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Paola Iannone

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Dr Paola Iannone

Lecturer

Email:
p.iannone@uea.ac.uk
Telephone:
+44 (0)1603 591007
Fax:
+44 (0)1603 451412
Office location:
EDU 1.46

 

Research
Publications

 

Research Interests

I joined the School of Education and Lifelong Learning as Research Associate in 2000 after I worked for a few years in the School of Mathematics at UEA as a part time lecturer and tutor. My original training is in pure mathematics. I obtained a PhD from the School of Mathematics at UEA in 1996 with the title ‘Automorphism Groups of Geometric Codes’.
My main research area is the psychology of mathematics teaching and learning at university level. The interest in this field grew out of my experience teaching some courses at levels 0 to 2 in the mathematics department at UEA. My recent research experience has brought me to widen my expertise. This now includes teaching and learning mathematics in the primary classroom, and at post-compulsory school level (pupils of 16-18 years of age).
After having worked in EDU for 6 years on externally funded research projects, I have joined the School as Lecturer in Educational Studies in September 2007.

Recent Research Projects

  • 2006: Research Associate, project funded by the Higher Education Academy (Mathematics and Teaching Support Network) ’Transforming theory into practice: A guide for teaching Proof to mathematics undergraduates grounded on the co-ordinated perspectives and recommendations of mathematicians and researchers in mathematics education’. Project director: Dr Elena Nardi.
  • 2006: Research Associate, project funded by ’Excellence in Cities’ ’Effective Transitions‘: An Excellence in Cities Project’. Project director: Dr Liz Bills.
  • 2006: Research Associate on the Teaching Fellowship ’Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEA’ s Further Mathematics Centre’ awarded to the School of Education, University of East Anglia.
  • 2004-2005: Research Associate, ESRC funded project: ’Understanding the primary mathematics classroom Part 2’ Project director: Dr A Cockburn.
  • 2004: Part time research associate, project funded by the Joseph Rowntree Foundation ́” Mixed tenure: twenty years on nothing out of the ordinary” ́, Project Director: C. Allen, in collaboration with M. Camina, M. Wood and I. Cole. For a full version of the final report see http://www.jrf.org.uk/bookshop/eBooks/190501807X.pdf.
  • 2002-03: Research Associate, project funded by the Learning and Teaching Support Network ‘Mathematicians as educational co-researchers developing pedagogical theory and teaching practice’ . Project director: Dr E Nardi.
  • 2001-02: Research Associate, project founded by the Nuffield Foundation under the Small Grant Scheme ‘The first-year mathematics undergraduates problematic transition from informal to formal mathematical writing (Group Theory): foci of caution and action for the teacher of mathematics at an undergraduate level’ Project director: Dr E Nardi.
  • 2000 - 2001: Research Associate, project founded by the Nuffield Foundation under the Small Grant Scheme ‘The first-year mathematics undergraduates problematic transition from informal to formal mathematical writing: foci of caution and action for the teacher of mathematics at an undergraduate level’. Project director: Dr E Nardi.
  • 2001: Research associate for the Teaching Fellowship ‘Summer Projects for First Year Undergraduates’ in the School of Mathematics. Project director: Dr G Janacek.

Invited Seminars

  • 29 April 2008: Fostering conceptual mathematical thinking in 5-year-old pupils: Invited seminar to the Learning Sciences Research Institute, University of Nottingham.
  • 26 Jan 2006: Invited contribution to the one-day MSOR- funded meeting ’Mathematicians and Mathematics Educationalists: Can we collaborate?’, University of Warwick. Followed by an invited contribution to a Workshop on Advanced Mathematical Thinking at Warwick University.
  • 12 June 2006: Conceptual mathematical thinking for 5-year-old pupils? Invited contribution to Cambridge Mathematics Education Colloquia with Dr A Cockburn.
  • 10-13 Apr 2006: The number line: a powerful image that will help pupils throughout their time as learners of mathematics . . . or is it? Invited contribution to the Annual Conference of the Mathematical Association, Loughborough University.
  • 10 Jan 2005: Students’ writing: what can we learn from it? Invited contribution to a workshop to members of the mathematics faculty, at University of Oxford, on topics in teaching and learning mathematics at university level.
  • 1-3 Sept 2003: Mathematicians as Educational Co-Researchers. A series of sessions based on the LTSN funded project, The Annual Undergraduate Mathematics Teaching Conference, University of Birmingham, UK.
  • 12-15 Apr 2003: Did I tell you my Pythagoras’ horror story? Invited contribution to the Annual Conference of the Mathematics Association, University of East Anglia in Norwich.
  • 24 Sept 2001: Notes on the tensions between students, matrices and sequences in a first year pure mathematics course. Invited speaker at the Open University in Milton Keynes.
  • 7 June 2001: Necessity or convention? Adapting to the norms of formal mathematical reasoning. A seminar and informal workshop at the Department of Education, University of Leeds.
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List of Publications

Refereed Academic Publications

Nardi E., Biza I. and Iannone P.: 2008 Beyond the 'formalistic nonsense': the impact of symbols and prior images on students' sense-making of formal definitions, Proceedings of the 11th Congress in Mathematics Education, Mexico.

Iannone P. and Cockburn A.D.: 2008 ‘If you can count to 10 you can count to infinity really” Fostering conceptual thinking in the first year of primary school’. Research in Mathematics Education Journal, 10(1) 37-51.

Iannone P. and Nardi E.: 2008 The interplay between syntactic and semantic knowledge in proof production: Mathematicians’ perspectives, Proceedings of the 5th Conference on European Research in Mathematics Education, Larnaca, Cyprus, 14, 2300-2309, available at http://ermeweb.free.fr/CERME5.

Nardi E. and Iannone P.: 2006, To appear and to be: acquiring the genre speech of university mathematics, Proceedings of the 4th Conference on European Research in Mathematics Education, Sant Feliu de Guixols, Spain, 14, 1800-1810, available at http://ermeweb.free.fr/CERME4.

Iannone P. and Cockburn A.D.: 2006, Fostering conceptual mathematical thinking in the early years: a case study, Proceedings of the 30th Annual Conference of the International Group for Psychology in Mathematics Education, Prague, Czech Republic, 3, 329-336.

Iannone P. and Nardi E.: 2005, On the pedagogical insight of mathematicians: interaction and transition from the concrete to the abstract, Journal of Mathematical Behavior, 24, 191-215.

Iannone P. and Nardi E.: 2005, Counterexamples: is one as good as many? Proceedings of the 4th Mediterranean Conference in Mathematics Education, Palermo, Italy, 2, 379-388.

Cockburn A. D. and Iannone P.: 2005, Understanding the primary mathematics classroom, Proceedings of the 6th British Congress in Mathematics Education, 49-56.

Iannone P. and Nardi E.: 2005, Interaction and transition from the concrete to the abstract: on the pedagogical insight of mathematicians, Proceedings of the 6th British Congress in Mathematics Education, 73-80.

Nardi E. and Iannone P.: 2003, On the fragile, yet crucial relationship between mathematicians and researchers in mathematics education. Proceedings of the 28th Annual Conference of the International Group for Psychology in Mathematics Education, Bergen, Norway 3, 401-408.

Nardi E. and Iannone P.: 2003, Mathematicians on concept image construction: Single ’landscape’ vs ’your own tailor-made brain version’, Proceedings of the 27th Annual Conference of the International Group for Psychology in Mathematics Education, 13-18 July 2003, Honolulu, USA. Volume III, 365-372.

Nardi E. and Iannone P.: 2003, The rough journey towards a consistent mathematical proof: the P(n) → P(n + 1) step in mathematical induction, Proceedings of the 3rd Mediterranean Conference on Mathematics Education, 621-628. 3-5 January 2003, Athens, Greece.

Iannone, P. and Nardi, E.: 2002, A group as a ’Special Set’ ? Implications of ignoring the role of the binary operation in the definition of a group, Proceedings of the 26-th Annual Conference of the International Group for Psychology in Mathematics Education, (3), 121-128, Norwich, United Kingdom.

Nardi, E. and Iannone, P.: 2001, The unnecessary war between rigor and intuition in the learning of advanced mathematics, Proceedings of the 5th Annual Panhellenic Congress on Mathematics Education, 295-301, Thessaloniki, Greece.

Nardi, E. and Iannone, P.: 2001, On convergence of a series: The unbearable inconclusiveness of the limit-comparison test, Proceedings of the 25-th Annual Conference of the International Group for Psychology in Mathematics Education, (3), 399-406, Utrecht, Netherlands.

Iannone, P. and Nardi, E.: 2001, On the ‘tail’ of a sequence, the universal quantifier and the formal definition of convergence, Proceedings of the 5th Bi-annual Congress on Mathematics Education, 5-7 July 2001, 147-157, Keele University.

Other Academic Publications

Millman R., Iannone P. and Johnston-Wilder, P.: 2008, Educators and the teaching training context,
in Loewenberg Ball D. and Ruhama E. (Eds) The professional education and development of teachers of mathematics, the 15th ICMI Study, Springer.

Cockburn A. D. and Iannone P.: 2005, Primary Mathematics: teachers working with children low in confidence. Proceedings of the British Psychology Society Conference.

Nardi E., Iannone P. and Cooker M.: 2003, Pre-eighteen students have lost something major: mathematicians on the impact of school mathematics on students’ skills, perceptions and attitudes. Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics.Birmingham University, 23(3), 37-42.

Sangwin C., Cooker M., Hamdan M., Iannone P. and Nardi E.: 2003, Mathematicians as educational co-researchers: report on work in progress, Proceedings of the UMTC 2003 Conference, Birmingham, 93-107.

Nardi, E. and Iannone, P.: 2002, Students, bicycles and the quirks of symbolic language in mathematical logic, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, 22 (2) 49-54, Bristol University.

Nardi, E. and Iannone, P.: 2000, Adjusting to the norms of mathematical writing: short stories from cipher to symbol, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, 20 (3), 55-60, Roehampton University.

Publications in Professional Journals

Iannone P.: 2006, Number tracks, number lines, number strips... are they all the same? Mathematics Teaching, 197, 9-12.

Iannone P.: 2004, Did I tell you my Pythagoras’ horror story? Mathematics Teaching, 187, 13-16.

Other Publications/Reports

Iannone P. and Nardi E.: (2007), PopCo, Book Review, International Newsletter for Women in Mathematics Education, 16(1), available at http://extra.shu.ac.uk/iowme/documents/newsletter%2021%201.doc

Nardi E. and Iannone P.: 2006, How To Prove It: a brief guide for teaching Proof to mathematics undergraduates. Commissioned by the Higher Education Academy (Mathematics, Statistics and Operational Research branch), available at http://mathstore.ac.uk/publications/index.shtml ISBN 978-0-9539983-8-8.

Bills L., Cooker M., Huggins R., Iannone P. and Nardi E.: 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). Based on work commissioned by the UEA Teaching Fellowship Scheme, available at http://www.fmnetwork.org.uk/manager_area/files/other/UEAtfreport.pdf ISBN 978-0-9539983-9-8.

Belton T., Iannone P. and Philips E.: 2006, Easing Transition in the Early Years, An Excellence in Cities Project, Final Report.

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