Publications in refereed journals and proceedings
Hardy, N. (2010) Students' praxeologies of routine and non-routine limit finding tasks: normal behavior vs. mathematical behavior. To appear in the Proceedings of the 3rd International Conference on the Anthropological Theory of the Didactic. Sant Hilari Sacalm, Barcelona, Spain, January 25-29, 2010. On-line: http://www.crm.cat/Conferences/0910/cdidactic/cdidactic.pdf
Hardy, N. (2009) Institutional practices and conceptual development - a case study of college level calculus courses. Didactica Mathematicae, 32: 93-119.
Hardy, N. (2009) Students’ perceptions of institutional practices: The case of limits of functions in college level Calculus courses. Educational Studies in Mathematics, 72(3): 341-358. A research report was presented at the Conference on Research in Undergraduate Mathematics Education RUME 12, Raleigh, North Carolina, USA, February 26-28, 2009.
Fiorini, S., Hardy, N., Reed, B. and Vetta, A. (2008) Planar Graph Bipartization in Linear Time. Discrete Applied Mathematics, 156(7), pp1175-1180, 2008. [A preliminary version appeared in Proceedings of the 2nd Brazilian Symposium on Graphs, Algorithms and Combinatorics (GRACO 2), pp226-232, 2005.]
Fiorini, S., Hardy, N., Reed, B. and Vetta, A. (2007) Approximate Min-Max Relations for Odd Cycles in Planar Graphs. Mathematical Programming B, 110(1), pp71-91, 2007. [A preliminary version appeared in Proceedings of the 11th International Conference on Integer Programming and Combinatorial Optimization (IPCO 11), pp35-50, 2005.]
Book chapters
Sierpinska, A. and Hardy, N. (2010). Unterrichten wir noch Mathematik? In C. Böttinger, M. Nührenbörger, R. Schwarzkopf, E. Söbbeke and K. Bräuning (Eds.), Mathematik im Denken der Kinder (ISBN 978-3-7800-1063-6). Friedrich Verlag GmbH, Germany.
Publications in conference proceedings
Hardy, N. (2010) Students’ models of the knowledge to be learned about limits in college level Calculus courses. The influence of routine tasks and the role played by institutional norms. To appear in the proceedings of the Canadian Mathematics Education Study Group (CMESG) 2010 gathering, Vancouver (BC). May 21-25, 2010.
Hardy, N. (2008) A subtle interplay between ordinary, algebraic and analytic registers in college level Calculus courses as a source of students’ difficulties. 11th International Congress in Mathematical Education (ICME 11), Monterrey, Mexico, July 2008. On-line: http://tsg.icme11.org/tsg/show/32
Invited talks
"Tareas rutinarias vs. tareas no rutinarias: comportamiento normal vs. comportamiento científico". Program for academic and research development in the Common Cycle of the University of Buenos Aires, Argentina. June 16, 2010.
“Students’ praxeologies of routine and non-routine limit finding tasks”. Département de mathématiques, UQAM, Montreal (Qc). November 2, 2009.
“Modèles des savoirs à apprendre, à propos des limites de fonctions, que les étudiants d’un collège Nord-Américain se son construits dans un cours de Calcul différentiel et intégral et l’impact des taches de routine et des normes institutionnelles sur ces modèles”. Département de mathématiques, Cegep de Rimouski, Montreal (Qc). August 14, 2009.
Publications in relevant newsletters/journals
Hardy, N. (2010). Une racine de la didactique des mathématiques : Yves Chevallard. To appear in the May 2010 Bulletin of the Association Mathématique du Quebec (AMQ). Article written in the occasion of Prof. Yves Chevallard being awarded the Hans Freudenthal Medal by the International Committee for Mathematics Instruction.
Theses