Publications by Year: 2013

Conference Paper
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
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
Journal Article
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