Norwegian version
Constantinos Xenofontos

Constantinos Xenofontos

About

I am professor of mathematics education. I hold a BA in Education (with specialisation in mathematics education) from the University of Cyprus (Cyprus), a master’s and a PhD in mathematics education from the University of Cambridge (England, UK), and a postgraduate certificate in educational leadership from the University of Leicester (England, UK).

Prior to my employment at OsloMet, I worked as teacher in Cyprus, and as academic at the University of Nicosia (Cyprus) and the University of Stirling (Scotland, UK). My research interests revolve around the social, cultural, and political dimensions of mathematics education, which I often explore in relation to mathematics teacher education (both pre- and in-service) and mathematics curricula.

Research projects

Scientific publications

Xenofontos, Constantinos ; Hizli Alkan, Sinem; Appelbaum, Peter (2024). An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics. Cogent Education. Vol. 11.
https://doi.org/10.1080/2331186X.2024.2310436

Xenofontos, Constantinos ; Nolan, Kathleen Theresa (2024). Critical Perspectives on Mathematics Teacher Education. ISBN: 978-3-0365-9882-6. 284 p. MDPI.

Khilji, Mohammed Ali; Xenofontos, Constantinos (2023). “With maths you can have a better future”: how children of immigrant background construct their identities as mathematics learners. Scandinavian Journal of Educational Research.
https://doi.org/10.1080/00313831.2023.2204108

Bjerke, Annette Hessen ; Xenofontos, Constantinos (2023). Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice. Teachers and Teaching: theory and practice. Vol. 31.
https://doi.org/10.1080/13540602.2023.2219982

Xenofontos, Constantinos ; Hizli Alkan, Sinem; Andrews, Paul (2023). Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence?. 21 p. Athens Journal of Education (AJE). Vol. 10.
https://doi.org/10.30958/aje.10-1-7

Xenofontos, Constantinos ; Andrews, Paul (2023). The experiential construction of mathematics teacher identity and the impact of early mathematical failure. Frontiers in Education. Vol. 8.
https://doi.org/10.3389/feduc.2023.1158973

Pettersen, Josefine; Xenofontos, Constantinos (2023). The construction of mathematical identities among early adolescents. Cogent Education. Vol. 10.
https://doi.org/10.1080/2331186X.2023.2214474

Nolan, Kathleen Theresa ; Xenofontos, Constantinos (2023). On Becoming a Culturally Responsive Teacher of Mathematics. Journal of Mathematics and Culture.

Nolan, Kathleen Theresa ; Xenofontos, Constantinos (2023). The Role of Insights in Becoming a Culturally Responsive Mathematics Teacher. Education Sciences. Vol. 13.
https://doi.org/10.3390/educsci13101028

Nolan, Kathleen Theresa ; Xenofontos, Constantinos (2023). Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities. 17 p. Intercultural Education. Vol. 34.
https://doi.org/10.1080/14675986.2023.2265855





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