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
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
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.
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
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
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
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.
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.
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
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.
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.
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.
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.
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)