Brazil.

UEA Repository, Conference Website

Giraldo, V., Rasmussen, C., Biza, I., Khakbaz, A., Hochmuth, R. (2017). Topic Study Group No. 2: Mathematics Education at Tertiary Level. In: Kaiser G. (eds) Proceedings of the 13th International Congress on Mathematical Education, (pp. 381-386). ICME-13 Monographs. Springer, Cham.

Full Text

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. In Editors tbc (Eds.), Proceedings of the 10th Conference of European Research in Mathematics Education (CERME) (pp. tbc). Dublin, Ireland.

UEA Repository

Nardi, E., Biza, I. & Watson, S. (2014). What makes a claim an acceptable mathematical argument in the secondary classroom? A preliminary analysis of teachers’ warrants in the context of an Algebra Task. In S. Pope (Ed.). Proceedings of the 8th British Congress on Mathematics Education (pp. 255-262). Nottingham: BCME.

UEA Repository

Nardi, E., Healy, L., Biza, I., & Hassan Ahmad Ali Fernandes, S. (2016). Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 347-354). Szeged, Hungary: PME. 

UEA Repository

Zachariades, T., Biza, I., & Nardi, E. (2007). [Using tasks to explore teacher knowledge in situation-specific contexts: An example from the limits teaching]. In H. Sakonides & D. Desli (Eds.), Proceedings of the 2nd Conference of the Greek Association for Research in Mathematics Education (GARME) (pp. 536-546). Alexandroupolis, Greece.

The Limits Task

Zachariades, T., Nardi, E., & Biza, I. (2013). Using multi-stage tasks in mathematics education: Raising awareness, revealing intended practice. In A.M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 4, pp. 417-424). Kiel, Germany: PME.

The Tangent – N Task

Short Contributions to Journals and Refereed Conference Proceedings

Biza, I., & Nardi, E. (2016). Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience, INDRUM.

Biza, I., Nardi, E., & Joel, G. (2014). Mathematics versus mischief in the secondary classroom: A study of teachers' priorities. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (PME) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA)  (Vol. 6 pp. 18). Vancouver, Canada: PME.

Conference WebsiteThe Simplification Task               

Papers in Conference (e-)Proceedings (other)

Biza, I. (2015). Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context. In KHDM conference.

Biza, I., Nardi, E., & Joel, G. (2014). What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? In Proceedings of the British Society for Research into Learning Mathematics 34(2), 13-18.

Conference WebsiteThe Simplification Task

Biza, I., Nardi, E., Thoma, A., Kayali, L., Cook, T., Hughes, E., Wolsey, R., Joel, G., & Jagdev, M. (2016). Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan. In G. Adams (Ed.). Proceedings of the British Society for Research into Learning Mathematics 36(2), 7-12.

UEA Repository, Conference WebsiteThe Polygon Task

Biza, I., Nardi, E., & Zachariades, T. (2006). Pedagogical sensitivity and procedural thinking: an uneasy relationship? In D. Hewitt (Ed.). Proceedings of the Conference of the British Society. for Research into the Learning of Mathematics. 26 (2) 13-18, Bristol, UK.

Conference WebsiteThe Algebra Task

Nardi, E., Healy, L., & Biza, I. (2015). The CAPTeaM Project (Challenging Ableist Perspectives on the Teaching of Mathematics): A preliminary report. Proceedings of the British Society for Research into the Learning of Mathematics, 35(2), 52-57.

Conference website

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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