EDUCATION AND QUALIFICATIONS

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1 Caroline BARDINI Born: Oct. 7 th 1975 Nationality: Belgian Married Phone office : +61 (0) Phone home : +61 (0) cbardini@unimelb.edu.au Current position: Senior lecturer at the Melbourne Graduate School of Education (University of Melbourne) since July Prior positions: Maître de Conférences at the Mathematics Department of Université Montpellier 2 ( ). Member of ACSIOM team (I3M - UMR 5149). Teacher at the Faculty of Sciences of Université Montpellier 2. Outgoing International Fellow (6 th Marie Curie framework) at the University of Melbourne, Australia ( ) Post-doctorate at the Laurentian University (granted by the Social Sciences and Humanities Research Council of Canada), Canada ( ) EDUCATION AND QUALIFICATIONS Undergraduate studies in Mathematics at the Department of Mathematics and Statistics, Universidade de São Paulo (IME/USP). São Paulo, Brazil. First class Honours Masters in Mathematics Education, Université Paris 7. Paris, France. Supervisor : Prof. Michèle ARTIGUE. Grant obtained from Université Paris Ph.D in Mathematics Education, Université Paris 7. Paris, France. Title: «Le rapport au symbolisme algébrique : une approche didactique et épistémologique» («Establishing bonds between epistemology and mathematics education - towards a better understanding of one s relationship to algebraic symbolism»). Defended on Dec 10 th 2003 with the marking : Très Honorable and with the Compliments of the Jury. Supervisors : Prof. Michèle ARTIGUE and Prof. Michel SERFATI. Grant obtained from the French Ministry of Research Post-doctorate at the Department of Science and Mathematics Education, Melbourne University. Melbourne, Australia.

2 Post-doctorate at the School of Science Education, Laurentian University. Sudbury, Canada. AWARDS 2005 Recipient of the OIF European award (Outgoing International Fellowship) within the 6 th Marie Curie framework Recipient of the PES (Prize for Scientific Excellency). This financial award, based on the scientific excellence of the candidate (scientific, involvement in the community...), is allocated upon the advice of a National committee Recipient of one sabbatical semester for research purposes. Given to applicants who have a noticeable research program; over a period of 6 years, one semester at most can be obtained PUBLICATIONS Key words: Mathematics Education, epistemology of mathematics, algebraic reasoning, use of ICT in mathematics classroom. [2012] BARDINI, C. Décoder, accompagner et favoriser la construction de concepts algébriques et de leurs représentations. In Coulange, L., Drouhard, J.-P., Dorier, J.-L., Robert, A. (Eds.) Recherches en Didactique des Mathématiques, Numéro spécial hors-série, Enseignement de l'algèbre élémentaire: bilan et perspectives. Grenoble: La Pensée Sauvage. p [2010] BARDINI, C.; STACEY K., PIERCE, R. Linear functions: teaching strategies and students conceptions associated with y=mx+c. Special edition of Teaching of Algebra for Pedagogies: An International Journal. Francis & Taylor Group. [2009] BARDINI, C. Algebraic symbolism conveyed by ICT. Taking an epistemological lens to better apprehend students' use and understanding of algebraic symbolism. In: 9 th International Conference on Technology in Mathematics Teaching (ICTMT 9), Metz [2009] BARDINI, C. Comprendre la notion d'égalité. Tangente 130, p Ed. Pole. [2009] BARDINI, C; ARTIGUE, M. New didactical phenomena prompted by TI-NSpire specificities the mathematical component of the instrumentation process. In: Proceedings of the 6 th Conference of the European Society for Research in Mathematics Education, Lyon : ED. [2008] ALDON, G.; ARTIGUE, M.; BARDINI, C; TROUCHE L (dir). Nouvel environnement technologique, nouvelles ressources, nouveaux modes de travail : le projet e-colab (expérimentation Collaborative de Laboratoires mathématiques). Repères-IREM 72, p [2007] RADFORD, L.; BARDINI, C. & SABENA, C. Perceiving the General. The Multi-Semiotic Dimension of Students' Algebraic Activity. Journal for Research in Mathematics Education, 28(5), p

3 [2006] BARDINI, C. The historical and epistemological pillars of the «indeterminate». In: Oberwolfach Reports 22. [2006] BARDINI, C., STACEY K. Students conception of m and c : how to tune a linear function. In Novotná J. et al. (Eds.). Proceedings of the 30th Conference of Psychology of Mathematics Education (PME), Vol. 2, pp Prague : PME. [2005] BARDINI, C. ; RADFORD, L. ; SABENA, C. Struggling with variables, parameters and indeterminate objects or how to go insane in Mathematics. In: 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Melbourne : University of Melbourne. v. 2. p [2005] BARDINI, C. ; SABENA, C. ; RADFORD, L. Synchronizing gestures, words and actions in pattern generalization. In: 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Melbourne : University of Melbourne. v. 4. p [2005] BARDINI, C.; RADFORD, L. ; SABENA, C. ; SIMBAGOYE, A.; DIALLO, P. On embodiment, artefacts and signs: a semiotic-cultural perspective on mathematical thinking. In: 29th Conference of the International Group for the Psychology of Mathematics Education, Melbourne. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. Melbourne : University of Melbourne. v. 4. p [2005] BARDINI, C. ; SABENA, C. Se donner à corps joie aux mathématiques. In: 12 ème journée des sciences et Savoirs, Sudbury. Actes de la 12eme journée des sciences et Savoirs. p [2004] RADFORD, L., BARDINI C. and SABENA, C. Perceptual semiosis and the microgenesis of algebraic generalizations. In: Proceedings of the fourth Conference of the European Society for Research in Mathematics Education. Sant Feliu de Guíxols, Spain. [2004] BARDINI, C. ; PIERCE, R. and STACEY, K. Teaching Linear Functions in Context with Graphic Calculators: what impact on students' use and understanding of symbolic algebra?. International Journal of Science and Mathematics Education, Taiwan, v. 2, p [2004] BARDINI, C. Le rapport au symbolisme algébrique : une approche didactique et épistémologique. In: Castela C. et Houdement C. (Eds.) Actes du séminaire national de didactique des mathématiques, p Ed. ARDM et IREM de Paris7 [2003] BARDINI, C. Diophante, Descartes, Leibniz. Une analyse épistémologique de la représentation symbolique et de son déchiffrement. Quels apports pour la didactique? In Balises pour la didactique des mathématiques. Edition intégrale des cours, travaux dirigés et ateliers de la 12ème Ecole d Ete en Didactique des Mathématiques, Ed. Pensée Sauvage. [2003] BARDINI, C. The construction of meaning of algebraic symbolism at different school levels. An epistemological and didactical approach. In Proceedings of 3rd Conference of the European Society for Research in Mathematics Education. Bellaria, Italy. [2001] BARDINI, C. Le rapport des élèves à la factorisation en fin de Troisième. Cahier Didirem n 35, Université Paris 7, 88 pages. Translation of two papers published in a special edition of Sciences et Techniques Educatives journal, about the use of computer environnement for the learning of algebra. 3

4 - Translated from English by Bardini, C. and Delozanne, E.: L algebrista : un micromonde pour l enseignement et l apprentissage de l algèbre M. Cerulli et M. A. Mariotti, published in Sciences et Techniques Educatives vol. 9, 2002, pages 149 to Translated from English by Bardini, C. and Grugeon B.: La pensée algébrique dans une perspective sémiotique F. Arzarello, L. Bazzini, G. Chiappini, published in Sciences et Techniques Educatives vol. 9, 2002, pages 219 to 239. INVOLVMENT IN SCIENTIFIC PROJECTS ( ) - Member of the MEG (Mathematics Expert Group) of PISA Co-leader of the European project EdUmatics (European Development for the Use of Mathematics Technology in Classrooms) that aims the conception of an european on-line course for pre and inservice teachers partners, euros. - Leader of the European project Using new technologies to improve the quality of algebra education at different school levels ( ). Partners: Université Paris7, University of Melbourne, Universidade de São Paulo (USP) et Pontifícia Universidade Católica de São Paulo (PUC-SP). Marie Curie Outgoing International Fellowship award. - Member of the European project Inter2geo (since 2007) that aims merging several geometrical dynamic open softwares into a single on-line platform designed for in and pre-service teachers. - Member of the European project MathBridge (since 2009) that aims on reducing the gaps between high-school and university in order to ease the transition of mathematics students in their 1st years of scientific undergraduate courses. - Responsible for the French component of the Lexicon project (Leader: D. Clarke, University of Melbourne) since Co-leader of the French project e-colab (Colaborative experimentation of mathematics laboratories) since Partners: INRP, IREM of Lyon, Montpellier and Paris 7, Texas Instruments. - Member of the project RITEMATHS (REAL WORLD PROBLEMS and INFORMATION TECHNOLOGY ENHANCING MATHEMATICS) at University of Melbourne, Australia, April 2004 July Member of the project Sémiotique Culturelle et raisonnement mathématique [Cultural semiotics and mathematics reasoning] at Laurentian University, Canada, September 2004 May Member of the project Lingot (granted by the French Ministry of Research) in Cognitive Sciences at Université Paris 7, France, October 2002 April Member of the project Ressources en ligne pour l apprentissage des mathématiques en seconde [On-line educational ressources] (granted by the Conseil Régional d Ile de France) at Université Paris 7, France, November 2003 April 2004 and July 2004 August Member of the project-team AIDA - Approche Interdisciplinaire pour les Dispositifs informatisés d Apprentissage [Interdisciplinary approach about the computer environnements for teaching] (RTP39 - CNRS) since October 2002 and taking part of the european network Kaleidoscope since January SCIENTIFIC RESPONSABILITIES ( ) 4

5 - Member of the Scientific committee of the international conference I2Geo 2010 (Czech Republic, 2010) - Co-chair, member of the scientific committee and president of the organization committee of the international conference ICTMT9(Metz, 2009) - Member of the Scientific and Organization Committee of ICTMT9 (Metz -France, 2009) - Member of the Scientific and Organization Committee of the international conference Sharing Inspiration (Berlin -Germany, 2008) - Co-chair of the discussion group DG5 The Role of Philosophy in Mathematics Education at ICME11 (Mexico, 2008) - Co-chair of the working group WG9 Tools and technologies in mathematical didactics at CERME5 (Larnaca, 2007) - Co-leader of the group of in-service math teachers and researchers Mathématiques et Philosophie [Mathematics and Philosophy] at the IREM (Institute for Research on Mathematics Education) of Montpellier (since 2006) - Leader of the group of in-service math teachers Intégration d Outils Informatiques [integrating technologies in mathematics classroom] at the IREM of Montpellier (since 2006) - Member of the group Inter2geo at the IREM de Montpellier (since 2006) - Member of the Inter-IREM Commission of Epistemology (since 2007) - Co-leader of the Scientific and Organisation Committee for the joint conferences cycle of the IUFM (Institute for training teachers) and the IREM of Montpellier (since 2007) COMMUNICATIONS July 2012 November 2011 July 2011 May 2011 October 2010 Regular Lecture at ICME12 (Seoul, Korea). MGSE Seminar (Melbourne, Australia). Title: Focusing the didactical views on students' understanding of algebraic symbolism with epistemology as a magnifier lens. AAMT23/MERGA34 (Alice Springs, Australia). Title: Students use and understanding of letters versus algebraic symbolism conveyed by ICT. ACSIOM Seminar (Montpellier, France). Title: Epistémologie et didactique : deux milieux pour étudier le rapport au symbolisme algébrique. Réflexion ou réfraction? [Epistemology and mathematics education : two media to support analysis on algebraic symbolism. Reflection or refraction?] CREM Seminar (Nivelles, Belgium). 5

6 Title: Epistémologie et didactique des mathématiques. Quels apports pour l'enseignement des mathématiques? [Epistemology and mathematics education. What added-value for the teaching of mathematics?] October 2009 July 2009 January 2009 November 2008 July 2006 May 2006 July 2005 May 2005 April 2005 Plenary at the Journées de l APMEP (Rouen, France). Title : Le rapport des élèves au symbolisme algébrique : une approche épistémologique et didactique. [Establishing bonds between epistemology and mathematics education : towards a better understanding of one s relationship to algebraic symbolism] Plenary at ICTMT9 (International Conference on Technology in Mathematics Teaching (Metz, France). Title : Algebraic symbolism conveyed by ICT. Taking an epistemological lens to better apprehend students' use and understanding of algebraic symbolism CERME 6 (Conference of the European Society for Research in Mathematics Education) Lyon, France. Title: New didactical phenomena prompted by TI-NSpire specificities the mathematical component of the instrumentation process. Séminaire d Epistémologie et Histoire des Idées Mathématiques (IHP, Paris, France). Title : Inconnues, variables, paramètres, «ce n'est pas donné» pour les élèves! Un regard didactique sur la question de l' indéterminé. [Unknown, variables and parameters: when not all is given to students. Taking a didactical lens on the concept of indeterminate ]. PME30 (International group for Psychology of Mathematics Education) Charles University (Prague, République Tchèque). Title: Students conception of m and c : how to tune a linear function. Mathematisches Forschungsintitut Oberwolfach (Oberwolfach-Walke, Allemagne). Title : Unknown, variables and parameters The historical and epistemological pillars of the indeterminate PME29 (Psychology of Mathematics Education) University of Melbourne (Melbourne, Australia). Title : Struggling with variables, parameters and indeterminate objects or how to go insane in mathematics. Canadian Mathematics Education Study Group University of Ottawa (Ottawa, Canada). Title : Establishing bonds between epistemology and mathematics education : towards a better apprehension of student s use and understanding of algebraic symbolism. 12 ème Journée des Sciences et Savoirs Laurentian University (Sudbury, Canada). Title: Giving body and soul to maths December 2005 Instituto de Matemática e Estatística da Universidade de São Paulo (IME-USP) - University of São Paulo (São Paulo, Brésil). Title : A noção de cultura algébrica unindo Brasil, França e Austrália num projeto sobre o ensino e a aprendizagem da Álgebra elementar. [The notion of «algebraic culture» unifying Brazil, France and Australia] October 2004 Northern Ontario Mathematics Association (NOMA) St. Benedict s Catholic S.S. (Sudbury, Canada). Title : Les dés sont jetés! [Throw the dice!] 6

7 August 2004 Centro das Ciências Exatas e Tecnologias/Pontificia Universidade Catolica de São Paulo (PUC-SP) Catholic University of São Paulo (São Paulo, Brazil). Title : Aliança sinérgica entre Epistemologia e Didática da Matemática no estudo da Álgebra elementar e seus símbolos. August 2004 Instituto de Matemática e Estatística da Universidade de São Paulo (IME-USP) - University of São Paulo (São Paulo, Brazil). Title : Aliança sinérgica entre Epistemologia e Didática da Matemática no estudo da Álgebra elementar e seus símbolos. June 2004 June 2004 May 2004 May 2004 April 2004 April 2004 March 2004 February 2004 November 2003 November 2003 DSME - University of Melbourne (Melbourne, Australia). Conjoint presentation with Dr. Robyn Pierce. Title : Teaching Linear Functions in Context with Graphic Calculators. DSME Seminar University of Melbourne (Melbourne, Australia). Title : Learning in context with the aid of technology. What influence on students relationship to algebra? DSME Seminar - University of Melbourne (Melbourne, Australia). Title : The reader and the writer perspectives. A tool for analysing students relationships to algebraic expressions. DSME Seminar - University of Melbourne (Melbourne, Australia). Title: The reader and the writer perspectives -Two conceptual ways of approaching an algebraic expression. DSME Seminar - University of Melbourne (Melbourne, Australia). Title : Sense and Denotation. Department of Science and Education (DSME) Seminar - University of Melbourne (Melbourne, Australia). Title : Establishing bonds between epistemology and mathematics education - towards a better understanding of one s relationship to algebraic symbolism. Séminaire National de Didactique des Mathématiques (Paris, France). Title : Présentation de thèse Le rapport au symbolisme algébrique : une approche didactique et épistémologique [PhD presentation] Séminaire Didatech Université de Grenoble (Grenoble, France). Title : L articulation entre épistémologie, didactique et informatique dans l étude de l accès au symbolisme algébrique. [Epistemology, mathematics education and computer science linked together for studying one s acces to algebraic symbolism] 21 ème SFIDA (Séminaire Franco-Italien de Didactique de l Algèbre) (Nice, France). Title : Le rapport au symbolisme algébrique : une approche didactique et épistémologique. [Establishing bonds between epistemology and mathematics education : towards a better understanding of one s relationship to algebraic symbolism] Séminaire DidmaR - Université de Rennes 1 (Rennes, France). Title : Une approche interdisciplinaire dans l étude du rapport des élèves au symbolisme algébrique. De l articulation théorique entre didactique et épistémologie à l application pratique en EIAH. [A cross-theoretical analysis of students use and understanding of algebra : from a didactical and philosophical view to its application to Interactive Computer Aided Learning environments] 7

8 August 2003 April 2003 February 2003 January ème Ecole d Ete de Didactique des Mathématiques (Corps, France). Title : Diophante, Descartes, Leibniz. Une analyse épistémologique de la représentation symbolique et de son déchiffrement. Quels apports pour la didactique? [Diophante, Descartes, Leibniz. An epistemological analysis of algebraic symbols and its decoding. What benefits for mathematics education research?] Colloque d Epistémologie sur les méthodes en Mathématiques (IHP, Paris, France). Title : Epistémologie et didactique des mathématiques : deux visions complémentaires du symbolisme algébrique. [Epistemology and mathematics education : a cross-theoretical view of algebraic symbolism] CERME 3 (Third Conference of the European Society for Research in Mathematics Education) (Bellaria, Italie). Title: The construction of meaning of algebraic symbolism at different school levels. An epistemological and didactical approach. Séminaire DIDIREM Université Paris 7 (Paris, France) Title : La construction du sens des écritures algébriques à différents niveaux scolaires. Une approche didactique et épistémologique. TEACHING EXPERIENCE ( ) : Co-ordinator of the following subjects at Melbourne Graduate School of Education: - EDUC Learning Area Mathematics (Additional) 2 - EDUC Learning Area Mathematics 1 - EDUC Mathematics: Modeling & Problem Solving - EDUC90687 Numeracy for Life, School and Work Lecturer and tutor for all subjects above and tutor for the subjects below : - EDUC Primary Mathematics Education 1 - EDUC Mathematics, Assessment and Learning : Co-ordinator of the following subjects at the Faculty of Sciences: - «FLHD0O7 Se Préparer à enseigner» [Getting ready for teaching -for both primary and secondary teaching, with practicum placements] (1st and 2nd year of science undergraduate students) - «FLMA 613 Initiation au métier d'enseignant en Mathématiques» [Introduction to the teaching of mathematics -for secondary teaching, with practicum placements] (3 rd year of mathematics undergraduate students) - PhD course: «Regards croisés de chercheurs sur l enseignement» [Crossed viewpoints of researchers on teaching -for tertiary teaching] 8

9 - Master course «ZMHP312 - Intégration des TIC pour l'enseignement des sciences: approfondissement didactique» [Using ICT in science classroom: didactical theories -for both primary and secondary teaching] Teaching : 2006/2007: - FLHDO07 Se préparer à enseigner - FLMA613 Initiation au métier d'enseignant en Mathématiques - ZMHP312 - Intégration des TIC pour l'enseignement des sciences 2007/2008: - FLHDO07 Se préparer à enseigner - FLMA613 Initiation au métier d'enseignant en Mathématiques - FLSA Didactique des Mathématiques [Mathematics education theories for pre-service primary teachers -3 rd year undergraduate science students] - ZMHP312 - Intégration des TIC pour l'enseignement des sciences: approfondissement didactique - PhD course «regards croisés de chercheurs sur l enseignement» 2008/2009: - FLMA103 Algèbre linéaire 1 [Linear Algebra for 1 st year undergraduate science students] - FLHDO07 Se préparer à enseigner - FLMA613 Initiation au métier d'enseignant en Mathématiques - FLSA Didactique des Mathématiques - PhD course «regards croisés de chercheurs sur l enseignement» - Supervision and assessment of 1 st year Master mathematics students on practicum placements 2009/2010: - FLMA103 Algèbre linéaire 1 - FLHDO07 Se préparer à enseigner - FLMA613 Initiation au métier d'enseignant en Mathématiques - Supervision and assessment of 1 st year Master mathematics students on practicum placements LANGUAGES - French : mother tongue - Portuguese : mother tongue - English: written, spoken and read fluently - Spanish: read 9