Highlighted publications

  1. Published

    The interplay between fluency and appreciation in secondary students’ first encounter with proof

    Research output: Chapter in Book/Report/Conference proceedingChapter

  2. Published

    Using multi-stage tasks in mathematics education: Raising awareness, revealing intended practice

    Research output: Chapter in Book/Report/Conference proceedingChapter

  1. 2019
  2. Published
  3. Accepted/In press
  4. Published

    Breaking out of inertia: How can curriculum, pedagogy and assessment celebrate a more dynamic experience of calculus?

    González-Martín, A. S., Mesa, V., Monaghan, J. & Nardi, E., 2019.

    Research output: Contribution to conferenceAbstract

  5. Published
  6. 2018
  7. Published
  8. Published
  9. Published

    ‘Feeling’ the mathematics of disabled learners: Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms

    Nardi, E., Healy, L., Biza, I. & Hassan Ahmad Ali Fernandes, S., 2018, Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Hunter, R., Civil, M., Herbel-Eisenmann, B., Planas, N. & Wagner, D. (eds.). Sense Publishers, p. 147-170

    Research output: Chapter in Book/Report/Conference proceedingChapter

  10. Published

    Attuning to the mathematics of difference: Examples of teachers’ haptic constructions of number

    Healy, L., Nardi, E. & Biza, I., 2018, Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME). Umeå, Sweden: PME, p. 245

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

  11. Published

    Attuning to the mathematics of difference: Haptic constructions of number.

    Healy, L., Nardi, E., Biza, E. & Silos de Castro Baptista, É., 2018, Research Proceedings of the 9th British Congress on Mathematics Education. Golding, J., Bretscher, N., Crisan, C., Geraniou, E., Hodgen, J. & Morgan, C. (eds.). p. 72-79 8 p.

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

  12. Published

    Competences of Mathematics Teachers in Diagnosing Teaching Situations and Offering Feedback to Students: Specificity, Consistency and Reification of Pedagogical and Mathematical Discourses

    Biza, I., Nardi, E. & Zachariades, T., 2018, Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct in Teacher Education and Teacher Practice. Leuders, T., Philipp, K. & Leuders, J. (eds.). New York: Springer, p. 55-78

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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