Publications by Year: 2019

Journal Article
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
Book Chapter
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
Conference Paper
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
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
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
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