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Christina Misailidou Lecturer in Mathematics Education

                    

Contact Details

email: C.Misailidou[at]primedu.uoa[dot]gr

Tel: +30 210 3688532

Postal address:  Ippokratous 20, 10680, Athens, Greece.

Education

  • BSc (Hons) in Mathematics, Department of Mathematics, University of Crete, Greece.
  • MSc in Mathematics Education, Department of Mathematics, National & Kapodestrian University of Athens, Greece.
  • MSc in Educational Research, Manchester Institute of Education,  The University of Manchester, UK
  • PhD in Mathematics Education, Manchester Institute of Education, The University of Manchester, UK

Work Experience

Current Position

Lecturer in Mathematics Education, Faculty of Primary Education, National & Kapodestrian University of Athens, Greece.

Previous Positions

  • Lecturer in Mathematics Education, School of Education, University of Stirling, UK  (2006-2009)
  • Part-time Lecturer in Research Methods, Manchester Institute of Education, The University of Manchester, UK (2004)
  • Lecturer in Statistics, Department of Marketing, Halandri Institute of Vocational Education, Athens, Greece (1999)

Research Interests

  • Teaching and learning Primary Mathematics
  • The role of models in Mathematics Education
  • Mathematical discourse and argumentation
  • Sociocultural theories of learning
  • Assessment, testing and measurement
  • Teachers’ pedagogical content knowledge

Teaching

Undergraduate Level
  • Mathematics Education Ι
  • Mathematics Education II
  • Basic Mathematics (Department of Early Childhood Education)
Postgraduate Level
A.    Master Program in Mathematics Education
Current
  • Special Topics in Mathematics Education I
  • Special Topics in Mathematics Education II
Previous
  • Special Topics in Mathematics Education
  • ‘Problem Solving’ in Learning and Teaching Mathematics
B. Master Program in History and Philosophy of Mathematics
Current
  • Mathematics Education

C.    Master theses supervision

Publications

  • Misailidou, C. (2018). Promoting meaningful mathematics learning in primary school. Proceedings of the First Congress of Greek Mathematicians in Athens. Forthcoming.
  • Tsikalaki, E. & Misailidou, C. (2018). What do primary school teachers really think about mathematics? Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Forthcoming.
  • Tsikalaki, E. & Misailidou, C. (2018). Primary School Teachers’ Enjoyment (or not!) of Mathematics and its Teaching. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42), 5 299.
  • Μisailidou., C. (2018). Designing ‘entertaining’ mathematical activities for the 1st and 2nd grade of primary school. In ‘Year of Mathematics 2018’,  31-40.
  • Sanida, Μ., Keijzer, R. & Misailidou, C. (2017). Design and implementation of a  ‘Mathematics Day’ in a Greek primary school. Proceedings of the  7th Panhellenic Conference of ENEDIM,, 670-679.
  •  Misailidou, C. (2017). Promoting argumentation in the primary school classroom. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (PME41), 2, 64.
  • Misailidou, C. (2017). Teaching mathematical problem solving in primary school: A critical mathematics education perspective. Paper presented at the 7th International Conference on Critical Education.
  • Misailidou, C. (2016). Uncovering mathematics learning in early childhood: An emphasis on pupils’ talk. Paper presented at the EARLI conference on SIG 5 Learning and Development in Early Childhood.
  • Spanoudi, A. & Misailidou, C. (2016). Teachers encountering challenging word problems: How do they solve them? Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME40), 1, 239.
  • Misailidou, C. (2016). Building bridges between research and school practice:An example from Mathematics Education. In Issues in Theory and Practice in Education, 293-300.
  • Misailidou, C. (2015). Resources for teaching and learning mathematics: A new proposal for evaluating their impact. Quaderni di Ricerca in Didattica (Mathematics), 25(2), 697-700.
  • Misailidou, C. (2013). Connecting Practice and Research: Creating Tools for discussion-based classroom teaching. Proceedings (Electronic) of the 8th Conference of the European Association for Practitioner Research on Improving Learning (EAPRIL 2013).
  • Misailidou, C. (2010). Mixing paint: proportional thinking in the primary classroom. Primary Mathematics, 14(1), 23-25.
  • Misailidou, C. (2009). Teaching about teaching mathematics: increasing practical knowledge. Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33), 1, 426.
  • Misailidou, C. (2008). Assessing and developing pedagogical content knowledge: A new approach. Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, 3,391-398.
  • Misailidou, C. (2008). Review of Briggs, M., Woodfield, A., Martin, C., & Swatton, P. Assessment for Learning and Teaching in Primary Schools. Scottish Educational Review, 125-126.
  • Misailidou, C. (2007). Detecting the emergence and development of mathematical discourse: a novel approach. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (PME31), 3, 273-280.
  • Plowman, L.,  Misailidou, C. & Laurillard, D.  (2007). Developing research capacity in technology-enhanced learning. A report submitted to the ESRC Teaching and Learning Research Programme.
  • Misailidou, C. (2007). Researching the use of the ‘double number line’ as a mathematical model: The role of collective argumentation. Proceedings of the 12th European Conference for Research on Learning and Instruction (EARLI12).
  • Misailidou, C. (2007). Designing diagnostic, discussion-based mathematics teaching: The case of ‘ratio and proportion’. Mathematics seminar for school teachers, The Schools/University Liaison Committee, Department of Mathematics, University of Stirling, Stirling, UK.
  • Misailidou, C. (2006). Researching the appearance of mathematical argumentation. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (PME30), 1, 304.
  • Misailidou, C. (2005). Design and implementation of discussion based instruction for ‘ratio and proportion’. Proceedings of the 1st Conference of the Greek Association for Research in Mathematics Education (GARME) with international participation.
  • Misailidou, C. (2005). Providing teaching tools for supporting pupils’ proportional reasoning: The need for both quantitative and qualitative research methods.  Proceedings of the 11th European Conference for Research on Learning and Instruction (EARLI11), 1181-1182.
  • Misailidou, C. (2005). Developing ideas: A case study of teaching ‘ratio’ in secondary school.  Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (PME29),1,323.
  • Misailidou, C. (2005). A didactic proposal for supporting pupils’ proportional reasoning. Proceedings of 29th Conference of the International Group for the Psychology of Mathematics Education (PME29),1, 266.
  • Misailidou, C. (2005). The Assessment and Development of Children’s Proportional Reasoning. PhD Thesis, School of Education, The University of Manchester.
  • Misailidou, C., & Williams, J. (2004). Helping children to model proportionally in group argumentation: Overcoming the constant sum error. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (PME28), 3, 321-328.
  • Misailidou, C. (2004). Developing effective ‘ratio’ teaching in primary school: results from a case study. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (PME28), 1, 389.
  • Williams, J., Ryan, J., Hadjidemetriou, C., Misailidou, C. & Afantiti Lamprianou, T. (2004). Credible Tools for Formative Assessment: Measurement AND Qualitative Research Needed for Practice. Paper presented at the annual meeting of the American Education Research Association (AERA).
  • Misailidou, C., & Williams, J. (2004). Improving performance on 'ratio' tasks: Can pupils convert their 'additive approach'? Proceedings of the 10th International Congress on Mathematical Education (ICME 10), http://www.icme-organisers.dk/tsg01/Misailidou_rev1.doc
  • Misailidou, C., & Williams, J. (2003). Diagnostic assessment of children's proportional reasoning. Journal of Mathematical Behavior, 22, 335-368.
  • Misailidou, C., & Williams, J. (2003).  Children's proportional reasoning and tendency for an additive strategy: The role of models. Research in Mathematics Education, 5, 215-247.
  • Misailidou, C., & Williams, J. (2003). Children’s arguments in discussion of a 'difficult' ratio problem: The role of a pictorial representation.  La Lettre de la Preuve, http://www.lettredelapreuve.it/OldPreuve/Newsletter/03Printemps/Printemps03.html
  • Misailidou, C. & Williams, J. (2003). Can Pictorial Representations Support Proportional Reasoning? The Case of a ‘Mixing Paint’ Problem, Paper presented at the annual meeting of the British Educational Research Association (BERA), http: // www. education.man.ac.uk /lta/bera2003.
  • Misailidou, C., & Williams, J. (2002). Ratio: Raising Teachers’ Awareness of Children’s Thinking. Proceedings of the 2nd International Conference on the teaching of Mathematics at the undergraduate level (ICTM2), http://www.math.uoc.gr/~ictm2/Proceedings/pap143.pdf
  • Misailidou, C., & Williams, J. (2002). Diagnostic Teaching and Ratio: The Effect of Pictorial Representations on Strategies. Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (PME26), 1, 299.
  • Misailidou, C., & Williams, J. (2002). Facilitating Problem Solving: Children Argue their Way to a Multiplicative Structure with the Aid of Selected Cultural Tools. Proceedings of the International Conference ‘The Humanistic Renaissance in Mathematics Education’, 269-272.
  • Misailidou, C., & Williams, J. (2002). Investigating Children’s Thinking on the Topic of Ratio. Proceedings of the British Society for Research into Learning Mathematics (BSRLM), 22(1), 47-52.
  • Misailidou, C., & Williams, J. (2003). Measuring children’s proportional reasoning, the tendency for an additive strategy and the effect of models. Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (PME27), 3, 293-300.
  • Misailidou, C. & Williams, J. (2003). The role of pictorial representations on problem solving: The case of ratio and proportion tasks. Proceedings of the 10th European Conference for Research on Learning and Instruction (EARLI10), 371.
  • Misailidou, C. (2000). The Teaching of the Concept «Ratio» at Year 8 of Secondary School: Investigation of Two cases. Master of Science Dissertation, Faculty of Education, University of Manchester.
  • Misailidou, C. (1998). Mathematical activities for understanding the ‘Variable’ concept. Master Thesis, Department of Mathematics, National and Kapodistrian University of Athens.