I grew up in Tehran, Iran, where I completed my BSc and MSc degree in Mathematics. Meanwhile, I taught mathematics at different levels, ranging from primary school to university, always advocating students’ learning-by-doing. My own interpretation of “doing mathematically” and the tasks that I designed in this direction brought me the award of a grant to study for a doctoral degree in Mathematics Education at the University of Warwick where I did my PhD thesis under supervision of Prof. David Tall and Mr Adrian Simpson.
In my work, research and practice are closely related to each other. This is well reflected in:
My doctoral study where I started by devising tasks to get students to construct the standard definition of equivalence relations, but I ended with a wide-ranging and highly integrated phenomenographical analysis of conceptions of equivalence in student learning, historical development, educational research, and practice;
My paper entitled, "Moore and Less", that is the story of a multivariable calculus course I ran based on my own modification of the Moore Method (Enquiry Based Learning); while offering a phenomenographical foundation for student-centred teaching, it breaks the commonly believed boundaries of such teaching as regards to class size and diversity of students’ ability and motivation.
My books, written for children, that are based on my research in early number learning.
My historical comic strips, written for middle school students and teachers, that are based on a personal blend of the history of mathematics and cognitive aspects of mathematics learning.
My current research in algebraic thinking in which together with two Ph.D students we use the notion of “specularity”, a theoretical construct of my own, to cultivate algebraic thinking in preschool children at pre-alphanumeric age and to develop algebraic awareness in middle school students while learning negative numbers.
2006, University of Warwick, United Kingdom, PhD. Mathematics Education
1999, Shahid Beheshti University, Iran, Islamic Republic of, MSc. Mathematics
1996, Sharif University of Technology, Iran, BSc. Mathematics
Asghari A, khosroshahi L. 2016. Appropriate Contexts for Algebraization in Primary School With a Content Analysis of Iranian Mathematics Textbooks (in Farsi) Quarterly Journal of Educational Innovations, 59
Asghari AH, Khosroshahi L. 2016. Using untouchables to make arithmetic structures touchable Australian Primary Mathematics Classroom,
Asghari A. 2012. Moore and Less! PRIMUS, 22 :509-524 >DOI
Asghari AH. 2012. Specularity in algebra For the Learning of Mathematics, 32 :34-38
Asghari AH. 2005. A mad dictator partitions his country Research in Mathematics Education, 7 :33-45 >DOI
Conference Publication (journal proceedings)
Asghari AH, Dastjerdi S, Adeli M. 2016. Moving from operational view to relational view on the hundred grid 13 International congress on mathematics education
Asghari AH, Khosroshahi L. 2013. Symbols in Early Algebra: To Be or Not to Be? 37th Conference of the International Group for the Psychology of Mathematics Education
Asghari AH. 2007. EXAMPLES, A MISSING LINK Woo JH, Lew HC, Park KS, Seo DY. PME 31: PROCEEDINGS OF THE 31ST CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2, 31st Conference of the International-Group-for-the-Psychology-of-Mathematic-Education :25-32 >Link
Asghari AH, Tall D. 2005. STUDENTS’ EXPERIENCE OF EQUIVALENCE RELATIONS A PHENOMENOGRAPHIC APPROACH The Conference of the International Group for the Psychology of M athematics Education
Asghari AH. 2004. ORGANIZING WITH A FOCUS ON DEFINING A PHENOMENOGRAPHIC APPROACH The 28th Conference of the International Group for the Psychology of Mathematics Education