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

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).

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