Projects per year
Abstract
CAPTeaM develops and trials activities that Challenge Ableist Perspectives on the Teaching of Mathematics. The project involves teachers and researchers from the UK and Brazil in reflecting upon the practices that enable or disable the participation of disabled learners in mathematics. In this paper, we focus on two themes that emerged from data analyses generated in the first phase of the study: deconstructing the notion of the normal mathematics student/classroom and attuning mathematics teaching strategies to student diversity. Here, we address these themes through exemplifying participants’ haptic constructions of number in the context of a multiplication task in terms of four strategies they devise: “counting fingers”; “tracing the sum”; “negotiating signs to indicate place value”; “decomposing”.
Original language  English 

Title of host publication  Research Proceedings of the 9th British Congress on Mathematics Education 
Editors  J Golding, N Bretscher, C Crisan, E Geraniou, J Hodgen, C Morgan 
Pages  7279 
Number of pages  8 
Publication status  Published  2018 
Keywords
 MathTASK
 CAPTeaM
Projects
 1 Finished

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Biza, I. & Nardi, E., 2019, In : International Journal for Lesson and Learning Studies. 9, 1, p. 4356 14 p.Research output: Contribution to journal › Article
Open AccessFile1 Citation (Scopus)31 Downloads (Pure) 
Teachers' use of resources for mathematics teaching: The case of teaching trigonometry.
Kayali, L. & Biza, E., 2018, Research Proceedings of the 9th British Congress on Mathematics Education. Golding, J., Bretscher, N., Crisan, C., Geraniou, E., Hodgen, J. & Morgan, C. (eds.). p. 111118 8 p.Research output: Chapter in Book/Report/Conference proceeding › Chapter (peerreviewed)
Open AccessFile