Items where Author is "Nardi, Elena"

Article

Healy, Lulu, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2024) Interdependency, alternative forms of mathematical agency and joy as challenges to ableist narratives about the learning and teaching of mathematics. ZDM. ISSN 1863-9690

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Kanellos, Ioannis and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2023) Nascent deductive proof schemes and proof readiness in adolescence. Research in Mathematics Education. ISSN 1479-4802

Stylianidou, Angeliki and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2023) Overcoming obstacles for the inclusion of visually impaired learners through teacher–researcher collaborative design and implementation. Education Sciences, 13 (10). ISSN 2227-7102

Lake, Elizabeth ORCID: https://orcid.org/0000-0003-2320-3997 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2023) Physiological data and the study of mathematics teachers’ emotions: Using GSR data to trigger teacher reflection. Mathematics Teacher Education and Development, 25 (1). pp. 43-60.

Artigue, Michèle and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2022) Making UME research accessible and meaningful to the Mathematics community: A Special Issue commentary. ÉpiDEMES.

Viirman, Olov and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2021) Running to keep up with the lecturer or gradual de-ritualization? Biology students’ engagement with construction and data interpretation graphing routines in mathematical modelling tasks. The Journal of Mathematical Behavior, 62. ISSN 0732-3123

Moustapha Correa, Bruna, Bernardes, Aline, Giraldo, Victor, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2021) Problematizing mathematics and its pedagogy through teacher engagement with history-focused and classroom situation-specific tasks. The Journal of Mathematical Behavior, 61. ISSN 0732-3123

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Kayali, Lina, Moustapha Correa, Bruna, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Thoma, Athina (2021) Afinando o foco em matemática: Desenho, implementação e avaliação de atividades MathTASK para a formação de professores de matemática. Perspectivas da Educação Matemática, 14 (35). pp. 1-41. ISSN 2359-2842

Reinholz, Daniel, Rasmussen, Chris and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2020) Time for (research on) change in mathematics departments. International Journal of Research in Undergraduate Mathematics Education, 6 (2). 147–158. ISSN 2198-9745

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) 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

Kanellos, Ioannis, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2018) Proof schemes combined: mapping secondary students’ multi-faceted and evolving first encounters with mathematical proof. Mathematical Thinking and Learning, 20 (4). pp. 277-294. ISSN 1098-6065

González-Martín, Alejandro S., Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2018) From resource to document: Scaffolding content and organising student learning in teachers’ documentation work on the teaching of series. Educational Studies in Mathematics, 98 (3). 231–252. ISSN 1573-0816

Thoma, Athina and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2018) Transition from school to university mathematics: Manifestations of unresolved commognitive conflict in first year students’ examination scripts. International Journal of Research in Undergraduate Mathematics Education, 4 (1). 161–180. ISSN 2198-9745

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Knuth, Eric (2017) Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions? Educational Studies in Mathematics, 96 (2). 267–274. ISSN 1573-0816

Yeoman, Kay, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Bowater, Laura and Nguyen, Huyen (2017) ‘Just Google It?’: Pupils’ perceptions and experience of research in the secondary classroom. British Journal of Educational Studies, 65 (3). pp. 281-305. ISSN 0007-1005

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2016) Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education. Educational Studies in Mathematics, 92 (3). pp. 361-377. ISSN 0013-1954

Yeoman, Kay, Bowater, Laura and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2016) The representation of scientific research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives. F1000Research, 4. ISSN 2046-1402

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2015) The Many and Varied Crossing Paths of Mathematics and Mathematics Education. Mathematics Today, 51. pp. 292-295. ISSN 1361-2042

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Joel, Gareth and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2015) Transforming trainees’ aspirational thinking into solid practice. Mathematics Teaching, 246. pp. 36-40.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2015) “Not like a big gap, something we could handle”: Facilitating shifts in paradigm in the supervision of mathematics graduates upon entry into mathematics education. International Journal of Research in Undergraduate Mathematics Education, 1 (1). pp. 135-156. ISSN 2198-9745

Biza, Irene, Nardi, Elena and Joel, Gareth (2015) "My classroom is a no put down zone": Transforming trainees’ aspirational thinking into solid practice. Partnership Post.

Yeoman, Kay, Bowater, Laura and Nardi, Elena (2015) Enquire Within. Teach Secondary (381). pp. 50-51.

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Joel, Gareth (2015) Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education. Mathematics Teacher Education and Development, 17 (2). pp. 182-198.

Yeoman, Kay, Bowater, Laura and Nardi, Elena (2015) Research perceptions. SUPI Spotlight.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2014) Do bold shakeups of the learning-teaching agreement work? A commognitive perspective on a LUMOS low lecture innovation. CULMS Newsletter, 9. ISSN 2230-3804

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, González-Martín, Alejandro S., Gueudet, Ghislaine and Winsløw, Carl (2014) Institutional, sociocultural and discursive approaches to research in university mathematics education. Research in Mathematics Education, 16 (2). pp. 91-94. ISSN 1479-4802

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Ryve, Andreas, Stadler, Erika and Viirman, Olov (2014) Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of calculus. Research in Mathematics Education, 16 (2). pp. 182-198. ISSN 1479-4802

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Zachariades, Theodossios (2012) ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics, 79 (2). pp. 157-173.

Gonzalez-Martin, Alejandro S., Gueudet, Ghislaine, Iannone, Paola, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Winslow, Carl (2012) CERME7 Working Group 14: University mathematics education. Research in Mathematics Education, 14 (2). pp. 209-210. ISSN 1754-0178

González-Martín, Alejandro S., Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2011) Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series. International Journal of Mathematical Education in Science and Technology, 42 (5). pp. 565-589. ISSN 0020-739X

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Rowland, Tim (2010) Research in Mathematics Education (Editorial). Research in Mathematics Education, 12 (2). pp. 95-97. ISSN 1754-0178

Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473 and Rowland, T. (2010) Editorial. Research in Mathematics Education, 12 (2). pp. 95-97. ISSN 1754-0178

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and González-Martín, Alejandro (2009) Introducing the concept of infinite series: Preliminary analyses of curriculum content and pedagogical practice. Research in Mathematics Education, 11 (2). pp. 185-186. ISSN 1754-0178

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Zachariades, T (2009) Teacher beliefs and the didactic contract on visualization. For the Learning of Mathematics, 29 (3). pp. 31-36. ISSN 0228-0671

Rowland, Tim and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2008) Leone Burton: an appreciation. Research in Mathematics Education, 10 (2). pp. 117-118. ISSN 1754-0178

Rowland, Tim and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2008) Research in Mathematics Education (Editorial). Research in Mathematics Education, 10 (1). pp. 1-2. ISSN 1754-0178

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Zachariades, Theodossios (2007) Using tasks to explore teacher knowledge in situation-specific contexts. Journal of Mathematics Teacher Education, 10. pp. 301-309.

Iannone, Paola and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2005) On the pedagogical Insight of mathematicians: 'interaction' and 'transition' from the concrete to the abstract. The Journal of Mathematical Behavior, 24 (2). pp. 191-215. ISSN 0732-3123

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2005) 'Beautiful minds' in rich discourses: On the employment of discursive approaches to research in mathematics education. European Educational Research Journal, 4 (2). pp. 145-154.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Jaworski, Barbara and Hegedus, Stephen (2005) A spectrum of pedagogical awareness for undergraduate mathematics: from tricks to techniques. Journal for Research in Mathematics Education, 36 (4). pp. 284-316. ISSN 0021-8251

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Steward, Susan (2003) Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29 (3). pp. 345-366. ISSN 0141-1926

Ainley, Janet, Pratt, Dave and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2001) Normalising: children's activity to construct meanings for trend. Educational Studies in Mathematics, 45. pp. 131-146. ISSN 1573-0816

Ainley, Janet, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Pratt, Dave (2000) The Construction of meaning for trend in active graphing. International Journal of Computers for Mathematical Learning, 5. pp. 85-114. ISSN 1573-1766

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2000) Mathematics undergraduates' responses to semantic abbreviations, 'geometric' images and multi-level abstractions in Group Theory. Educational Studies in Mathematics, 43 (2). pp. 169-189.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2000) Zeros and ones in advanced mathematics: Transcending the intimacy of number. For the Learning of Mathematics, 20 (3). pp. 44-51.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (1999) The challenge of teaching first-year undergraduate mathematics: Tutors' reflections on the formal mathematical enculturation of their students. Nordic Studies in Mathematics Education, 7 (2). pp. 29-53.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (1999) The novice mathematician's inquiry about new concepts: Bestowing meaning through ambivalent uses of geometrical metaphors. Research in Mathematics Education, 1 (1). pp. 57-68. ISSN 1754-0178

Nardi, Elena (1997) El Encuentro del Matematico Principante con la Abstraccion Matematica: una Imagen Conceptual de los Conjuntos Generadores en el Analisis Vectorial [The Novice Mathematician's Encounter with Mathematical Abstraction: A Concept Image of Spanning Sets in Vectorial Analysis]. Educacion Matematica, 9 (1). pp. 47-60.

Book Section

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2023) Challenging undergraduate students’ mathematical and pedagogical discourses through MathTASK activities. In: Mathematical Challenges for All. Springer.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2023) Teaching Mathematics Education to Mathematics and Education Undergraduates. In: Practice-Oriented Research in Tertiary Mathematics Education: New Directions. Springer, pp. 311-327. ISBN 978-3-031-14174-4

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Argyris, Dimitris, Kalikakis, Dimitrios, Kanellos, Ioannis, Kotarinou, Pota, Koukoulakis, Chalampos, Mpalabanidou, Zafeira, Papadaki, Evi ORCID: https://orcid.org/0000-0002-6775-8647 and Stylianidou, Angeliki (2022) Μοντέλα επιμόρφωσης για την ανατροφοδότηση από την έρευνα στη διδακτική πράξη της διδασκαλίας των μαθηματικών και αντίστροφα. In: Πρακτικά του 9ου Πανελλήνιου Συνεδρίου της ΕΝ.Ε.ΔΙ.Μ.: Η μαθηματική εκπαίδευση μπροστά σε νέες και παλιές προκλήσεις. UNSPECIFIED, pp. 780-782. ISBN 978-618-82277-2-9

Papastathi, Chrysa, Kanellos, Ioannis, Papadaki, Evi ORCID: https://orcid.org/0000-0002-6775-8647, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2022) Πάρε θεση! Η μαθηματική απόδειξη ως εργαλείο τεκμηρίωσης στην τάξη. In: Πρακτικά του 9ου Πανελλήνιου Συνεδρίου της ΕΝ.Ε.ΔΙ.Μ.: Η μαθηματική εκπαίδευση μπροστά σε νέες και παλιές προκλήσεις. UNSPECIFIED, pp. 149-158. ISBN 978-618-82277-2-9

Hooper, Owen and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2021) Do old habits die hard? How university mathematics teaching may have risen to the challenges presented by the move to an online learning environment. In: Proceedings of the British Society for Research into Learning Mathematics. UNSPECIFIED.

Hochmuth, Reinhard, Broley, Laura and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2021) Transitions to, across and beyond university. In: Research and Development in University Mathematics Education. Routledge, pp. 193-215. ISBN 9780367365387

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Moustapha-Corrêa, Bruna, Papadaki, Evi ORCID: https://orcid.org/0000-0002-6775-8647 and Thoma, Athina (2021) From student scribbles to institutional script: Towards a commognitive research and reform programme for university mathematics education. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics, pp. 1-6.

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2020) From mathematics to mathematics education: Triggering and assessing mathematics students’ mathematical and pedagogical discourses. In: Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020). University of Carthage and INDRUM, pp. 403-412.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Mashiyane, Nokuthula (2020) Exploring primary school teachers’ narratives about mathematical ability through a mathTASK activity: the case of Stella. In: Proceedings of the British Society for Research into Learning Mathematics. UNSPECIFIED.

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

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

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.

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.

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.

Winsløw, Carl, Gueudet, Ghislaine, Hochmuth, Reinhard and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2018) Research on university mathematics education. In: Developing Research in Mathematics Education. New Perspectives on Research in Mathematics Education, ERME series . Routledge, pp. 60-74. ISBN 9781138080294

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Zachariades, Theodossios (2018) Competences of Mathematics Teachers in Diagnosing Teaching Situations and Offering Feedback to Students:Specificity, Consistency and Reification of Pedagogical and Mathematical Discourses. In: Diagnostic Competence of Mathematics Teachers. Springer, New York, pp. 55-78. ISBN 978-3-319-66325-8

Healy, Lulu, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Eirini ORCID: https://orcid.org/0000-0003-1727-3884 and Silos de Castro Baptista, Érika (2018) Attuning to the mathematics of difference: Haptic constructions of number. In: Research Proceedings of the 9th British Congress on Mathematics Education. UNSPECIFIED, pp. 72-79.

Healy, Lulu, Nardi, Elena and Biza, Irene (2018) Attuning to the mathematics of difference:Examples of teachers’ haptic constructions of number. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME). PME, Umeå, Sweden, p. 245. ISBN 978-91-7601-906-1

Nardi, Elena, Healy, Lulu, Biza, Irene and Hassan Ahmad Ali Fernandes, Solange (2018) ‘Feeling’ the mathematics of disabled learners:Supporting teachers towards attuning and resignifying in inclusive mathematics classrooms. In: Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. Sense Publishers, pp. 147-170. ISBN 9789463512107

Stylianidou, Angeliki and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2018) "Inclusion" and "disability" in the mathematics classroom: The case of visually impaired pupils. In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME). PME, Umea, Sweden, p. 163.

Stylianidou, Angeliki and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2018) Inclusion and disability in the primary mathematics classroom: Examples of teaching staff discourses on the participation of visually impaired pupils. In: Proceedings of the 9th British Congress of Mathematics Education (BCME). UNSPECIFIED, Coventry, UK, pp. 167-174.

Toultsinaki, Maria, Stavropoulos, Panagiotis, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2017) Διδακτική των μαθηματικών και άτομα με αναπηρία. In: Πρακτικά του 7ου Συνεδρίου της ΕνΕΔιΜ. UNSPECIFIED, pp. 956-959. ISBN 978-618-82277-1-2

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Thoma, Athina, Kayali, Lina, Cook, Tom, Hughes, Ed, Wolsey, Rebecca, Joel, Gareth and Jagdev, Manjinder (2016) Working atmosphere in the secondary mathematics classroom: When things do not work according to the lesson plan. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics, GBR.

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2016) Consistency, specificity, reification of pedagogical and mathematical discourses in student teacher narratives on the challenges of their school placement experience. In: INDRUM2016 Proceedings. University of Montpellier, FRA, pp. 425-426. ISBN 2496-1027

Gagatsis, Athanasios and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2016) Developmental, Sociocultural, Semiotic, and Affect Approaches to the Study of Concepts and Conceptual Development. In: The Second Handbook of Research on the Psychology of Mathematics Education. Springer, Rotterdam, pp. 187-233. ISBN 978-94-6300-561-6

Healy, Lulu, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Hassan Ahmad Ali Fernandes, Solange (2015) Reflexões de licenciandos de matemática sobre os desafios do ensino de matemática em aulas inclusivas. In: VI Seminário Internacional de Pesquisa em Educação Matemática. Sociedad Brasileira de Educação Matemática, BRA.

Nardi, E ORCID: https://orcid.org/0000-0002-7145-6473 and Thoma, A (2015) Η Συμμετοχη Των Μαθητων Στο Μαθηματικο Λογο Των Πανελλαδικων: Αυτονομια, Πολυπλοκοτητα Και Χρηση Οπτικων Διαμεσολαβητων. In: Proceedings of the 6th Conference of the Greek Association of Research in Mathematics Education. UNSPECIFIED.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Barton, Bill (2015) Challenging the mathematician’s ‘ultimate substantiator’ role in a low lecture innovation. In: Proceedings of the 9th Conference of European Researchers in Mathematics Education. CERME, CZE.

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Joel, Gareth (2014) Mathematics versus mischief in the secondary classroom: a study of the teachers' priorities. In: 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). UNSPECIFIED, CAN.

Biza, I, Nardi, E and Zachariades, T (2014) Using situation-specific tasks to explore teacher mathematical knowledge and pedagogical beliefs: Examples from algebra and analysis. In: O saber do professor de matemática: ultrapassando a dicotomia entre didática e conteúdo [Mathematics teachers' knowledge: beyond the dichotomy between pedagogy and content] Translated into Portuguese. Brazil: UFRJ. ISBN 9788539904723

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Watson, Steven (2014) What makes a claim an acceptable mathematical argument in the secondary classroom? A preliminary analysis of teachers’ warrants in the context of an Algebra Task. In: Proceedings of the 8th British Congress of Mathematics Education. UNSPECIFIED.

Nardi, E and Thoma, A (2014) Conceptual understanding of the definite integral as signed area. In: Proceedings of the 5th Conference of the Greek Association of Research in Mathematics Education. UNSPECIFIED.

Thoma, Athina ORCID: https://orcid.org/0000-0002-5985-3820 and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2014) Process-object conflicts in student perceptions of the indefinite integral as a class of functions. In: 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). UNSPECIFIED, CAN, p. 245.

Kanellos, Ioannis, Nardi, Elena and Biza, Irene (2013) The interplay between fluency and appreciation in secondary students’ first encounter with proof. In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME). Psychology of Mathematics Education (PME), Kiel, Germany.

Sriraman, B. and Nardi, Elena (2013) Theories for education: mathematics:Some developments and ways forward. In: Third International Handbook of Mathematics Education. Springer, New York. ISBN 978-1-4614-4683-5

Zachariades, T., Nardi, Elena and Biza, Irene (2013) Using multi-stage tasks in mathematics education: Raising awareness, revealing intended practice. In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME). Psychology of Mathematics Education (PME), Kiel, Germany, pp. 417-424.

Dreyfus, T., Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Leikin, R (2012) Forms of Proof and Proving. In: 19th International Commission for Mathematics Instruction Study (Proof and Proving). Springer, New York.

Kanellos, Ioannis, Nardi, Elena and Biza, Irene (2011) Tendencies towards deductive reasoning in secondary students’ pre-proof ideas: A Greek case. In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME). UNSPECIFIED, Ankara, Turkey.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, González-Martin, Alejandro S., Gueudet, Ghislaine, Iannone, Paola and Winsløw, Carl (2011) Introduction to the papers of WG14: university mathematics education. In: Proceedings of the 7th Congress of the European Society for Research in Mathematics Education. CERME.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Iannone, Paola, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Giraldo, V., González-Martín, Alejandro S., Gueudet, G., Pinto, M. and Winslow, C. (2011) Exploring the transition to and within university mathematics from different perspectives. In: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME). Psychology of Mathematics Education (PME), Ankara, Turkey.

Nardi, Elena (2011) ‘Driving noticing’ yet ‘risking precision’: University mathematicians’ pedagogical perspectives on verbalisation in mathematics. In: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. University of Rzeszów, POL. ISBN 978-83-7338-683-9

Christoforou, D., Kourouniotis, C., Biza, Irene and Nardi, Elena (2009) Alternative approaches to the teaching of function in Year 8 with new technology support. In: Proceedings of the 3rd Conference of the Greek Association for Research in Mathematics Education (GARME). UNSPECIFIED, Rhodes, Greece, pp. 481-491.

Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473 (2009) Gaining insight into teaching and learning mathematics at university level through Mason’s inner research. In: Mathematical action and structures of noticing. Sense, NL, pp. 111-120.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Iannone, Paola, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Giraldo, V., González-Martín, Alejandro S. and Pinto, M. (2009) The role of theory in university-level mathematics education research (Working Session). In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME). Psychology of Mathematics Education (PME), Thessaloniki, Greece.

Nardi, E., Biza, Irene and Zachariades, T. (2009) Do images disprove but do not prove? Teachers’ beliefs about visualization. In: Proceedings of ICMI Study 19: Proof and Proving in Mathematics Education. UNSPECIFIED, Taipei, Taiwan, pp. 59-64.

Nardi, E. and Ioannou, M. (2009) Visualisation as a meaning-bestowing process in the learning and teaching of abstract algebra. In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. PME, GRC, p. 397.

Nardi, E. and Kanellos, I. (2009) Ritual, arbitrary and impractical: do students’ proof schemes mirror classroom experiences? In: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. PME, GRC, p. 461.

Nardi, E., Biza, Irene and Zachariades, T. (2008) Persistent images and teacher beliefs about visualisation: the tangent at an inflection point. Research Report. In: Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XX North American Chapter. Psychology of Mathematics Education (PME), Morelia, Michoacán, México, pp. 177-184.

Nardi, Elena, Biza, Irene and Iannone, Paola (2008) Beyond ‘formalistic nonsense’: The impact of symbolisation and previously held images on students’ sense-making of formal definitions. In: Proceedings of the 11th International Conference on Mathematics Education (ICME), Topic Study Group 17, Research and development in the teaching and learning of advanced mathematical topics. UNSPECIFIED, Monterrey, Mexico.

Nardi, Elena, Iannone, Paola, Biza, Irene, Giraldo, V. and Pinto, M. (2008) Shifts in generating pedagogical theory in university-level mathematics education research (Working Session). In: Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education. UNSPECIFIED, Morelia, Michoacán, Mexico.

Zachariades, T, Biza, Irene and Nardi, Elena (2007) Using tasks to explore teacher knowledge in situation-specific contexts: An example from the limits teaching. In: Proceedings of the 2nd Conference of the Greek Association for Research in Mathematics Education (GARME). UNSPECIFIED, Alexandroupolis, Greece, pp. 536-546.

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.

Monograph

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2008) Amongst Mathematicians: Teaching and learning mathematics at university level. Working Paper. Springer, New York.

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.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Iannone, Paola (2006) How to prove it: A brief guide for teaching Proof to mathematics undergraduates. Working Paper. UNSPECIFIED.

Conference or Workshop Item

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)

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.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Healy, Lulu, Biza, Eirini ORCID: https://orcid.org/0000-0003-1727-3884 and Hassan Ahmad Ali Fernandes, Solange (2016) Challenging ableist perspectives on the teaching of mathematics through situation-specific tasks. In: UNSPECIFIED.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Healy, Lulu and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2015) The CAPTeaM Project (Challenging Ableist Perspectives on the Teaching of Mathematics): A preliminary report. In: Conference of the British Society for Research into Learning Mathematics, 2015-06-06, Durham University.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, González-Martín, Alejandro S., Gueudet, Ghislaine, Iannone, Paola, Viirman, Olov and Winsløw, Carl (2015) Introduction to the papers of TWG14: University mathematics education. In: 9th Congress of European Research in Mathematics Education (CERME9), 2015-02-04 - 2015-02-08.

Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Joel, Gareth (2014) What are prospective teachers’ considerations regarding their intended practice when management interferes with mathematical learning? In: British Society for Research into Learning Mathematics, 2014-06-14, University of Southampton.

Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, González-Martín, Alejandro S., Gueudet, Ghislaine and Winsløw, Carl (2014) Remarks on (dis)connectivities across institutional, sociocultural and discursive approaches to research in university mathematics education. In: UNSPECIFIED.

Lake, Elizabeth and Nardi, Elena (2014) Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam. In: 38th Conference of the International Group for the Psychology of Mathematics Education, 2014-07-15 - 2014-07-20, University of British Columbia.

Kanellos, Ioannis, Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2011) Tendencies towards deductive reasoning in secondary students' pre-proof ideas (translated from Greek). In: 4th Conference of the Greek Association for Research in Mathematics Education (GARME), 2011-01-01.

Ioannou, Marios and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2010) Mathematics Undergraduates’ Experience of Visualisation in Abstract Algebra: The metacognitive need for an explicit demonstration of its significance. In: 13th Conference on Research in Undergraduate Mathematics Education, 2010-02-25 - 2010-02-28.

Nardi, Elena (2010) Situation specific tasks and interviews as tools for the exploration of mathematics teacher knowledge and beliefs: Examples from Algebra and Analysis. In: Proceedings of the 27th Conference of the Hellenic Mathematical Society, 2010-01-01.

Nardi, Elena (2010) The changing classroom role of the secondary mathematics teacher. In: Proceedings of the 27th Conference of the Hellenic Mathematical Society, 2010-01-01.

Gonzalez-Martin, A., Seffah, R. and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (2009) The concept of series in the textbooks: A meaningful introduction? In: 33rd Annual Conference of the International Group for Psychology in Mathematics Education, 2009-07-19 - 2009-07-24.

Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and González-Martín, A. (2009) Introducing the concept of infinite series: The role of visualisation and exemplification. In: 33rd Annual Conference of the International Group for Psychology in Mathematics Education, 2009-07-19 - 2009-07-24.

Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884, González-Martín, A. and Seffah, R. (2009) The understanding of series: the didactic dimension. In: 61st Meeting of CIEAEM (International Commission for the Study and Improvement of Mathematics Teaching), 2009-07-01.

Nardi, E., Biza, Irene and Zachariades, T. (2009) Teachers’ views on the role of visualisation and didactical intentions regarding proof. In: 6th Conference of European Research in Mathematics Education, 2009-01-28 - 2009-02-01, Institut National de recherhe Pedagogique.

Nardi, E. and Ioannou, M. (2009) Engagement, abstraction and visualisation: Cognitive and emotional aspects of Year 2 mathematics undergraduates’ learning experience in Abstract Algebra. In: Proceedings of the Conference of the British Society for Research into the Learning of Mathematics, 2009-01-01.

Nardi, Elena (2009) 'Because this is how mathematicians work!': Pictures and the creative fuzziness of the didactical contract at university level. In: Proceedings of ICMI Study 19: Proof and Proving in Mathematics Education, 2009-01-01.

Sfongali, K and Nardi, Elena (2009) Parents, children and mathematical education: Parental experiences, views of mathematics, strategies for participation and relationships with para-school tutoring (translated from Greek). In: 3rd Conference of the Greek Association for Research in Mathematics Education (GARME), 2009-01-01.

Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and Iannone, P. (2008) Beyond the ‘formalistic nonsense’: The impact of symbols and prior images on students’ sense-making of formal definitions. In: 11th International Congress on Mathematics Education (Topic Study Group 17), 2008-07-01.

Iannone, P. and Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473 (2008) The interplay between syntactic and semantic knowledge in proof production: Mathematicians’ perspectives. In: 5th Conference on European Research in Mathematics Education, 2008-01-01.

Nardi, E. ORCID: https://orcid.org/0000-0002-7145-6473, Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 and González-Martín, A. (2008) Introducing the concept of infinite sum: Preliminary analyses of curriculum content. In: Conference of the British Society for Research into the Learning of Mathematics, 2009-01-01.

Nardi, Elena (2008) Amongst mathematicians and conversations on the teaching and learning of mathematics at university level: the case of visualisation. In: 11th International Congress on Mathematical Education, 2008-07-06 - 2008-07-13.

Iannone, P. and Nardi, Elena ORCID: https://orcid.org/0000-0002-7145-6473 (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, P. and Nardi, Elena (2005) Counterexamples: is one as good as many? In: Fourth Mediterranean Conference in Mathematics Education, 2005-01-01.

Iannone, Paola and Nardi, Elena (2005) Interaction and transition from the concrete to the abstract: on the pedagogical insight of mathematicians. In: Proceedings of the 6th British Congress in Mathematics Education, 2005-03-01.

Nardi, Elena and Iannone, Paola (2004) On the fragile, yet crucial relationship between mathematicians and researchers in mathematics education. In: 28th Annual Conference of the International Group for Psychology in Mathematics Education, 2004-07-14 - 2004-07-18.

Nardi, Elena and Iannone, Paola (2003) Mathematicians on concept image construction: Single 'landscape' vs 'your own tailor-made brain version'. In: Proceedings of the 27th Annual Conference of the International Group for Psychology in Mathematics Education, 2003-07-13 - 2003-07-18.

Nardi, Elena and Iannone, Paola (2003) The rough journey towards a consistent mathematical proof: the P(n+1)-P(n+1) step in mathematical induction. In: Proceedings of the 3rd Mediterranean Conference on Mathematics Education, 2003-01-03 - 2003-01-05.

Nardi, Elena, Iannone, Paola and Cooker, Mark (2003) Pre-eighteen students have lost something major: mathematicians on the impact of school mathematics on students' skills, perceptions and attitudes. In: Proceedings of the Conference of the British Society for Research into the Learning of Mathematics, 2009-01-01.

Sangwin, C, Cooker, Mark, Hamdan, M, Iannone, Paola and Nardi, Elena (2003) Mathematicians as educational co-researchers: report on work in progress. In: Proceedings of the UMTC 2003 Conference, 2003-01-01.

Iannone, P. and Nardi, Elena (2002) A group as a 'special set'? Implications of ignoring the role of the binary operation in the definition of a group. In: 26th Annual Conference of the International Group for Psychology in Mathematics Education, 2002-01-01.

Nardi, Elena and Iannone, Paola (2002) Students, bicycles and the quirks of symbolic language in mathematical logic. In: Proceedings of the Conference of the British Society of Research into the Learning of Mathematics, 2002-01-01.

Iannone, Paola and Nardi, Elena (2001) On the 'tail' of a sequence, the universal quantifier and the formal definition of convergence. In: 5th Bi-annual Congress on Mathematics Education, 2001-07-05 - 2001-07-07.

Nardi, Elena and Iannone, Paola (2001) The unnecessary war between rigor and intuition in the learning of advanced mathematics. In: Proceedings of the 5th Annual Panhellenic Congress on Mathematics Education, 2001-01-01.

Nardi, Elena and Iannone, Paola (2001) On convergence of a series: The unbearable inconclusiveness of the limit-comparison test. In: Proceedings of 25th Annual Conference of the International Group for Psychology in Mathematics Education, 2001-01-01.

Nardi, Elena and Iannone, Paola (2000) Adjusting to the norms of mathematical writing: short stories from cipher to symbol. In: Proceedings of the Conference of the British Society of Research into the Learning of Mathematics, 2002-01-01.

Book

Nardi, E., Biza, Irene, Christophotorou, D. and Kourouniotis, C. (2009) [(translated from Greek) Alternative IT-based teaching of functions for Year 8]. Unknown Publisher.