Kort om
Jeg er professor i matematikkdidaktikk. Jeg har en bachelorgrad i utdanning (med spesialisering i matematikkdidaktikk) fra University of Cyprus (Kypros), en mastergrad og en doktorgrad i matematikkdidaktikk fra University of Cambridge (England, Storbritannia), og et postgraduate sertifikat i pedagogisk ledelse fra University of Leicester (England, Storbritannia).
Før jeg ble ansatt ved OsloMet jobbet jeg som lærer på Kypros, og som akademiker ved University of Nicosia (Kypros) og University of Stirling (Skottland, Storbritannia). Forskningsinteressene mine handler om de sosiale, kulturelle og politiske dimensjonene ved matematikkdidaktikk, som jeg ofte utforsker i forhold til lærerutdanning i matematikk og analyser av læreplaner i matematikk.
Forskningsgrupper
Publikasjoner og forskningsresultater
Vitenskapelige publikasjoner
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.
https://doi.org/10.1080/13540602.2023.2219982
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
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 s.
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.
Xenofontos, Constantinos; Hizli Alkan, Sinem (2022). Scottish teachers’ perceptions of marginalisation in school mathematics. Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica; Ferretti, Federica (Red.). Proceedings of the Twelfth Congress of the European Society for Research 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.
https://doi.org/10.1080/00313831.2022.2115132
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.
https://doi.org/10.29333/ejmste/12071
