Publication Secondary and University Mathematics
Begg, M. & Pierce, R., McAndrew, A. (2017). Incomprehensible workings followed by correct answers. In V. Barker, T. Spencer & K. Manuel (Eds.) Proceedings of the 26th Biennial Conference of the Australian Association of Mathematics Teachers. pp 64-70. Adelaide: AAMT.
Pierce R., & Begg, M. (2017). First year university student’ difficulties with mathematical symbols: the lecturer/tutor perspective. In A. Downton, S. Livy and J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Educational Research Group of Australasia. (pp. 413-419) Melbourne, MERGA.
Pierce, R. & Bardini, C. (2017). Mathematical writing and writing mathematics: The transition from secondary to university mathematics. In A. Downton, S. Livy and J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Educational Research Group of Australasia. (pp. 608-611) Melbourne, MERGA.
Bosch, M., Bardini, C., Rasmussen, C. & Trigueros, M. (2016). Current interactions between mathematicians and researchers in mathematics education. First conference of International Network for Didactic Research in University Mathematics. Montpellier, France. <hal-01337872>.
Bardini, C. & Pierce, R. (2015). Assumed mathematics knowledge: the challenge of symbols. International Journal of Innovation in Science and Mathematics Education, 23(1), 1- 9.
Vincent, J., Bardini, C., Pierce, R. & Pearn, C. (2015). Misuse of the equals sign: an entrenched practice from early primary years to tertiary mathematics. Australian Senior Mathematics Journal, 29(2), 28-36.
Bardini, C., Pierce, R. & Vincent J. (2015). Contemplating symbolic literacy in first year mathematics students. In M. Marshman, V. Geiger & A. Bennison (Eds.), Mathematics Education in the Margins. Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 77-84. Adelaide, Australia: MERGA.
Bardini, C. (2015). The reader and the writer perspectives or the subtleties of symbolic literacy. In K. Beswick, T. Muir & J. Wells, Mathematics education: climbing mountains, building bridges. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: PME.
Prior related publications
Pierce, R. & Bardini, C. (2015). Computer algebra systems: permitted but are they used? Australian Senior Mathematics Journal, 29(1), 32-42.
Bardini, C., Pierce, R. Vincent, J. & King, D. (2014) Undergraduate mathematics students' understanding of the concept of function. IndoMS-Journal of Mathematics Education, 5(2) 85-107.
Bardini, C. Vincent, J. Pierce, R. & King, D. (2014) Undergraduate mathematics students' pronumeral misconceptions. In J. Anderson, M. Cavanagh & A. Prescott (Eds.) Curriculum in Focus: Research Guided Practice, Sydney: MERG.
Bardini, C., Oldenburg, R., Stacey, K., & Pierce, R. (2013). Technology prompts new understandings: the case of equality. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia), pp. 82–89. Melbourne, VIC: MERGA.
Bardini, C., Pierce, R. & Vincent, J. (2013). First year university students' understanding of functions. Over a decade after the introduction of CAS in Australian high schools, what is new? In L. Rylands, B. Loch and D. King, Proceedings of the 9th Delta conference on teaching and learning of undergraduate mathematics and statistics. pp. 2–11.