Άνω των 50 δημοσιευμάτων, άνω των 240   ετεροαναφορών

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• Σπανούδη, Α., Μισαηλίδου, Χ. & Μπαραλής, Γ. (2021). Η αξιοποίηση της ψηφιακής λαογραφίας ως «πλαίσιο» στη διδασκαλία των μαθηματικών: Το παράδειγμα των εργόχειρων με βελονάκι. Εργασία για το συνέδριο Λαϊκός πολιτισμός και Ψηφιακός Κόσμος. Για μια Ψηφιακή Λαογραφία. (Έγινε δεκτή).
• Misailidou, C. (2021). Aligning Formal Education with Society and its Needs: An Example from a Teacher Education Course in Mathematics. Εργασία για το συνέδριο The European Conference on Educational Research, ECER 2021). (Έγινε δεκτή).
• Misailidou, C. (2021). Visualising Mathematics Through Games. Annual Conference of the Association of Teachers of Mathematics.
• Γκατζιου, Μ. & Μισαηλίδου, Χ. (2019). Επίδοση και στρατηγικές που χρησιμοποιούν οι μαθητές της Στ΄ Δημοτικού σε προβλήματα υπολογιστικής εκτίμησης. Πρακτικά 36ου Πανελλήνιου Συνέδριου Μαθηματικής Παιδείας, 182-195.
• Misailidou, C. (2019). Evaluating Inquiry Based Learning in Mathematics. QUINT Conference 2019 'Analysing Teaching Quality: Perspectives, Potentials and Pitfalls'.
• Μισαηλίδου, Χ. & Κουσουλή, Β. (2019). Διδάσκοντας μαθηματικά με στόχο την κατανόηση: Το παράδειγμα του «εμβαδού». Πρακτικά 4ου Πανελλήνιου Συνέδριου ΕΚΕΔΙΣΥ, Γ, 140-146.
• Misailidou, C. (2019). Creative Math Activities for Primary School Pupils.  Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (PME43), 4, 164.
• Misailidou, C. & Keijzer, R. (2019). Making Mathematics fun: The ‘Fear Room’ game. Proceedings of the 11th CERME Conference, 4274-4275.
• Andrews, N., Bishop, E., Bolondi, G., Cascella, C., Giberti, C., Constantinides, G., Neale, C., Cosgrove, F., Hendy, T., Heshmati, H., Johnston-Wilder, S., Sinclair, B., Ingram, J., Liu, X., Marks, R., Barclay, N. ,Bames, A., Treacy, P., Sahin, N., Tsikalaki, E. & Misailidou, C. (2018). Proceedings of the Day Conference. Research in Mathematics Education, 20 (3), 322-326.
• Μισαηλίδου, Χ. (2018). Η περίπτωση των κλασματικών αριθμών. Προσκεκλημένη ομιλία στην ημερίδα «Διδακτικές και οικογενειακές πρακτικές στα μαθηματικά».
• Μισαηλίδου, Χ., Βουδούρη, Α. & Μπαραλής, Γ. (2018). Σύζευξη ακαδημαϊκής θεωρίας και διδακτικής πράξης κατά την εκπαίδευση των μελλοντικών δασκάλων. Πρακτικά του 11ου Πανελλήνιου Συνέδριου της Παιδαγωγικής Εταιρείας Ελλάδος, τόμος Α, 192-198.
• Misailidou, C. (2018). Promoting meaningful mathematics learning in primary school. Proceedings of the First Congress of Greek Mathematicians in Athens, 175-184.
• 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), 38(2), available at bsrlm.org.uk .
• 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.
• Μισαηλίδου, Χ. (2018). Σχεδιάζοντας «Διασκεδαστικές» Μαθηματικές Δραστηριότητες για την Α΄ και Β΄ τάξη του Δημοτικού. Πρακτικά ημερίδας «2018 Έτος Μαθηματικών: Οι μαθητές στον κόσμο των Μαθηματικών», 31-40.
• Σανιδά, Μ., Keijzer, R. & Μισαηλίδου, Χ. (2017). Σχεδιασμός και υλοποίηση μιας «Ημέρας Μαθηματικών» σε ελληνικό δημοτικό σχολείο. Πρακτικά 7ου Πανελλήνιου Συνεδρίου της Εν.Ε.Δι.Μ., 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 40^th Conference of the International Group for the Psychology of Mathematics Education (PME40), 1, 239.
• Μισαηλίδου, Χ. (2016). Γέφυρες ανάμεσα στην επιστημονική έρευνα και την  σχολική πρακτική: Ένα παράδειγμα από την Διδακτική των Μαθηματικών. ‘Ζητήματα Θεωρίας και Πράξης στην Εκπαίδευση: Σύγχρονες τάσεις και κατευθύνσεις’, 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). 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. & 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. (2003). Thinking about ratio: Workshops on proportional reasoning. Stockport LEA, Teacher Day Conference, Stockport, Uk.
• 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. (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.
• Μισαηλίδου, Χ. (1998). Μαθησιακές διαδικασίες για την έννοια της «Μεταβλητής» σε περιβάλλον βασισμένο σε εργαλεία διερευνητικής μάθησης. Μεταπτυχιακή διπλωματική εργασία, Τμήμα Μαθηματικών, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.