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.
Publications and research
Scientific publications
Killi, Elias Kahlil;
Xenofontos, Constantinos
(2024).
Teaching Mathematics to Children of Immigrant Backgrounds: Primary Teachers’ Perspectives from Norway.
Journal for Theoretical & Marginal Mathematics Education (JTM ME).
https://doi.org/10.5281/zenodo.13621544
Xenofontos, Constantinos ; Nolan, Kathleen Theresa (2024). Critical Perspectives on Mathematics Teacher Education. ISBN: 978-3-0365-9882-6. 284 p. MDPI.
Hafeez, Aleena;
Xenofontos, Constantinos
(2024).
Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”.
SN Social Sciences.
https://doi.org/10.1007/s43545-024-00969-8
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
; Solomon, Yvette;
Knudsmoen, Hege
(2024).
Norwegian teachers’ perspectives on inclusive practices in the mathematics classroom.
International Journal of Inclusive Education.
https://doi.org/10.1080/13603116.2024.2361347
Xenofontos, Constantinos
(2024).
Gender representations in school mathematics: a study of primary textbooks in the Republic of Cyprus.
International Journal of Mathematical Education in Science and Technology.
https://doi.org/10.1080/0020739X.2024.2337945
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
