Items where Research Group is "Research in Mathematics Education

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Arico, Fabio (2019) Technology-enhanced pathways to active learning: Student response systems facilitating peer-instruction and self-assessment in large classrooms. The All Ireland Journal of Teaching and Learning in Higher Education, 11 (2). pp. 1-14. ISSN 2009-3160

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Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2019) Calculus as a discursive bridge for Algebra, Geometry and Analysis: The case of tangent line. In: Calculus in upper secondary and beginning university mathematics, 2019-08-06 - 2019-08-09, University of Agder, Kristiansand, Norway.

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (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). pp. 43-56. ISSN 2046-8253

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2019) MathTASK και CAPTeaM: συγκεκριμένες καταστάσεις απο την τάξη ως άναυσμα για διδακτικό αναστοχασμό. In: 8ο Πανελλήνιο Συνέδριο της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (Εν.Ε.Δι.Μ.). UNSPECIFIED, pp. 758-760. ISBN 978-9925-580-79-8

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González-Martín, Alejandro S., Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Cooper, Jason, Ghedamsi, Imène, Gueudet, Ghislaine, Mesa, Vilma, Pinto, Alon and Viirman, Olov (2019) Introduction to the papers of TWG14: University Mathematics Education. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, pp. 2400-2407. ISBN 9789073346758

González-Martín, Alejandro S., Mesa, Vilma, Monaghan, John and Nardi, Elena (2019) Breaking out of inertia: How can curriculum, pedagogy and assessment celebrate a more dynamic experience of calculus? In: Calculus in upper secondary and beginning university mathematics, 2019-08-06 - 2019-08-09, University of Agder, Kristiansand, Norway.

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Kanellos, Ioannis, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2019) Η ετοιμότητα των μαθητών για τη μαθηματική απόδειξη: Eνδείξεις από μια «δύσκολη» ερώτηση. In: 8ο Πανελλήνιο Συνέδριο της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (Εν.Ε.Δι.Μ.). UNSPECIFIED, pp. 428-436. ISBN 978-9925-580-79-8

Kayali, Lina and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2019) ‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, pp. 3648-3655.

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Lake, Elizabeth ORCID: https://orcid.org/0000-0003-2320-3997 (2019) ‘Playing it safe’ or ‘throwing caution to the wind’: Risk-taking and emotions in a mathematics classroom. Lumat: International Journal of Math, Science and Technology Education, 7 (2). pp. 50-64.

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Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Rasmussen, Chris (2019) Teaching Practices at University Level. In: Encyclopedia of Mathematics Education. Springer, pp. 1-5.

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Papadaki, Evi ORCID: https://orcid.org/0000-0002-6775-8647 (2019) Mapping out different discourses of mathematical horizon. In: Proceedings of the British Society for Research into Learning Mathematics. UNSPECIFIED.

Petropoulou, Georgia, Mali, Aggeliki and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2019) Οι ερευνητές μαθηματικοί στη διδακτική πράξη: Δυνατότητες και προοπτικές για την εκπαίδευση των μελλοντικών εκπαιδευτικών. In: 8ο Πανελλήνιο Συνέδριο της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (Εν.Ε.Δι.Μ.). UNSPECIFIED, pp. 170-178.

Psycharis, George, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Papadopoulos, George, Potari, Despina and Sakonidis, Charalampos (2019) Η μαθηματική πρόκληση στη σχολική τάξη και στην εκπαιίδευση εκπαιδευτικών. In: 8ο Πανελλήνιο Συνέδριο της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (Εν.Ε.Δι.Μ.). UNSPECIFIED, pp. 822-846. ISBN 978-9925-580-79-8

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Stylianidou, Angeliki and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2019) Mathematical discourses of a teacher and a visually impaired pupil on number sequences: Divergence, convergence or both? In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, Utrecht, the Netherlands, pp. 4688-4695.

Stylianidou, Angeliki and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2019) Tactile construction of mathematical meaning: Benefits for visually impaired and sighted pupils. In: Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. UNSPECIFIED, South Africa, University of Pretoria, pp. 343-350.

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Thoma, Athina and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2019) Linear stability or graphical analysis? Routines and visual mediation in students' responses to a stability of dynamical systems exam task. In: UNSPECIFIED. (In Press)

Thoma, G. and Biza, Eirini (2019) Problem-solving techniques in the context of an educational video game: The mudwall puzzle in Zoombinis. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, pp. 2977-2984.

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Viirman, Olov and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2019) Negotiating different disciplinary discourses: biology students’ ritualized and exploratory participation in mathematical modeling activities. Educational Studies in Mathematics, 101 (2). 233–252. ISSN 0013-1954