Technology and Resources Technology and Resources

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In this strand, we focus on resources and digital technology in the teaching and learning of mathematics. Specifically, we design Tasks that invite teachers to reflect and discuss classroom situations in which teachers and students use educational software (e.g. Dynamic Geometry, Computer Algebra Systems, etc.) and online or other resources (e.g. search engines, e-books, textbooks, paper and pencil, etc.) to introduce a mathematical topic or to solve a problem. These Tasks discuss a range of ways to approach mathematics – visually, symbolically or in words – as well as potential connections between these different ways. They also aim to address issues such as affordances and limitations of digital technologies and conflicts between different forms of communicating mathematically. The design of these Tasks draws on research literature and teaching practice. Recently, Tasks are also inspired by classroom observations conducted towards the ongoing doctoral research of team member Lina Kayali.


A field of rabbits [pdf]

Degrees and Radians [pdf]

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Trigonometry  - 1 [pdf]

Trigonometry - 2 [pdf]

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Trigonometry - 3 [pdf]

Trigonometry task - Video 

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Graph transformation [pdf]

Iteration [pdf]

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Function Graph - 1 [pdf]

Function Graph - 2 [pdf]

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Differential Equations with Technology - 1 [pdf]

Differential Equations with Technology - 2 [pdf]

Simultaneous modulus equations [pdf]

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Latest Publications Latest Publications

Biza, I. & Nardi, E. (2019). Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents International Journal for Lesson and Learning Studies, 9(1), 43-56. 

Kayali, L., & Biza, I. (2019). ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. 3648-3655). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 

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.


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