Teachers who engaged with the Tangent task (Strand 1) have said:
“Yes. It made me reflect on my own criteria for choosing specific exercises; on the interpretations I give to the students’ responses; and on the usefulness of the feedback, whether it is adequate, complete and useful.”
“The activities of this section made clear the difficulty of addressing students' mistakes, which could be based on different approaches to solving exercises. These activities have strengthened my thoughts on the role of representations and the constraints set by the use of a single representation in the teaching of mathematics.”
Teachers who engaged with the Polygon task (Strand 2) have said:
“This meeting influenced my teaching practice. It made me reflect on the various factors affecting the teaching and learning of mathematics. Particularly, it made me think about the necessity and the limitations of technology.”
“The issues discussed highlighted several student beliefs on teaching approaches. Similar problems often arise in Greek schools, as students challenge cases where the teacher follows a different approach.”
Teachers who engaged with tasks from CAPTeaM (Strand 3) have said:
“The activities have been very useful, because there was reflection on how you dealt with teaching situations (before the session) and how you will deal with teaching situations from now on (after the session), considering them from another point of view and through another filter.”
“The activities have helped me feel more confident in experimenting and in trying to deal with activities which will involve [disabled] students in mathematics.”
Teachers who attended MathTASK Workshops have said:
“Three benefits [of participating in a MathTASK workshop]:
- As a pre-service teacher, they have helped me and have triggered me a lot.
- Also, on how to research for tasks and pick for these occasions.
- Making the teacher student => search what the students feel, need => modify your teaching.”
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).