Items where Research Group is "Research in Mathematics Education

Bills, Liz, Cooker, Mark, Huggins, Robin, Iannone, Paola and Nardi, Elena (2006) Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEAs Further Mathematics Centre (A UEA Teaching Fellowship Report). Working Paper. University of East Anglia.

Biza, Irene, Christou, C. and Zachariades, T. (2006) Students' thinking about the tangent line. In: Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. UNSPECIFIED, Prague, Czech Republic, pp. 177-184.

Biza, Irene, Nardi, Elena and Zachariades, T. (2006) Pedagogical sensitivity and procedural thinking: an uneasy relationship? In: Proceedings of the Conference of the British Society for Research into the Learning of Mathematics. UNSPECIFIED, Bristol, UK, pp. 13-18.

Biza, Irene and Zachariades, T. (2006) First year university students and their intuitive knowledge about tangent line. In: Proceedings of the 3rd International Conference on the Teaching of Mathematics at the Undergraduate Level (ICTM3). Wiley, Istanbul, Turkey, pp. 56-57. ISBN 0471072709

Biza, Irene and Zachariades, Theodossios (2006) Conceptual change in advanced mathematical thinking: The case of tangent line. In: Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. UNSPECIFIED, Prague, Czech Republic, pp. 168-170.

Iannone, P. and Nardi, Elena (2006) To appear and to be: acquiring the genre speech of university mathematics. In: 4th Conference on European Research in Mathematics Education, 2005-02-17 - 2005-02-21.

Iannone, Paola and Cockburn, Anne (2006) Fostering conceptual mathematical thinking in the early years: a case study. In: 30th Conference of the International Group for the Psychology of Mathematics Education, 2006-07-16 - 2006-07-21.

Nardi, Elena and Iannone, Paola (2006) How to prove it: A brief guide for teaching Proof to mathematics undergraduates. Working Paper. UNSPECIFIED.