- Design of learning environments for mathematics with the use of digital tools and study the teaching and learning processes in this context
- Modelling authentic situations
- Mathematics teacher education (levels of prospective and practicing teachers as well as teacher educators)
- Role of theoretical frameworks and context in mathematics education research
- Lesson Study as a vehicle for improving achievement in mathematics (LESSAM) (2020-2023), Erasmus+ Programme Key Action 2 (Cooperation for innovation and the exchange of good practices), Grant Agreement number: 2020-1-CY01-KA201-066012.
Empower Girls to Embrace their Digital and Entrepreneurial Potential (GEM) (2020-2022). EU-project Girls 4 STEM in Europe, Grant Agreement No. LC-01380173 (Girls4STEM-2019), EC-Pilot Project. ( https://icse.eu/international-projects/gem/ )
Promoting Formative Assessment: From Theory to Policy and Practice (FORMAS) (2018-2020), Erasmus+ Programme, Key Action 3 (Support for Policy Reform Forward Looking Cooperation Projects), Grant Agreement number: 2017-3118/001-001. (http://www.ucy.ac.cy/formas/en/).
Penser les Ressources de l’Enseignement des Mathématiques dans un Temps de Transition (PREMaTT) (2017-2019), EducTice, IFÉ, École Νormale Supérieure de Lyon. (http://ife.ens-lyon.fr/ife/recherche/groupes-de-travail/prematt).
Enhancing Differentiated Instruction and Cognitive Activation in Mathematics Lessons by Supporting Teacher Learning (EDUCATE) (2017-2020), Erasmus+ Programme, Key Action 2 (Strategic Partnerships, Sector: School education). Project reference: 2017-1-CY01-KA201-026749. (http://www.ucy.ac.cy/educate/en/)
A study on the integration of mathematical challenge and differentiation in mathematics teaching through the provision of appropriate professional development to teachers (in the form of video-clubs) and support to teacher educators.
Intercultural learning in mathematics and science initial teacher education» (IncluSME) (2016-2019), Erasmus+, Key Action: Cooperation for innovation and the exchange of good practices, Action Type: Strategic Partnerships for higher education. Project reference: 2016-1-DE01-KA203-002910 (http://inclusme-project.eu/)
A study on how to link initial mathematics and science teacher education with intercultural learning. Core to the study is the design and implementation of open access teaching modules on intercultural learning for prospective mathematics and science teachers.
Mathematics and Science for Life (Mascil) (2013-2016). FP7-SCIENCE-IN-SOCIETY-2012-1. (http://www.mascil-project.eu/)
A study on the connection of mathematics and science teaching with workplace situations through inquiry-based professional development approaches and collaborative experiences (i.e. groups of science and mathematics teachers collaborate to design, implement and analyse lessons).
Programme for International Student Assessment» (PISA) (2009-2011). Organisation for Economic Co-operation and Development (OECD) PROGRAMME. Institute of Educational Policy-IEP (http://iep.edu.gr/pisa/)
Implementation of the OECD study in Greece aiming to measure 15-year-old students reading, mathematical and scientific literacy. Member of the mathematics assessment team.
TELMA: Technology Enhanced Learning in Mathematics (2004-2007). European Research Team in the context of the European Network of Excellence “Kaleidoscope” - Concepts and Methods for Exploring the Future of Learning with Digital Technologies, # 507838, ‘TEL’ - ‘Technology-enhanced Learning and Access to Cultural Heritage’, FP6-2002-IST Action line 3.1.12.
A study of six European research teams in technology-enhanced learning involving the simultaneous development of a set of teaching experiments based on the use of a piece of technology (cross-experimentation) and exploration of the role played by theoretical frames in the design and analysis of these experiments.
Representing Mathematics With Digital Media (ReMath) (2006-2009). FP6, IST-4, STREP 026751. (http://remath.cti.gr)
A study of six European research teams in technology-enhanced learning aiming to develop and apply strategies for integrating theoretical frameworks and constructs-in-use to enhance knowledge in the uses of digital media for mathematics education. This aim was addressed by the development of digital artifacts, cross-experimentation (i.e. design and analysis of learning activities using the same digital tool by two different teams in different countries), and cross-analysis (i.e. one team analysed another team’s data through the lens of its own theoretical framework).
PhD Research YPER: Oriented Research Scholarship Program ‘Design of Learning Environments for Mathematics Through the Use of Exploratory Software. National Research Project (1999-2002), General Secretariat for Research and Technology (G.S.R.T).
A PhD study on secondary students’ construction of meanings for ratio and proportion in enlarging-shrinking geometrical figures with the use of specially designed digital tools.
Schooling for Tomorrow: Information and Communication Technology (ICT) and the Quality of Learning - Α Case study of ICT and School Improvement (2000-2001). OECD/CERI ICT PROGRAMME. Institute of Educational Policy-IEP (http://www.oecd.org/innovation/research/2737919.pdf)
A case study investigation of the extent and the ways in which the use of ICT in Greek schools is related to educational innovation.