A TAREFA DE POLÍGONOS A TAREFA DE POLÍGONOS

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Publicações Publicações

Biza, I., Nardi, E., Thoma, A., Kayali, L., Cook, T., Hughes, E., Wolsey, R., Joel, G., & Jagdev, M. (2016). Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan. In G. Adams (Ed.). Proceedings of the British Society for Research into Learning Mathematics 36(2), 7-12.

Biza, I., Nardi, E., & Joel, G. (2015). Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education.  Mathematics Teacher Education and Development, 17(2), 182-198.

Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching, 246, 36-40

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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