Forskningsgrupper
Publikasjoner og forskningsresultater
Vitenskapelige publikasjoner
Xenofontos, Constantinos; Hizli Alkan, Sinem; Andrews, Paul (2023). Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence?. Athens Journal of Education (AJE) . Vol. 10.
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). kap. 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; Ferretti, Federica (Red.). Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). kap. s. 1679- 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 .
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 .
