Publications

Journal Article
Rotem, S. ‑H., Potari, D., & Psycharis, G. (2024). Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork‑based university course. Educational Studies in Mathematics.Abstract
Preparing prospective mathematics teachers to become teachers who recognize andrespond to students’ mathematical needs is challenging. In this study, we use the construct of critical incident as a tool to support prospective mathematics teachers’ reflection on their authentic fieldwork activities, notice students’ thinking, and link it to the complexity of mathematics teaching. Particularly, we aim to explore the characteristics and evolution of prospective mathematics teachers’ noticing of students’ mathematical thinking when critical incidents trigger reflective discussions. Critical incidents are moments in which students’ mathematical thinking becomes apparent and can provide teachers with opportunities to delve more deeply into the mathematics discussed in the lesson. In the study, twenty-two prospective mathematics teachers participated in fieldwork activities that included observing and teaching secondary school classrooms. The prospective teachers identified critical incidents from their observations and teaching, which were the foci for reflective discussion in university sessions. By characterizing the prospective teachers’ reflective talk in these discussions, we demonstrate the discussion’s evolution.In it, participants questioned learning and teaching mathematics and suggested alternate explanations. This characterization also shows that using critical incidents in the university discussions enabled the prospective teachers to link students’ thinking with the teacher’s teaching practices while supporting their reflection using classroom evidence. We emphasize the importance of descriptive talk in the discussion, which allows for deepening the prospective teachers’ reflections. Further, we explore the teacher educator’s contributions in those discussions, showing that the teacher educator mainly maintained the reflective talk by contextualizing the critical incidents and pressing the participants to explain further issues they raised in the discussions. Implications for mathematics teacher education are discussed.
Skott, C. K., & Psycharis, G. (2024). Studying how a mathematics teacher’s professional identity shapes and is shaped by the use of digital resources in the classroom. Nordic Studies in Mathematics Education.Abstract
Teachers face many issues when trying to integrate digital resources (DR) into mathematics classes. This article applies an identity-based perspective to understand teachers’ roles in the practices that evolve in such classes. We focus on Victor, a Greek mathematics teacher, who, when viewed from levels beyond the classroom, experienced to become a reform-oriented teacher and a designer of DR. We explore how these experiences of professional identity shapes and is shaped by his work with DR at the classroom level. We show how Victor’s identity changed from ‘being a Mathematics teacher who struggles with inquiry-based teaching’ to ‘becoming a mathematics Teacher who uses DR to support inquiry-based learning’ and outline what fuelled these changes. Our results suggest the importance of connecting an identity perspective to classroom interactions and mathematics.
Psycharis, G., & Skott, C. K. (2023). Studying a mathematics teacher’s documentational and identity trajectories over time. Journal of Mathematics Teacher Education. Publisher's VersionAbstract
We study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher’s documentational and identity trajectories and professional development. We combined a theoretical framework on teachers’ work with resources  —documentational approach to didactics (DAD)— with a framework based on social practice theory—patterns of participation (PoP). The DAD analysis provided rich descriptions of which digital resources the teacher interacted with and of the transformative evolution of these interactions over time. The PoP analysis offered explanations of how and why the teacher transformed his interactions with the resources through foregrounding affective and contextual factors as significant for the teacher’s formation of identity. We conclude that the combination of the two frameworks provided deeper and complementary insights into the teacher’s long-term professional development with digital resources, and that such networking is needed to develop balanced understandings of teachers’ long-term interactions with digital resources.
jmte_2023.pdf
Kafetzopoulos, G. - I., & Psycharis, G. (2022). Conceptualization of function as a covariational relationship between two quantities through modeling tasks. Journal of Mathematical Behavior, 67. Publisher's VersionAbstract
In this paper we use learning trajectories to study 11th grade students’ conceptualization of function as a covariational relationship between two quantities while they engaged in modeling tasks to support their experimentation and conceptualizations. Pairs of students used digital tools that offer integrated representations of functions while working on an instructional sequence of modeling tasks in their mathematics classrooms. The analysis shows students’ progressive conceptualization of functional relationships starting from quantitative and covariational relationships using learning trajectories. The findings indicate the potential of upper secondary students to conceptualize function as a covariational relationship involving the rate of change, as well as the role of the available tools and the role of models and their connections in students’ conceptualizations.
jmb_2022.pdf
Vroutsis, N., Psycharis, G., & Triantafillou, C. (2022). Crossing the boundaries between school mathematics and marine navigation through authentic tasks. For the Learning of Mathematics, 42(3), 2-9. Publisher's Version flm_2022.pdf
Triantafillou, C., Psycharis, G., Potari, D., Bakogianni, D., & Spiliotopoulou, V. (2021). Teacher Educators’ Activity Aiming to Support Inquiry through Mathematics and Science Teacher Collaboration. International Journal of Science and Mathematics Education. Publisher's VersionAbstract
This study explores teacher educators’ (TEs’) activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs’ activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science teaching with workplace situations through inquiry-based teaching. We focus on five TEs’ actions and goals, use data from their professional development sessions with teachers and from the TEs’ interactions during their own meetings, and highlight the illuminating case of one teacher educator. We trace evidence indicating paths of actions followed by each Teacher Educator and look for indications of their professional learning. Our analysis reveals generic and content-focused actions. All TEs faced different kinds of contradictions and had difficulties handling them. In terms of professional learning, all TEs adapted their prior teacher education practices and appreciated the critical role of epistemological differences between the two disciplines.
ijsme_2021_special_issue.pdf
Potari, D., Psycharis, G., Sakonidis, C., & Zachariades, T. (2019). Collaborative design of a reform-oriented mathematics curriculum: contradictions and boundaries across teaching, research, and policy. Educational Studies in Mathematics , 102(3), 417-434 . Publisher's VersionAbstract
The reported study is situated within the process of developing a reform-oriented national mathematics curriculum for compulsory education in Greece by a design team that involved teachers, academic researchers, and policy-makers. From an activity theory perspective, we identify the activity systems of mathematics teaching, research in mathematics education, and educational policy interacting in the design process. We focus on the contradictions between the three activity systems and how these were dealt with. We based our analysis on email exchanges during the curriculum design, field notes from whole-team sessions, and interviews with key persons. Our results highlight that the emerging contradictions primarily concerned the teaching and research activity systems. Members of the team who acted as brokers between the different activity systems and facilitated their interaction played an important role in overcoming the contradictions.
esm_2019.pdf
Psycharis, G., & Kalogeria, E. (2018). Studying the process of becoming a teacher educator in technology enhanced mathematics. Journal of Mathematics Teacher Education, 21(6), 631-660. Publisher's VersionAbstract
In this paper, we explore the process of becoming a teacher educator in the pedagogical use of digital tools in mathematics teaching. The study took place in the context of an in-service program during the trainees’ engagement in their practicum fieldwork activities including the process observation–reflection–design–implementation–reflection. We explored the features of this context that facilitated the trainees’ transition from the level of trainee educator to the level of teacher educator as well as the nature of the trainees’ documentation work for teachers. The results showed that observation of other teacher educators’ teaching in conjunction with reflection during the program’s respective sessions facilitated the trainees’ transition to the professional level. The identified operational invariants underlying the trainees’ designs concerned the focus of their observation in teacher education classrooms, the importance they attributed to the constraints and opportunities provided by the wider educational context and epistemological issues regarding the teaching and learning of mathematics with technology. The analysis of trainees’ designs revealed three kinds of documents (‘‘explanatory,’’ ‘‘instructive’’ and ‘‘facilitative’’) and corresponding roles of trainees during the implementation. These documents targeted different aspects of TPACK depending on the trainees’ conceptualizations of teachers’ roles either ‘‘as students’’ or ‘‘of students.’’
jmte_2018.pdf
Psycharis, G. (2015). Embedding inquiry and workplace in a constructionist approach to mathematics and science teachers’ education. Constructivist Foundations , 10(3), 299-301. Article URL cf_2015.pdf
Lagrange, J. - B., & Psycharis, G. (2014). Investigating the potential of computer environments for the teaching and learning of functions: A double analysis from two research traditions. Technology, Knowledge and Learning (formerly International Journal of Computers for Mathematical Learning), 19(3), 255-286. Article URLAbstract
The general goal of this paper is to explore the potential of computer environments for the teaching and learning of functions. To address this, different theoretical frameworks and corresponding research traditions are available. In this study, we aim to network different frameworks by following a ‘double analysis’ method to analyse two empirical studies based on the use of computational environments offering integrated geometrical and algebraic representations. The studies took place in different national and didactic contexts and constitute cases of Constructionism and Theory of Didactical Situations. The analysis indicates that ‘double analysis’ resulted in a deepened and more balanced understanding about knowledge emerging from empirical studies as regards the nature of learning situations for functions with computers and the process of conceptualisation of functions by students. Main issues around the potential of computer environments for the teaching and learning of functions concern the use of integrated representations of functions linking geometry and algebra, the need to address epistemological and cognitive aspects of the constructed knowledge and the critical role of teachers in the design and evolution of students’ activity. We also reflect on how the networking of theories influences theoretical advancement and the followed research approaches.
tknl_2014.pdf
Kynigos, C., & Psycharis, G. (2013). Designing for instrumentalization: Constructionist perspectives on instrumental theory. International Journal for Technology in Mathematics Education, 20(1), 15-20.Abstract
In this paper we aim to contribute to the process of networking between theoretical frames in mathematics education by means of forging connections between Constructionism and Instrumental Theory to discuss a design for instrumentalisation. We specifically focus on instrumentalisation, i.e. the ways in which students make changes to digital artifacts and generate meanings in reference to these, as something which will not inevitably happen during activity with digital media. We discuss the issue of designing artifacts and corresponding activities in order to facilitate an instrumentalisation process which will be rich in the generation of mathematical meanings. We report findings from research aimed at shedding light on the meanings of angle in 3D space generated by 13 year olds students while using a specially designed Turtle Geometry microworld. The analysis indicates that connections between the two theories on the issue of designing for instrumentalisation enhances our efficiency to explore the instrumental genesis in technology-rich environments.
jmte_2013.pdf
Kalogeria, E., Kynigos, C., & Psycharis, G. (2012). Teachers' designs with the use of digital tools as a means of redefining their relationship with the mathematics curriculum. Teaching Mathematics and its Applications, 31(1), 31-40. Article URLAbstract
The present article reports a study concerning the analysis of 19 activity plans (we call them ‘scenarios’) developed by mathematics teacher educators-in-training for the pedagogical use of digital tools. The development of these scenarios took place during their training program and it was designed as an activity for increasing reflection, for expressing creative pedagogical ideas and for an active engagement in the design of curricula enriched with the use of technology. Our analysis shows that the trainee teacher educators deconstructed and reconstructed respective parts of the formal curriculum regarding the mathematical concepts they chose to embody in their scenarios.
tma_2012.pdf
Vandebrouck, F., Chiappini, G., Jaworski, B., Lagrange, J. - B., Monaghan, J., & Psycharis, G. (2012). Activity theoretical approaches to mathematics classroom practices with the use of technology. International Journal for Technology in Mathematics Education, 19(4), 127-134. jmte_2012.pdf
Kynigos, C., Psycharis, G., & Moustaki, F. (2010). Meanings generated while using algebraic-like formalism to construct and control animated models. International Journal for Technology in Mathematics Education, 17(1), 17-32.Abstract
This paper reports on a design experiment conducted to explore the construction of meanings by 17 year old students, emerging from their interpretations and uses of algebraic like formalism. The students worked collaboratively in groups of two or three, using MoPiX, a constructionist computational environment with which they could create concrete entities in the form of models by using equations and animate them to link the equations’ formalism to the produced visual representation. Our aim was to further study the ways in which the use of formalism in constructionist environments can create contexts for the emerging of mathematical meanings. Some illustrative examples of two groups of students’ work indicate the potential of the activities and tools for expressing and reflecting on the mathematical nature of the available formalism. We particularly focused on the students’ engagement in reification processes, i.e. making sense of structural aspects of equations, involved in conceptualising them as objects that underlie the behaviour of the respective models
jmte_2010.pdf
Kynigos, C., & Psycharis, G. (2009). Investigating the role of context in experimental research involving the use of digital media for the learning of mathematics: Boundary objects as vehicles for integration. International Journal of Computers for Mathematical Learning, 14(3), 265-298. Article URLAbstract
The paper describes a study of the contexts of six teams, expert in research and development of digital media for learning mathematics, who cross-experimented in classrooms with the use of each other’s artefacts. Contextual issues regarding the designed tasks and technologies, the socio-systemic milieu and the ways in which the researchers worked with the teachers were in focus. We analysed the ways in which a set of mutually constructed and negotiated questions aiming to illuminate otherwise tacit contextual issues operated as boundary objects amongst the teams. We discuss the need to develop special tools such as these boundary objects in order to elicit issues of context and the ways they may affect the production of theory.
ijcml_2009.pdf
Psycharis, G., Latsi, M., & Kynigos, C. (2009). Meanings for fraction as number-measure by exploring the number line. International Journal for Technology in Mathematics Education, 19(3), 91-107.Abstract
This paper reports on a case-study design experiment in the domain of fraction as number-measure. We designed and implemented a set of exploratory tasks concerning comparison and ordering of fractions as well as operations with fractions. Two groups of 12-year-old students worked collaboratively using paper and pencil as well as a specially designed microworld which combines graphical and symbolic notation of fractions represented as points on the number line. We used the students’ interactions with the available representations as a window into their conceptual understanding and struggles in making sense of fraction asnumber-measure. We report on the features of the available representations from an epistemological point of view, on the design of activities aiming at creating meaningful problem contexts for fractions as well as on the meanings generated by the students by some illustrative examples of their work indicating the potential of the activities and tools for expressing and reflecting on the mathematical nature of fraction as number-measure.
jmte_2009.pdf
Psycharis, G., & Kynigos, C. (2009). Normalising geometrical figures: Dynamic manipulation and construction of meanings for ratio and proportion. Research in Mathematics Education (The international mathematics education research journal of the British Society for Research into Learning Mathematics), 11(2), 149-166. Article URLAbstract
Enlarging-shrinking geometrical figures by 13 year-olds is studied during the implementation of proportional geometric tasks in the classroom. Students worked in groups of two using ‘Turtleworlds’, a piece of geometrical construction software which combines symbolic notation, through a programming language, with dynamic manipulation of geometrical objects by dragging on sliders representing variable values. In this paper we study the students’ normalising activity, as they use this kind of dynamic manipulation to modify ‘buggy’ geometrical figures while developing meanings for ratio and proportion. We describe students’ normative actions in terms of four distinct Dynamic Manipulation Schemes (Reconnaissance, Correlation, Testing, Verification). We discuss the potential of dragging for mathematical insight in this particular computational environment, as well as the purposeful nature of the task which sets up possibilities for students to appreciate the utility of proportional relationships.
rme_2009.pdf
Cerulli, M., Trgalova, J., Maracci, M., Psycharis, G., & Georget, J. - P. (2008). Comparing theoretical frames enacted in experimental research: TELMA experience. Zentralblatt für Didaktik der Mathematik (ZDM) – The International Journal on Mathematics Education, 40(2), 201-213. Article URLAbstract
In the context of the Kaleidoscope Network of Excellence, six European research teams developed a methodology for integrating their research approaches. In this paper, we present the methodology based on a cross-experimentation, showing how it gave insight to the understanding of each team’s research and on the relationship between theoretical frameworks and experimental research.
zdm_2008.pdf
Ψυχάρης, Γ. (2008). Σχήματα δυναμικού χειρισμού γεωμετρικών κατασκευών και ανάπτυξη νοημάτων για λόγους και αναλογίες. Έρευνα στη Διδακτική των Μαθηματικών, Περιοδικό της Ένωσης Ερευνητών Διδακτικής των Μαθηματικών (ΕΝΕΔΙΜ), 3, 33-66.Abstract
Στο άρθρο αυτό παρουσιάζονται ερευνητικά αποτελέσματα που αφορούν τη χρήση ειδικού υπολογιστικού εργαλείου δυναμικού χειρισμού γεωμετρικών μεγεθών στο πλαίσιο του πειραματισμού 13χρονων μαθητών για την αυξομείωση γεωμετρικών κατασκευών με βάση σχέσεις αναλογίας μεταξύ μεταβλητών μεγεθών. Τα παιδιά εργάστηκαν σε ομάδες στο εργαστήριο υπολογιστών του σχολείου τους χρησιμοποιώντας ειδικά σχεδιασμένα υπολογιστικά εργαλεία συμβολικής και γραφικής αναπαράστασης των μεταβλητών μεγεθών, που παράλληλα μπορούσαν να τα χειριστούν ελέγχοντας με δυναμικό τρόπο την αριθμητική μεταβολή τους. Η ανάλυση εστιάζεται στα σχήματα που αναδύθηκαν κατά τη χρήση του εργαλείου δυναμικού χειρισμού αλλά και στις μεταξύ τους διασυνδέσεις. Στα ευρήματα καταγράφεται η αξιοποίηση του δυναμικού χειρισμού ως πλαισίου αναγνώρισης και έκφρασης συσχετίσεων μεταξύ των μεταβλητών μεγεθών μιας γεωμετρικής κατασκευής με στόχο την αυξομείωσή της στο πλαίσιο κατάλληλα σχεδιασμένων δραστηριοτήτων.
rme-enedim_2008.pdf
Conference Paper
Psycharis, G., Trgalová, J., Alturkmani, M. D., Kalogeria, E., Latsi, M., & Roubin, S. (2020). Studying primary and secondary teachers’ collaborative design of resources for algebra. In H. Borko & Potari, D. (Eds.), Proceedings of the twenty-fifth ICMI Study “Teachers of Mathematics Working and Learning in Collaborative Groups” (pp. 668-675). University of Lisbon. icmi_25_study_group_2020.pdf
Psycharis, G., & Skott, C. K. (2020). Studying mathematics teachers’ documentational and identity trajectories over time. In A. Donevska-Todorova, Faggiano, E., Trgalova, J., Lavicza, Z., Weinhandl, R., Clark-Wilson, A., & Weigand, H. - G. (Eds.), Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA) (pp. 101-108). Linz, Austria. erme_meda_2020.pdf
Kalogeria, E., & Psycharis, G. (2019). Community documentation targeting the integration of inquiry-based learning and workplace into mathematics teaching. In U. T. Jankvist, van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 4244-4251). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. cerme_11_b_2019.pdf
Zoupa, A., & Psycharis, G. (2019). Exploring the role of context in students' meaning making for algebraic generalization. In U. T. Jankvist, van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3011-3018). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. cerme_11_c_2019.pdf
Κατσομήτρος, Σ., & Ψυχάρης, Γ. (2019). Eισαγωγή της άλγεβρας στην πρωτοβάθμια εκπαίδευση με τη χρήση ψηφιακών εργαλείων: μελέτη του διδακτικού σχεδιασμού και της επαγγελματικής γνώσης μιας εκπαιδευτικού. In Κ. Χρίστου (Ed.), Πρακτικά 8ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (ΕΝΕΔΙΜ 8) (pp. 382-391). Πανεπιστήμιο Κύπρου, Λευκωσία: ΕΝΕΔΙΜ. enedim_2019.pdf
Psycharis, G., Potari, D., Triantafillou, C., & Zachariades, T. (2019). Teachers’ attempts to address both mathematical challenge and differentiation in whole class discussion. In U. T. Jankvist, van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3738-3745). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. cerme_11_a_2019.pdf
Kafetzopoulos, G. - I., & Psycharis, G. (2018). Conceptualization of function as covariation through the use of learning trajectories. In H. - G. Weigand, Clark-Wilson, A., Donevska-Todorova, A., Faggiano, E., Grønbæk, N., & Trgalova, J. (Eds.), Proceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 139-146). Copenhagen, Denmark: University of Copenhagen. erme_meda_2018a.pdf
Vroutsis, N., Psycharis, G., & Triantafillou, C. (2018). Crossing the boundaries between school mathematics and workplace through authentic tasks. In E. Bergqvist, Österholm, M., Granberg, C., & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME 42) (Vol. 4, pp. 395-402). Umeå, Sweden: PME. pme_42_2018b.pdf
Triantafillou, C., Psycharis, G., Bakogianni, D., & Potari, D. (2018). Enactment of inquiry-based teaching and learning: The case of statistical estimation. In E. Bergqvist, Österholm, M., Granberg, C., & Sumpter, L. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME 42) (Vol. 4, pp. 291-298). Umeå, Sweden: PME. pme_42_2018a.pdf
Skott, C. K., & Psycharis, G. (2018). Studying the use of digital resources in mathematics classrooms: A deeper focus on the reasons underlying teachers’ choices. In H. - G. Weigand, Clark-Wilson, A., Donevska-Todorova, A., Faggiano, E., Grønbæk, N., & Trgalova, J. (Eds.), Proceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 257-264). Copenhagen, Denmark: University of Copenhagen. erme_meda_2018b.pdf
Psycharis, G., & Kalogeria, E. (2018). TPACK addressed by trainee teacher educators’ documentation work. In V. Gitirana, Miyakawa, T., Rafalska, M., Soury-Lavergne, S., & Trouche, L. (Eds.), Proceedings of the Re(s)sources 2018 International Conference (pp. 328-331). Lyon: ENS de Lyon. ressources_2018.pdf
Γ-Ι Καφετζόπουλος,, & Ψυχάρης, Γ. (2017). Επίπεδα νοηματοδότησης της συνάρτησης ως συμμεταβολής με τη χρήση μαθησιακών τροχιών. In Θ. Ζαχαριάδης, Πόταρη, Δ., & Ψυχάρης, Γ. (Eds.), Πρακτικά 7ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (ΕΝΕΔΙΜ 7) (pp. 417-427). Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Αθήνα: ΕΝΕΔΙΜ. enedim_2017_c.pdf
Βρούτσης, Ν., Ψυχάρης, Γ., & Τριανταφύλλου, Χ. (2017). Νοηματοδότηση της εφαπρομένης κύκλου μέσα από τη χάραξη πορείας στον ναυτικό χάρτη. In Θ. Ζαχαριάδης, Πόταρη, Δ., & Ψυχάρης, Γ. (Eds.), Πρακτικά 7ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (ΕΝΕΔΙΜ 7) (pp. 342-352). Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Αθήνα: ΕΝΕΔΙΜ. enedim_2017_a.pdf
Ζούπα, Α., & Ψυχάρης, Γ. (2017). Ο ρόλος του πλαισίου στη νοηματοδότηση της μαθηματικής γενίκευσης ως αλγεβρικής δραστηριότητας. In Θ. Ζαχαριάδης, Πόταρη, Δ., & Ψυχάρης, Γ. (Eds.), Πρακτικά 7ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών της Διδακτικής των Μαθηματικών (ΕΝΕΔΙΜ 7) (pp. 384-394). Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Αθήνα: ΕΝΕΔΙΜ. enedim_2017_b.pdf
Psycharis, G., & Potari, D. (2017). Critical incidents as a structure promoting prospective secondary mathematics teachers’ noticing. In T. Dooley & Gueudet, G. (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10) (pp. 3145-3152). Dublin, Ireland: DCU Institute of Education and ERME. cerme_10_2017.pdf
Triantafillou, C., Psycharis, G., Potari, D., Zachariades, T., & Spiliotopoulou, V. (2017). Studying secondary mathematics teachers’ attempts to integrate workplace into their teaching. In S. Zehetmeier, Rösken-Winter, B., Potari, D., & Ribeiro, M. (Eds.), Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development (ETC3) (pp. 298-307). Berlin, Germany: Humboldt-Universität zu Berlin. erme_etc3_2017.pdf
Potari, D., & Psycharis, G. (2016). Prospective mathematics teachers’ argumentation while interpreting classroom incidents. In Thirteenth International Congress on Mathematical Education (ICME 13), TSG 48: Pre-service mathematics education of secondary teachers. presented at the 24-31 July, University of Hamburg, Germany. icme_13_2016.pdf
Triantafillou, C., Psycharis, G., Potari, D., Zachariades, T., & Spiliotopoulou, V. (2016). Aspects of secondary teachers’ attempts to integrate workplace in teaching. In Educating the Educators II: Conference on international approaches to scaling-up professional development in mathematics and science education (pp. 82-84). Freiburg, Germany. mascil_2016.pdf
Kafetzopoulos, G. - I., & Psycharis, G. (2016). Conceptualising function as covariation through the use of a digital system integrating CAS and Dynamic Geometry. In C. Csíkos, Rausch, A., & Szitányi, J. (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME 40) (Vol. 3, pp. 67-74). Szeged, Hungary: PME. pme_40_2016a.pdf
Potari, D., Psycharis, G., Spiliotopoulou, V., Triantafillou, C., Zachariades, T., & Zoupa, A. (2016). Mathematics and science teachers' collaboration: searching for common grounds. In C. Csikos, Rausch, A., & Szitanyi, J. (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME 40) (Vol. 4, pp. 91-98). Szeged, Hungary: PME. pme_40_2016b.pdf
Ζούπα, Α., & Ψυχάρης, Γ. (2015). Νοηματοδότηση της μαθηματικής γενίκευσης ως αλγεβρικής δραστηριότητας. In Δ. Δεσλή, Παπαδόπουλος, Ι., & Τζεκάκη, Μ. (Eds.), Πρακτικά 6ου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 6) (pp. 449-458). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. . enedim_2015_a.pdf
Γ-Ι Καφετζόπουλος,, & Ψυχάρης, Γ. (2015). Νοηματοδότηση της συνάρτησης ως συμμεταβολής με χρήση του λογισμικού Casyopée. In Δ. Δεσλή, Παπαδόπουλος, Ι., & Τζεκάκη, Μ. (Eds.), .) Πρακτικά 6ου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 6) (pp. 499-508). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. enedim_2015_c.pdf
Καλογερία, Ε., Μάλλιαρης, Χ., & Ψυχάρης, Γ. (2015). Συνεργατικός σχεδιασμός και εφαρμογή διερευνητικών δραστηριοτήτων που συνδέουν τα μαθηματικά με χώρους εργασίας. In Δ. Δεσλή, Παπαδόπουλος, Ι., & Τζεκάκη, Μ. (Eds.), Πρακτικά 6ου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 6) (pp. 489-498). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. enedim_2015_b.pdf
Psycharis, G. (2015). Formalising functional dependencies: The potential of technology. In K. Krainer & Vondrová, N. (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9) (pp. 2388-2395). Charles University, Prague. cerme_9_2015a.pdf
Potari, D., Psycharis, G., Spiliotopoulou, V., Triantafillou, C., & Zachariades, T. (2015). Integrating inquiry-based tasks and the world of work in mathematics and science teacher education. In K. Maaß, Törner, G., Wernisch, D., Schäfer, E., & Reitz-Koncebovski, K. (Eds.), Conference Proceedings “Educating the educators: Conference on international approaches to scaling-up professional development in mathematics and science education” (pp. 240-254). Essen, Germany. mascil_conference_2015.pdf
Kalogeria, E., & Psycharis, G. (2015). Investigating two trainee teacher educators’ transformations of the same resources in technology enhanced mathematics. In K. Krainer & Vondrová, N. (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9) (pp. 3043-3050). Charles University, Prague. cerme_9_2015b.pdf
Psycharis, G., & Potari, D. (2015). Mathematics teachers’ boundary crossings between different practices. In 17th Conference of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA). University of Nottingham, UK.
Ψυχάρης, Γ., & Φακούδης, Β. (2014). Ανάπτυξη μονάδων διδασκαλίας με ψηφιακά εργαλεία για τα μαθηματικά σε διαδοχικούς κύκλους σχεδιασμού-εφαρμογής-συζήτησης. In Πρακτικά 5ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 5). Πανεπιστήμιο Δυτικής Μακεδονίας. enedim_2014_a.pdf
Ζούπα, Α., & Ψυχάρης, Γ. (2014). Διαδικασίες νοηματοδότησης της μαθηματικής γενίκευσης μέσω μοτίβων. In Πρακτικά 5ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 5). enedim_2014_b.pdf
Psycharis, G. (2013). Abstraction through instrumentalization. In A. M. Lindmeier & Heinze, A. (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME 37), Research forum “Activity theoretical approaches to mathematics classroom practices with the use of technology” (Vol. 1, pp. 192-196). Kiel, Germany: PME. pme_37_2013a.pdf
Trgalova, J., Maracci, M., Psycharis, G., & Weigand, H. - G. (2013). Introduction to the papers and posters of Working Group 15: Technologies and resources in mathematics education. In U. Behiye, Haser, Ç., & Mariotti, M. A. (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8) (pp. 2498-2503). Ankara, Turkey: Middle East Technical University and ERME. cerme8_2013b.pdf
Lagrange, J. - B., & Psycharis, G. (2013). Investigating the potential of computer environments for the teaching and learning of functions: a double analysis from two traditions of research. In U. Behiye, Haser, Ç., & Mariotti, M. A. (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8) (pp. 2624-2633). Middle East Technical University, Ankara. cerme_8_2013a.pdf
Psycharis, G., & Kalogeria, E. (2013). Studying trainee teacher educators’ documentational work in technology enhanced mathematics. In A. M. Lindmeier & Heinze, A. (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME 37) (Vol. 4, pp. 65-72). Kiel, Germany: PME. pme_37_2013b.pdf
Kalogeria, E., Psycharis, G., & Ardavani, K. (2012). Designing and modifying artifacts through actual implementation in mathematics classrooms. In C. Kynigos, Clayson, J. E., & Yiannoutsou, N. (Eds.), Proceedings of the Constructionism 2012 Conference (pp. 281-290). Athens. constructionism_2012b.pdf
Psycharis, G., & Morgan, C. (2012). Networking constructionism and social semiotics in order to investigate students’ bodily engagement with tasks in three-dimensional space. In C. Kynigos, Clayson, J., & Yiannoutsou, N. (Eds.), Proceedings of the Constructionism 2012 Conference (pp. 510-519). Athens. constructionism_2012a.pdf
Καλογερία, Ελισάβετ, Κυνηγός, Χρόνης, & Ψυχάρης, Γιώργος. (2011). Εμπλουτίζοντας το πρόγραμμα σπουδών των μαθηματικών μέσω διδακτικού σχεδιασμού βασισμένου στη χρήση ψηφιακών εργαλείων. In Μ. Καλδρυμίδου & Βαμβακούση, Ξ. (Eds.), Πρακτικά 4ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 4) (pp. 143-151). ΕΝΕΔΙΜ- Πανεπιστήμιο Ιωαννίνων. enedim_4_2011.pdf
Lagrange, J. - B., & Psycharis, G. (2011). Combining theoretical frameworks to investigate the potential of computer environments offering integrated geometrical and algebraic representations. In M. Joubert, Clark-Wilson, A., & McCabe, M. (Eds.), Proceedings of the 10th International Conference on Technology in Mathematics Teaching (pp. 197-202). Portsmouth, UK. ictmt_10_2011a.pdf
Kynigos, C., & Psycharis, G. (2011). Designing for instrumentalization: constructionist perspectives on instrumental theory. In Proceedings of the International Symposium “ATATEMLO” (“Activity theoretic approaches to technology enhanced mathematics learning orchestration”) (pp. 61-70). Université Paris Diderot, Paris 7. atatemlo_2011.pdf
Potari, D., Psycharis, G., Kouletsi, E., & Diamantis, M. (2011). Prospective mathematics teachers’ noticing of classroom practice through critical events. In M. Pytlak, Rowland, T., & Swoboda, E. (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (CERME 7) (pp. 2798-2807). University of Rzeszów, Poland. cerme_7_2011.pdf
Chaachoua, H., Psycharis, G., & Trgalova, J. (2011). Quels outils technologiques pour appuyer les processus d’enrichissement des ressources?. In L. Trouche, Chaachoua, H., Hersant, M., Matheron, Y., & Psycharis, G. (Eds.), Faire ensemble des mathématiques : une approche dynamique de la qualité des ressources pour l’enseignement, Actes des journées mathématiques de l’Institut français de l’Éducation (pp. 251-261). L’Institut Français de l’Éducation, École Νormale Supérieure de Lyon. journees_mathematiques_2011.pdf
Kalogeria, E., Kynigos, C., & Psycharis, G. (2011). Teachers’ designs with the use of digital tools as a means of redefining their relationship with the mathematics curriculum. In M. Joubert, Clark-Wilson, A., & McCabe, M. (Eds.), Proceedings of the 10th International Conference on Technology in Mathematics Teaching (pp. 184-190). Portsmouth, UK. ictmt_10_2011b.pdf
Κυνηγός, Χ., Κ Γαβρίλης,, Κεΐσογλου, Στ, & Ψυχάρης, Γ. (2009). Η επιμόρφωση των εκπαιδευτικών στη Διδακτική των Μαθηματικών με τη βοήθεια εργαλείων ψηφιακής τεχνολογίας. In Ν. Τζιμόπουλος & Πόρποδα, Α. (Eds.), Πρακτικά 5ου Πανελλήνιου Συνεδρίου των Εκπαιδευτικών για τις ΤΠΕ «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας στη Διδακτική Πράξη» (pp. 455-465). Αθήνα: Εκδόσεις Νέων Τεχνολογιών. tpe_syros_2009.pdf
Λάτση, Μ., Ψυχάρης, Γ., & Κυνηγός, Χ. (2009). Ανάπτυξη νοημάτων σχετικά με την έννοια της γωνίας μέσω γεωμετρικών κατασκευών στον τρισδιάστατο χώρο. In Φ. Καλαβάσης, Καφούση, Σ., Χιονίδου, Μ., Σκουμπουρδή, Χ., & Φεσάκης, Γ. (Eds.), Πρακτικά 3ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 3) (pp. 503-512). Πανεπιστήμιο Αιγαίου. enedim_2009_a.pdf
Μουστάκη, Φ., & Ψυχάρης, Γ. (2009). Κατασκευή και χειρισμός προσομοιώσεων κίνησης με τη χρήση εξισώσεων. In Ν. Τζιμόπουλος & Πόρποδα, Α. (Eds.), Πρακτικά 5ου Πανελλήνιου Συνεδρίου των Εκπαιδευτικών για τις ΤΠΕ «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας στη Διδακτική Πράξη» (pp. 717-725). Αθήνα: Εκδόσεις Νέων Τεχνολογιών. tpe_syros_2009_b.pdf
Ψυχάρης, Γ., & Λάτση, Μ. (2009). Ο υπολογιστικός μικρόκοσμος MaLT. In Ν. Τζιμόπουλος & Πόρποδα, Α. (Eds.), Πρακτικά 5ου Πανελλήνιου Συνεδρίου των εκπαιδευτικών για τις ΤΠΕ: Αξιοποίηση των τεχνολογιών της Πληροφορίας και της Επικοινωνίας στη Διδακτική Πράξη (pp. 761-766). Αθήνα: Εκδόσεις Νέων Τεχνολογιών. tpe_syros_2009.pdf
Μουστάκη, Φ., Ψυχάρης, Γ., & Κυνηγός, Χ. (2009). Οι εξισώσεις ως μαθηματικά αντικείμενα στο πλαίσιο της κατασκευής και του ελέγχου προσομοιώσεων κίνησης. In Φ. Καλαβάσης, Καφούση, Σ., Χιονίδου, Μ., Σκουμπουρδή, Χ., & Φεσάκης, Γ. (Eds.), Πρακτικά 3ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (pp. 535-544). Πανεπιστήμιο Αιγαίου. enedim_2009_b.pdf
Moustaki, F., Psycharis, G., & Kynigos, C. (2009). Making sense of structural aspects of equations by using algebraic-like formalism. In V. Durand-Guerrier, Soury-Lavergne, S., & Arzarello, F. (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (CERME 6) (pp. 1419-1428). Lyon, France. cerme_6_2009.pdf
Kynigos, C., Psycharis, G., & Latsi, M. (2009). Meanings for angle through geometrical constructions in 3d space. In M. Tzekaki, Kaldrimidou, M., & Sakonidis, C. (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME 33) (Vol. 3, pp. 457-464). Thessaloniki, Greece: PME. pme_33_2009b.pdf
Psycharis, G., Moustaki, F., & Kynigos, C. (2009). Reifying algebraic-like equations in the context of constructing and controlling animated models. In M. Tzekaki, Kaldrimidou, M., & Sakonidis, C. (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME 33) (Vol. 4, pp. 425-432). Thessaloniki, Greece: PME. pme_33_2009a.pdf
Psycharis, G., & Kynigos, C. (2008). Exploring angle through geometrical constructions in a simulated 3D space. In Eleventh International Congress on Mathematical Instruction (ICMI 11), Topic Study Group 22: “New Technologies in the Teaching and Learning of Mathematics”. Monterrey, Mexico. icmi_11_2008.pdf
Ψυχάρης, Γ., & Κυνηγός, Χ. (2007). Πλοήγηση και γεωμετρικές κατασκευές με χρήση τρισδιάστατου υπολογιστικού περιβάλλοντος πολλαπλών αναπαραστάσεων. In Χ. Σακονίδης & Δεσλή, Δ. (Eds.), Πρακτικά 2ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 2) (pp. 509-520). Δημοκρίτειο Πανεπιστήμιο Θράκης, Εκδ. Τυπωθήτω. enedim_2007.pdf
Cerulli, M., Georget, J. - P., Maracci, M., Psycharis, G., & Trgalova, J. (2007). Integrating research teams: the TELMA approach. In D. Pitta-Pantazi & Philippou, G. (Eds.), Proceedings of the Fifth Conference of the European Society for Research in Mathematics Education (CERME 5) (pp. 1648-1657). cerme_5_2007b.pdf
Psycharis, G., Latsi, M., & Kynigos, C. (2007). Meanings for fraction as number-measure by exploring the number line. In D. Pitta-Pantazi & Philippou, G. (Eds.), Proceedings of the Fifth Conference of the European Society for Research in Mathematics Education (CERME 5) (pp. 1499-1508). Larnaca, Cyprus. cerme_5_2007a.pdf
Ψυχάρης, Γ., & Γιαννούτσου, Ν. (2006). Εναύσματα μετάβασης στην πολλαπλασιαστική στρατηγική κατά την κατασκευή δυναμικών σχημάτων με χρήση γλώσσας προγραμματισμού. In Δ. Ψύλλος & Δαγδιλέλης, Β. (Eds.), Πρακτικά 5ου Πανελλήνιου Συνεδρίου με διεθνή συμμετοχή «Οι Τεχνολογίες Πληροφορίας και Επικοινωνιών στην Εκπαίδευση» (pp. 358-366). Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Πανεπιστήμιο Μακεδονίας. etpe_2006.pdf
Artigue, M., Bottino, R., Cerulli, M., Mariotti, M. A., Morgan, C., Alexopolou, E., Cazes, C., et al. (2006). Developing a joint methodology for comparing the influence of different theoretical frameworks in technology enhanced learning in mathematics: the TELMA approach. In C. Hoyles, Lagrange, J. - B., Son, L. H., & Sinclair, N. (Eds.), Proceedings of the 17th Study Conference of the International Commission on Mathematical Instruction (ICMI): "Digital technologies and mathematics teaching and learning: Rethinking the terrain" (pp. 46-55). Hanoï University of Technology, Vietnam. icme_17_study_2006.pdf
Psycharis, G. (2006). Dynamic manipulation schemes of geometrical constructions: Instrumental genesis as an abstraction process. In J. Novotná, Maraová, H., Krátká, M., & Stehlíková, N. (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (PME 30) (Vol. 3, pp. 385-392). Prague. pme_30_2006.pdf
Ψυχάρης, Γ. (2005). Σχήματα δυναμικού χειρισμού γεωμετρικών κατασκευών με τη χρήση ειδικού υπολογιστικού εργαλείου. In Χ. Κυνηγός (Ed.), Πρακτικά 1ου Πανελλήνιου Συνεδρίου της Ένωσης Ερευνητών Διδακτικής Μαθηματικών (ΕΝΕΔΙΜ 1) (pp. 482-493). Εργαστήριο Εκπαιδευτικής Τεχνολογίας, Τμήμα ΦΠΨ, ΕΚΠΑ, Ελληνικά Γράμματα. enedim_2005.pdf
Psycharis, G., & Kynigos, C. (2004). Normalising geometrical constructions: A context for the generation of meanings for ratio and proportion. In M. J. Høines & Fuglestad, A. B. (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (PME 28) (Vol. 4, pp. 65-72). Bergen, Norway. pme_28_2004.pdf
Ψυχάρης, Γ. (2003). Εξομάλυνση: Δραστηριότητα διόρθωσης γεωμετρικών κατασκευών και ανάπτυξης νοημάτων για λόγους και αναλογίες. In Τ. Τριανταφυλλίδης, Χατζηκυριάκου, Κ., Πολίτης, Π., & Χρονάκη, Α. (Eds.), Πρακτικά 6ου Πανελλήνιου Συνεδρίου Διδακτικής Μαθηματικών και Πληροφορικής στην Εκπαίδευση (pp. 173-182). Πανεπιστήμιο Θεσσαλίας, Βόλος. didaktikh_math_plhroforikh_2003.pdf
Κynigos, C., & Psycharis, G. (2003). 13 year-olds’ meanings around intrinsic curves with a medium for symbolic expression and dynamic manipulation. In N. Paterman, Dougherty, B., & Zilliox, J. (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (PME 27) (Vol. 3, pp. 165-172). CRDG, College of Education, University of Hawai’I, Honolulu, U.S.A. Hawaii. pme_27_2003.pdf
Κυνηγός, Χ., Βαβουράκη, Α., Ιωαννίδης, Χ., Παπαϊωάννου, Π., & Ψυχάρης, Γ. (2002). Η χρήση της Τεχνολογίας της Πληροφορίας και της Επικοινωνίας στο σχολείο: η μελέτη πέντε περιπτώσεων. In Α. Μαργετουσάκη & Μιχαηλίδης, Π. (Eds.), Πρακτικά 3ου Πανελλήνιου Συνεδρίου «Διδακτική των Φυσικών Επιστημών και Εφαρμογή Νέων Τεχνολογιών στην Εκπαίδευση" (pp. 525-531). Εργαστήριο Διδακτικής Θετικών Επιστημών, ΠΤΔΕ, Πανεπιστήμιο Κρήτης. didaktikh_fysikon_episthmon_2002.pdf
Κynigos, C., & Psycharis, G. (2001). Meanings on the notion of carvature generated with a medium for dynamic manipulation and symbolic expression. In G. Futscheck (Ed.), Proceedings of the 8th European Logo Conference (pp. 155-163). Linz, Austria. eurologo_8_2001.pdf
Κυνηγός, Χ., & Ψυχάρης, Γ. (2000). Γεωμετρικές κατασκευές με αναλογίες σε περιβάλλοντα σχεδιασμένα για διερευνητική μάθηση στα μαθηματικά με τη χρήση ανάλογων υπολογιστικών εργαλείων. In Β. Κόμης (Ed.), Πρακτικά 2ου Πανελλήνιου Συνεδρίου «Οι Τεχνολογίες της Πληροφορίας και της Επικοινωνίας στην Εκπαίδευση» (pp. 461-470). Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Πατρών. tpe_ekpaideysh_2000.pdf
Book Chapter
Robutti, O., Trouche, L., Cusi, A., Psycharis, G., Kumar, R., & Pynes, D. (2024). Tools and resources used/designed for teacher collaboration and resulting from teacher collaboration. In H. Borko & Potari, D. (Eds.), ICMI Study 25 – “Mathematics Teachers Working and Learning in Collaborative Groups" (pp. 203-274). Springer. Publisher's Version icmi_study_25_tools_and_resources_and_teacher_collaboration.pdf
Potari, D., & Psycharis, G. (2023). Introduction to How Digital Resources Alter Design Landscape. In B. Pepin, Gueudet, G., & Trouche, L. (Eds.), Handbook of Digital Resources in Mathematics Education. Springer. Publisher's VersionAbstract
The main purpose of this section is to explore the design of and design with digital resources (DRs) for mathematics teaching and learning. Design of DRs involves teachers’ engagement in the process where DRs are the product of design. Design with DRs refers to cases where DRs facilitate the design-work offering an environment for teacher collaboration (e.g., communication platform) or an environment for designing tasks and lessons. The chapters of this section address both forms of design.
introduction_how_digital_resources_alter_design_landscape.pdf
Psycharis, G., Potari, D., & Skott, C. K. (2023). Addressing collective and individual aspects of teacher design with digital resources in collaborative settings. In B. Pepin, Gueudet, G., & Choppin, J. (Eds.), Handbook of Digital Resources in Mathematics Education. Springer. Publisher's VersionAbstract
of teacher design in collaborative settings in the light of the new opportunities that digital resources (DRs) offer. Taking into account the growing research interest into the collective dimension of teachers’ design-work, our aim is to answer what are the forms, conditions, and products of teachers’ collective design-work with DRs as well as what and how the individual teacher learns by participating in collaborative work with DRs. We also aim to answer what theoretical and analytical perspectives are used by researchers to study teachers’ collective design-work with DRs. To answer these questions, we conducted a systematic literature study leading finally to 36 peer-reviewed publications. Our first thematic analysis resulted in two main themes (the process of teacher collaboration, the impact of teacher collaboration on teacher professional learning) and corresponding subthemes. The next step of our analysis focused on: the context, the product, the purpose, and the processes of the design-work; the theoretical and methodological approaches by which it was studied; and the main findings. The final synthesis indicates that (a) teachers’ collaborative design-work has usually positive learning outcomes for individual teachers, (b) the role of DRs in the collaboration depends on their affordances, and (c) the collective-individual interplay has been studied mainly by a focus on the effects of the collaboration on the individual teacher and not the other way around. Areas of further research are also discussed.
collective_and_individual_aspects_of_teacher_design_with_drs.pdf
Lagrange, J. - B., Huincahue, J., & Psycharis, G. (2022). Modeling in Education: New Perspectives Opened by the Theory of Mathematical Working Spaces. In A. Kuzniak, Montoya-Delgadillo, E., & Richard, P. R. (Eds.), Mathematical Work in Educational Context. Mathematics Education in the Digital Era (Vol. 18, pp. 247-266). Springer. Publisher's Version modeling_and_the_theory_of_mathematical_working_spaces_.pdf
Bakogianni, D., Potari, D., Psycharis, G., Sakonidis, C., Spiliotopoulou, V., & Triantafillou, C. (2021). Mathematics teacher educators' learning in supporting teachers to link mathematics and workplace situations in classroom teaching. In M. Goos & Beswick, K. (Eds.), The Learning and Development of Mathematics Teacher Educators - International Perspectives and Challenges (pp. 281-299). New York, NY: Springer. Publisher's VersionAbstract
The chapter focuses on the attempts of a group of mathematics teacher educators (MTEs) to support teachers in exploiting workplace situations in their mathematics teaching. We report on MTEs’ professional learning in the context of a European-funded project which brought together 18 partners from 13 countries. In Greece, 11 MTEs (academic researchers, teachers and mentors) with different research and teacher education experiences worked with thirteen groups of practising teachers who collaborated to plan, enact and reflect on lessons aligned to the aims of the project. The project provided substantial opportunities for challenging MTEs’ professional knowledge and teacher education practice. The analysis of the discussions during a series of meetings, where design and reflection on professional development activities took place, allowed for identifying and describing MTEs’ concerns and emerging tensions. Using the construct of boundary crossing we traced shifts in MTEs’ movements across different practices indicating an interplay of research, teacher education and mathematics teaching.
mtes_learning.pdf
Skott, C. K., Psycharis, G., & Skott, J. (2021). Aligning teaching with current experiences of being, becoming and belonging: An identity perspective on the use of digital resources. In A. Clark-Wilson, Donevska-Todorova, A., Faggiano, E., Trgalová, J., & Weigand, H. - G. (Eds.), Mathematics Education in the Digital Age: Learning Practice and Theory. (pp. 213-227). Abingdon, UK: Routledge. Publisher's VersionAbstract
The chapter is on how social issues influence teachers’ use of digital resources in mathematics classrooms. The study is on an experienced, digitally competent, Danish teacher, Sofia, and one question is how her use of digital resources relates to her shifting professional identities. To address the question, a framework called Patterns of Participation, PoP, is used, one that draws on the notions of practice and figured worlds from social practice theory and of self and interaction from symbolic interactionism. Another question is whether PoP is helpful for understanding how Sofia contributes to classroom interaction when using digital resources. Sofia’s case was previously analysed with another framework, Structuring Features of Classroom Practice, which is developed to study teachers’ expertise and development in relation to digital resources. The PoP perspective supplements the previous and primarily descriptive account by providing explanations for how digital resources are used in Sofia’s classrooms, including a focus on procedures and a paucity of attention to conceptual understanding and mathematical reasoning. These explanations relate to Sofia’s identities, understood as her professional experiences of being, becoming and belonging. The PoP analysis, then, offers contextual interpretations and explanations of teachers' acts as related to broader social enterprises beyond classroom interactions.
identity_formation_and_dr.pdf
Psycharis, G., Kafetzopoulos, G. - I., & Lagrange, J. - B. (2021). A framework for analysing students’ learning of function at upper secondary level: Connected Working Spaces and Abstraction in Context. In A. Clark-Wilson, Donevska-Todorova, A., Faggiano, E., Trgalová, J., & Weigand, H. - G. (Eds.), Mathematics Education in the Digital Age: Learning Practice and Theory (pp. 150-167). Abingdon, UK: Routledge. Publisher's VersionAbstract
The chapter is on how to analyse classroom situations and students’ evolving conceptualisation of function as covariation at upper secondary level in authentic modelling situations involving the use of digital tools. To address this aim we take a networking perspective to develop a framework by combining Connected Working Spaces and Abstraction in Context. We privilege authentic modelling tasks utilising the potential of different models and the use of digital environments offering integrated algebraic and geometrical representations of function. Another question is how the combination of the two frameworks can help to make sense of students’ evolutions in the path from physical context to algebra. The combined analyses based on the two frameworks allow a deeper look at students’ cognitive evolution as they experience functions in a plurality of settings: physical context, geometry, measures, algebra. Connected Working Spaces allows distinguishing these settings and their connections focusing on instrumental, semiotic and discursive dimensions and their coordination in students’ work. Abstraction in Context offers concepts and expected strategies and an account of knowledge construction within and between these settings allowing to make sense of students’ progress.
chapter_on_functions_2021.pdf
Drijvers, P., Gitirana, V., Monaghan, J., Okumus, S., Besnier, S., Pfeiffer, C., Mercat, C., et al. (2019). Transitions Toward Digital Resources: Change, Invariance, and Orchestration. In L. Trouche, Gueudet, G., & Pepin, B. (Eds.), The 'Resource' Approach to Mathematics Education (pp. 389-444). Springer, Cham. Publisher's VersionAbstract
This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices.There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources andteacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.
chapter_12_resource_approach_2019.pdf
Potari, D., & Psycharis, G. (2018). Prospective Mathematics Teacher Argumentation While Interpreting Classroom Incidents. In M. E. Strutchens, Huang, R., Potari, D., & Losano, L. (Eds.), Educating Prospective Secondary Mathematics Teachers (pp. 169-187). Springer, Cham. Chapter URLAbstract
This paper aims to analyze the structure and quality of prospective mathematics teachers’ (PMTs)’ argumentation when identifying and interpreting critical incidents from their initial field experiences. We use Toulmin’s model and recent elaborations of it to analyze the discussions that took place at the university where PMTs reflected on their recent classroom experiences. Our aim is to identify the structure of the argumentation and characterize the emerging warrants, backings, and rebuttals. Results indicate different argumentation structures and types of warrants, backings, and rebuttals in the process of PMTs’ interpretations of students’ mathematical activity. We discuss these findings from the perspective of noticing to identify shifts at the level of PMTs’ interpretations.
prospective_mathematics_teachers_springer.pdf
Psycharis, G., & Potari, D. (2017). Mathematics teachers’ learning at the boundaries of teaching and workplace. In G. Stillman, Blum, W., & Kaiser, G. (Eds.), Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education (pp. 301-311). CTMA Series, Springer. Chapter URLAbstract
This chapter describes how novice and experienced mathematics teachers integrate authentic workplace contexts into mathematics teaching. This goal is inspired by the European MaSciL project and introduced to the teachers in the context of a masters programme in mathematics education. Under an Activity Theory perspective, we use the notions of activity system and boundary crossing to study the process of teachers’ professional learning. In particular, we analyse teachers’ boundary crossings between two activity systems: mathematics teaching and workplace. Results indicate that collaborative task design and reflection made teachers combine elements from the workplace into mathematics teaching. Different ways of linking reality and mathematics teaching were identified in the modelling process in which the students were asked to be engaged.
modelling_applications_springer_2017.pdf