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Personal profile

Biography

Elena Nardi is Professor of Mathematics Education. Her research is in a range of areas of mathematics education, with a particular emphasis on: the teaching and learning of mathematics at university level; affect in mathematics; secondary mathematics teachers’ epistemological and pedagogical discourses; and, public perceptions of mathematics/mathematicians and science/scientists. The externally funded projects that she is currently involved in include the British Academy funded CAPTeaM project (Challenging Ableist Perspectives in the Teaching of Mathematics; Principal Investigator) and the RCUK funded SUPI project (School and Universities Partnership Initiative; Co-Investigator). Amongst the post-graduate students she has supervised are 18 students at doctoral level and 28 at Masters level. Currently, 2017-18, she supervises ten students at doctoral level and five at Masters level. She is the director of EDU’s MA Mathematics Education, module leader to two of its three compulsory modules and co-leader to its third. She is module leader of the BA Education module Children, teachers and mathematics: Changing public perceptions of mathematics and team member of the programme’s Dissertation module. She contributes sessions to the PhD, EdD, MA, PGCE and BA programmes of the School. She is member of the EDU Research Committee, the co-ordinator of EDU’s RME Group (Research in Mathematics Education) and a member of the ESRC Peer Review College. She also works alongside EDU’s Director of Research as Research Impact Champion and member of the REF2021 Research Strategy Group. Her administrative roles in EDU include member of the Student Extenuating Circumstances Committee. She is Advisory Editor of the Routledge journal Research in Mathematics Education, the official journal of BSRLM, the British Society for Research into the Learning of Mathematics. She is member of the Editorial Board of Educational Studies in Mathematics, Mathematical Thinking and Learning, International Journal for Research in Undergraduate Mathematics Education and Mathematics Teacher Education and Development. Her monograph Amongst Mathematicians: Teaching and Learning Mathematics at University Level was published by Springer in 2008.

 

Website: https://archive.uea.ac.uk/~m011/

Key Research Interests and Expertise

Elena Nardi’s research is in a range of areas of mathematics education, with a particular emphasis on: the teaching and learning of mathematics at university level; cognitive, social and affective issues of secondary students’ engagement with mathematics; and, secondary mathematics teachers’ epistemological and pedagogical knowledge and beliefs.
 

Publications

For a complete list of Elena Nardi’s publications see: http://www.uea.ac.uk/~m011


Recent publications include:

Monograph

Nardi, E. (2008). Amongst mathematicians: Teaching and learning mathematics at university level. New York: Springer.


Journal Papers

Nardi, E., Biza, I., & Zachariades, T. (2011, on line first). ‘Warrant’ revisited: Integrating teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics, tbc(tbc), tbc.

González-Martín, A. S., Nardi, E., & Biza, I. (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), 565-589.

Biza, I., Nardi, E., & Zachariades, T. (2009). Teacher beliefs and the didactic contract on visualisation. For the Learning of Mathematics, 29(3), 31-36.

Biza, I., Nardi, E., & Zachariades, T. (2007). Using tasks to explore teacher knowledge in situation-specific contexts. Journal of Mathematics Teacher Education, 10, 301-309.


Book chapters

Dreyfus, T., Nardi, E., & Leikin, R. (2012, in press). Forms of proof and proving. In G. Hanna & M. De Villiers (Eds.), 19th International Commission for Mathematics Instruction Study (Proof and Proving). New York: Springer.

Sriraman, B., & Nardi, E. (2012, in press). Theories, models and frameworks. In M. A. K. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. Leung (Eds.), Third International Handbook of Mathematics Education. New York: Springer.

Nardi, E. (2009). Gaining insight into teaching and learning mathematics at university level through Mason’s inner research. In S. Lerman & B. Davis (Eds.), Mathematical action and structures of noticing (pp. 111-120). NL: Sense Publishers.

Specialisms

Psychology of mathematical thinking; mathematics education.

Teaching Interests

She currently supervises six doctoral students and has supervised thirteen students to completion. She is director of the MA in Mathematics Education and coordinator of its main modules Introduction to research in mathematics education and Dissertation. She is module coordinator of the BA module Children, teachers and mathematics: Changing public perceptions of mathematics and she contributes sessions to the PhD, EdD, MA and BA programmes of the School – as well as the module The learning and teaching of mathematics run by EDU for UEA’s School of Mathematics (MTH).

 
For opportunities to study mathematics education at UEA please view the Research in Mathematics Education (RME) group's page on courses

Preferred areas of research supervsion:

  • teaching and learning of mathematics at university level;
  • cognitive, social and affective issues of secondary students’ engagement with mathematics;
  • secondary mathematics teachers’ epistemological and pedagogical knowledge and beliefs
  • representations of mathematics and mathematicians in popular culture

 

Network

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