Projects per year
Irene Biza is Associate Professor in Mathematics Education at the School of Education and Lifelong Learning (EDU). She completed her undergraduate (BSc in Mathematics) and postgraduate (MSc and PhD in Mathematics Education) studies at the Mathematics department of the University of Athens, Greece. She worked for several years as upper secondary level mathematics teacher and as research/development officer in Greece. After the completion of her postgraduate studies, she was employed as Associate Tutor and Visiting Research Fellow in the School of Education and Lifelong Learning at the University of East Anglia (EDU) before taking a Lectureship in Mathematics Education at the Mathematics Education Centre (MEC) at Loughborough University in 2010. In 2013 she jointed EDU as Lecturer and then as Associate Professor since 2018.
Key Research Interests
Irene Biza’s research is in the area of Mathematics Education with a focus on the mathematical learning at the university and upper secondary level, the pedagogical use of Information Technology (IT), mathematics teachers’ mathematical and pedagogical discourses, mathematics lecturer’s pedagogical practices, communities of practice in university mathematics and inclusive mathematics education. She is the leader of the MathTASK, a collaborative research and development programme in the UK, Brazil and Greece on mathematics teachers’ pedagogical and mathematical discourses and the transformation of teacher aspirations into pedagogical practices.
Teaching and learning of Calculus
Mathematics teachers’ discourses
Inclusive mathematics education
Use of technology in the teaching and learning of mathematics
Communities of practice in university mathematics
University mathematics pedagogical practices
Full list of publication here.
EDU Postgraduate Research Director
Leader of the MathTASK programme
Research Group or Lab Membership
Research in Mathematics Education Group, UEA
Doctor of Philosophy, University of Athens
Award Date: 1 Jan 2008
Master in Science, University of Athens
Award Date: 1 Jan 2003
Bachelor of Science, University of Athens
Award Date: 1 Jan 1987
- LB1603 Secondary Education. High schools
- LB2300 Higher Education
- LC5201 Education extension. Adult education. Continuing education
- L Education (General)
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- 1 Finished
Calculus at the intersection of institutions, disciplines and communities: A special issue Guest EditorialBiza, I., González-Martín, A. S. & Pinto, A., Jul 2022, In: International Journal of Research in Undergraduate Mathematics Education. 8, 2, p. 217–221 5 p.
Research output: Contribution to journal › Editorial › peer-review
Challenging undergraduate students’ mathematical and pedagogical discourses through MathTASK activitiesBiza, I. & Nardi, E., 11 Jun 2022, (Accepted/In press) Mathematical Challenge for All. Leikin, R. (ed.). Springer
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review
Μοντέλα επιμόρφωσης για την ανατροφοδότηση από την έρευνα στη διδακτική πράξη της διδασκαλίας των μαθηματικών και αντίστροφαBiza, I., Nardi, E., Argyris, D., Kalikakis, D., Kanellos, I., Kotarinou, P., Koukoulakis, C., Mpalabanidou, Z., Papadaki, E. & Stylianidou, A., 2022, Πρακτικά του 9ου Πανελλήνιου Συνεδρίου της ΕΝ.Ε.ΔΙ.Μ.: Η μαθηματική εκπαίδευση μπροστά σε νέες και παλιές προκλήσεις. p. 780-782
Research output: Chapter in Book/Report/Conference proceeding › Conference contributionOpen AccessFile1 Downloads (Pure)
Papastathi, C., Kanellos, I., Papadaki, E., Biza, I. & Nardi, E., 2022, Πρακτικά του 9ου Πανελλήνιου Συνεδρίου της ΕΝ.Ε.ΔΙ.Μ.: Η μαθηματική εκπαίδευση μπροστά σε νέες και παλιές προκλήσεις. p. 149-158
Research output: Chapter in Book/Report/Conference proceeding › Conference contributionOpen AccessFile2 Downloads (Pure)
‘Scaffolding’ or ‘Filtering’: A review of studies on the diverse roles of calculus courses for students, professionals and teachersBiza, I., González-Martín, A. S. & Pinto, A., Jul 2022, In: International Journal of Research in Undergraduate Mathematics Education. 8, 2, p. 389–418 30 p.
Research output: Contribution to journal › ArticleOpen AccessFile