Norwegian version
Constantinos Xenofontos

Constantinos Xenofontos

About

I am associate professor of mathematics education at the Department of Primary and Secondary Teacher Education. I hold a BA in education sciences (University of Cyprus, in Cyprus), a master's and a PhD in mathematics education (University of Cambridge, UK), and a PgCert in educational leadership (University of Leicester, UK). I have previously worked as an academic at the University of Nicosia (Cyprus) and the University of Stirling (Scotland, UK). I have also worked as a school teacher in Cyprus.

My research interests focus on mathematics teacher education (both initial teacher education and continuous professional development). In my work, I adopt sociocultural and sociopolitical perspectives, to investigate mathematics teachers' beliefs, knowledge, and practices.

Scientific publications

Xenofontos, Constantinos; Hizli Alkan, Sinem (2022). Scottish teachers’ perceptions of marginalisation in school mathematics. Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica (Ed.). Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12). European Society for Research in Mathematics Education.

Appelbaum, Peter; Stathopoulou, Charoula; Xenofontos, Constantinos (2022). Actionable mathematics education via dystopia. Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica (Ed.). Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12). European Society for Research in Mathematics Education.

Xenofontos, Constantinos; Mouroutsou, Stella (2022). Resilience in mathematics education research: a systematic review of empirical studies. Scandinavian Journal of Educational Research .

Appelbaum, Peter; Stathopoulou, Charoula; Xenofontos, Constantinos (2022). Mathematics education as dystopia: A future beyond. Journal of Humanistic Mathematics .

Xenofontos, Constantinos; Hizli Alkan, Sinem (2022). “They’re coming into school hungry, they’re not ready to learn”. Scottish teachers’ perceptions of marginalization in school mathematics. EURASIA Journal of Mathematics, Science and Technology Education . Vol. 18.

Xenofontos, Constantinos; Hizli Alkan, Sinem (2022). Prospective Primary Teachers’ Professional Noticing in Non-formal Learning Environments: The Case of a Mathematics Fair. Education Sciences .

Xenofontos, Constantinos; Hizli Alkan, Sinem; Andrews, Paul (2022). Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence?. Athens Journal of Education (AJE) .

Andrews, Paul; Xenofontos, Constantinos; Sayers, Judy (2021). Estimation in the primary mathematics curricula of the United Kingdom: Ambivalent expectations of an essential competence. International Journal of Mathematical Education in Science and Technology .

Xenofontos, Constantinos; Fraser, Sally; Priestley, Andrea; Priestley, Mark (2021). Mathematics teachers and social justice: a systematic review of empirical studies. Oxford Review of Education .

Xenofontos, Constantinos; Andrews, Paul (2020). The discursive construction of mathematics teacher self-efficacy. Educational Studies in Mathematics .





These publications are obtained from Cristin. The list may be incomplete