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Teachers who engaged with the Tangent task 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.”

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Teachers who engaged with the Polygon task and the Haydn scale 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.”

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Teachers who engaged with tasks from the CAPTeaM strand have said:

“This session gave us the opportunity to venture out of the narrow and limited context in which we see the teaching practice, especially for the subject of mathematics.”

“It helped me understand how students understand mathematical ideas in a concrete way and how their understanding itself can influence and inspire the lesson. It made even more obvious how pupils need to go from concrete, to pictorial, to abstract in order to master mathematical ideas and how the ones that did, demonstrated higher order thinking and “out of the box” explanations.”

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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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