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O projeto MathTASK recebeu os seguintes financiamentos:

2016-19: CAPTeaM+, British Academy International Partnership and Mobility Scheme – três anos

2015-16, 2016-17, 2017-18: Todos os eixos, Higher Education Impact Fund

2015-16: Eixo Gestão da Sala de Aula, Ian Hunter Prize

2014-15: CAPTeaM, British Academy International Partnership and Mobility Scheme – um ano

2013-14: Eixo Gestão de Sala de Aula, EDU Pump Priming Research Fund, UEA

2012-13: Eixo Pensamento Matemático, EDU Pump Priming Research Fund, UEA

Desde 2005: Todos os eixos, EU Erasmus Teaching Staff Mobility Programme (partner institution: National and Kapodistrian University of Athens, Greece).

Publicações mais recentes Publicações mais recentes

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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