Biza, I., Joel, G., & Nardi, E. (2015). Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching, 246, 36-40.
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., Nardi, E., & Joel, G. (2014). Mathematics versus mischief in the secondary classroom: A study of teachers' priorities. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (PME) and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA) (Vol. 6 pp. 18). Vancouver, Canada: PME.
Biza, I., Nardi, E., & Joel, G. (2014). What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? In Proceedings of the British Society for Research into Learning Mathematics 34(2), 13-18.
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).