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RESEARCH AREAS

Pedagogical design of constructionist media

Generation of meanings with constructionist media

Mathematics, Science, Geography, Environment & Sustainability, Digital Games

Communication and collaboration in the learning process

Classroom practices regarding the use of digital media

Teacher professional development and communities of practice

Design and infusion of educational innovations based on constructionist media

Reviews and Theoretical Papers

Pedagogical design of constructionist media

  • Kynigos, C. (2015), Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking, Constructivist Foundations 10(3): 305–313.

  • Papadopoulos, I.,  Barquero, B., Richter, A., Daskolia, M., Barajas, M., Kynigos, C. (2015) Representations of creative mathematical thinking in collaborative designs of c-book units, Proceedings of the 9th CERME conference, Prague.

  • Yiannoutsou, N., Kynigos,C. Daskolia, M. (2014) Constructionist designs in game modding: the case of learning about sustainability, Constructionism and Creativity,Proceedings of the 3rd International Constructionism Conference 2014,Futschek, G., Kynigos, C.  (eds.), August 2014, Vienna, Austria, © Österreichische Computer Gesellschaft 2014, 459-469.

  • Kynigos, C. , Moustaki, F. (2014) Designing digital media for creative mathematical learning, Interaction Design and Children Conference, Denmark.

  • Kynigos, C. (2007). Half–Baked Logo microworlds as boundary objects in integrated design. Informatics in Education, 6(2), 335–358.

  • Kynigos, C. (2004). Black and White Box Approach to User Empowerment with Component Computing. Interactive Learning Environments, 12(1–2), 27–71.

  • Kynigos, C. (2002). Generating cultures for mathematical microworld development in a multi-organisational context. Journal of Educational Computing Research, 27(1-2), 185–211.

  • Kynigos, C., Koutlis, M., & Hadzilakos, T. (1997). Mathematics with Component-oriented Exploratory Software. International Journal of Computers and Mathematical Learning, 2, 229-250.

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Generation of meanings with constructionist media

Mathematics, Science, Geography, Environment & Sustainability, Digital Games

  • Makri, K., Daskolia, M. & Kynigos, C. (2015), Authors' Response: Seeking "Power" in Powerful Ideas, Systems Thinking and Affective Aspects of Learning, Constructivist Foundations 10(3): 401404.

  • Kynigos, C., Moustaki, F., Smyrnaiou, Z., Xenos , M. (2014) Half-baked microworlds as expressive media for fostering creative mathematical thinking, Constructionism and Creativity, Proceedings of the 3rd International Constructionism Conference 2014, Futschek, G., Kynigos, C. (eds.), August 2014, Vienna, Austria, Osterreichische Computer Gesellschaft 2014, 125-134.

  • Daskolia, M., & Kynigos, C. (2013). Fostering creativity in learning about sustainability through engagement in constructionist activities. In the Proceedings of the 7th World Environmental Education Congress (7WEEC), Marrakesh - Morocco, 9 - 14 June 2013. Turin: Istituto per lʼ Ambiente e lʼ Educazione Scholè Futuro. (ISBN: 9788885313361).

  • ynigos, C., & Psycharis, G. (2013). Designing for instrumentalisation: Constructionist perspectives on instrumental theory. International Journal for Technology in Mathematics Education. Special Issue on Activity theoretical approaches to mathematics classroom practices with the use of technology, v.20 (1), 15-20.

  • Zantzos I., & Kynigos, C. (2012). Differential approximation of a cylindrical helix by secondary school students. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact. Athens, Greece: National and Kapodistrian University of Athens.

  • Latsi M., & Kynigos, C. (2012). Gestures as a tool of semiotic mediation in a 3d turtle geometry environment. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact. Athens, Greece: National and Kapodistrian University of Athens.

  • Smyrnaiou, Z., & Moustaki, F. (2012). Creating motion models by manipulating parameters that correspond to scientific conventions. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact (pp. 625-629). Athens, Greece: National and Kapodistrian University of Athens.

  • Moustaki, F., & Kynigos, C. (2012). Meanings for 3d mathematics shaped by on-line group discussion. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact (pp. 174-183). Athens, Greece: National and Kapodistrian University of Athens.

  • Latsi, M., & Kynigos, C. (2011). Meanings about dynamic aspects of angle while changing perspectives in a simulated 3d space. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Vol. 3, pp. 121-128. Ankara, Turkey: PME.

  • Moustaki, F., & Kynigos, C. (2011). Engineering students visualization and reasoning processes while interacting with a 3d digital environment. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Vol. 3, pp. 257-264. Ankara, Turkey: PME.

  • Smyrnaiou, Z., & Kynigos, C. (2012). Interactive Movement and Talk in Generating Meanings from Science, IEEE Technical Committee on Learning Technology, Special Theme "Technology-Augmented Physical Educational Spaces" Hernández Leo, D. (Ed). Bulletin of the Technical Committee on Learning Technology, pp. 17-20, Volume 14, Issue 4, October 2012, available online at http://www.ieeetclt.org/content/bulletin-14-4.

  • Anastopoulou, S., Smyrnaiou, Z., & Kynigos, C. (2011). Bringing intuitions of natural and virtual interactions into conflict: the POLYMECHANON experience. In Ε. Efthimiou, G. Kouroupetroglou, & C. Vogler (Ed.), Proceedings of the GW 2011: The 9th International Gesture Workshop Gesture in Embodied Communication and Human-Computer Interaction, (pp. 68-71).

  • Kynigos, C., & Daskolia, M. (2011). Collaborative design and construction of digital games to learn about sustainable lifestyles. In L. Gómez Chova, I. Candel Torres, & A. López Martínez (Eds.), Proceedings of the 5th International Technology, Education and Development Conference (INTED 2011) (pp. 1583-1592). Valencia, Spain: International Association of Technology, Education and Development, IATED.

  • Anastopoulou, S., Sharples, M., & Baber, C. (2011). An evaluation of multimodal interactions while learning science concepts. British Journal of Educational Technology, 42(2), 266-290.

  • Psycharis, G., & Kynigos, C. (2009). Normalising geometrical figures: dynamic manipulation and construction of meanings for ratio and proportion. Research in Mathematics Education, 11(2), 149-166.

  • Kynigos, C., Smyrnaiou, Z., & Roussou, M. (2009). Exploring rules and underlying concepts while engaged with collaborative full-body games. In N. Parés, & M. Oliver (Eds.), Proceedings of the 9th International Conference on Interaction Design and Children (pp. 222-225). NY, USA: ACM New York.

  • Smyrnaiou, Z. (2007). An innovative way for using computers in science teaching - Una manera innovadora para usar las computadoras en la enseñanza de la ciencia, Journal of Science Education. Journal of Science Education, 8(2), 99-102.

  • Keisoglou, S., & Kynigos, C. (2006). Measurements With A Physical And A Virtual Quadrant: Students’ Understandings Of Trigonometric Tangent. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Education. Vol. 3, pp. 425-432. Prague, Czech Republic: Charles University, Faculty of Education.

  • Kynigos, C., & Gavrilis, S. (2006). Constructing A Sinusoidal Periodic Covariation. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Education. Vol. 4, pp. 9-16. Prague, Czech Republic: Charles University, Faculty of Education.

  • Kynigos, C., & Yiannoutsou, N. (2002). Seven Year Olds Negotiating Spatial Concepts And Representations To Construct A Map. In A. D. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 425-432. Norwich, UK.

  • Kynigos, C. (1995). Programming as a Means of Expressing and Exploring Ideas in a Directive Educational System: Three Case Studies. In A. A. diSessa, C. Hoyles, & R. Noss (Eds.), Computers and Exploratory Learning (NATO ASI Series) (pp. 399-420). Berlin: Springer-Verlag.

  • Kynigos, C. (1993). Children's Inductive Thinking during Intrinsic and Euclidean Geometrical Activities in a Computer Programming Environment. Educational Studies in Mathematics, 24(2), 177-197.

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Communication and collaboration in the learning process

  • Diamantidis, D., Economakou, K., Kaitsoti, A., Kynigos, C., Moustaki, F. (2015) Social creativity and meaning generation in a constructionist environment, Proceedings of the 9th CERME conference, Prague.

  • Daskolia, M., Kynigos, C. & Makri, K. (2015), Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective, Constructivist Foundations 10(3): 388–396.

  • Kynigos, C., & Moustaki, F. (2013). On-line discussions about emerging mathematical ideas. Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education - CERME 8, Antalya, Turkey, 6 - 10 February, 2013.

  • Yiannoutsou, N., & Kynigos, C. (2013). Boundary Objects in Educational Design Research: designing an intervention for learning how to learn in collectives with technologies that support collaboration and exploratory learning. In T. Plomp, N. Nieveen (Eds) Educational Design Research: Introduction and Illustrative Cases. SLO, Netherlands Institute for Curriculum Development, Enschede, The Netherlands, pp 357 379, ISBN:978 90 329 2335 8, Available in http://international.slo.nl/bestanden/Ch01-51_total.pdf/

  • Daskolia, M., & Kynigos, C. (2012). Tinkering creatively with sustainability. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact (pp. 194-203). Athens, Greece: National and Kapodistrian University of Athens.

  • Yiannoutsou, N., & Mavrikis, M. (2012). Learning how to learn with microworlds: evaluation and help seeking. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact (pp. 490-499). Athens, Greece: National and Kapodistrian University of Athens.

  • Kynigos, C., Dimaraki, E. V., & Trouki, E. (2007). Pupil communication during electronic collaborative projects: integrating communication tools with communication scenarios. In H. Ulrich Hoppe, H. Ogata, & A. Soller (Eds.), The Role of Technology in CSCL: Studies in Technology Enhanced Collaborative Learning (Computer-Supported Collaborative Learning Series) (Vol. 9, pp. 155-172). USA, NY: Springer.

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Classroom practices regarding the use of digital media

  • Latsi, M., & Kynigos, C. (2011). Meanings about dynamic aspects of angle while changing perspectives in a simulated 3d space. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Vol. 3, pp. 121-128. Ankara, Turkey: PME.

  • Kynigos, C., Psycharis, G., & Moustaki, F. (2010). Meanings generated while using algebraic-like formalism to construct and control animated models. International Journal for Technology in Mathematics Education, 17(1), 17-32.

  • Markopoulos, C., Kynigos, C., Alexopoulou, E., & Koukiou, A. (2009). Mathematisations while navigating with a geo-mathematical microworld. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Vol. 4, pp. 97-104. Thessaloniki, Greece: PME.

  • Kynigos, C., & Theodosopoulou, V. (2001). Synthesizing Personal, Interactionist and Social Norms Perspectives to Analyze Student Communication in a Computer - Based Mathematical Activity in the Classroom. Journal of Classroom Interaction, 36(2), 63-73.

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Teacher professional development and communities of practice

  • Kynigos, C., Daskolia, M., Smyrnaiou, Z. (2013). Empowering Teachers in Challenging times for Science and Environmental Education: Uses for scenarios and microworlds as boundary objects. Contemporary Issues in Education KE65011012,3 (1).

  • Kynigos, C. Kalogeria, E. (2015) Boundary crossing in a community of interest while designing an e-book with the aim to foster students' creativity, Proceedings of the 9th CERME conference, Prague.

  • Daskolia, M., & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, Vol. 3, Special issue: 'Higher Education', pp. 818-823. Published Online in SciRes (http://www.SciRP.org/journal/ce), DOI:10.4236/ce.2012, Scientific Research.

  • Kynigos, C. & Kalogeria, E. (2012). Boundary Objects for in service Mathematics Teacher Education: the case of Scenarios and Half-baked Microworlds, Sp. Issue in Online Mathematics Education, The International Journal of Mathematics Education, ZDM, Springer Verlag. Marcelo C. Borba & Salvador Llinares , 44:733745, DOI 10.1007/s11858-012-0455-5.

  • Daskolia, M., Kynigos, C., Yiannoutsou, N. (2012). Teachers learning about sustainability while co-constructing digital games. I.n: The Proceedings of the International Conference on Higher Education - ICHE 2012, 27-28 June 2012, Paris, France.

  • Kynigos, C., & Daskolia, M. (2011). Collaborative design and construction of digital games to learn about sustainable lifestyles. In L. Gómez Chova, I. Candel Torres, & A. López Martínez (Eds.), Proceedings of the 5th International Technology, Education and Development Conference (INTED 2011) (pp. 1583-1592). Valencia, Spain: International Association of Technology, Education and Development, IATED.

  • Fuglestad, A. B., Healy, L., Kynigos, C., & Monaghan, J. (2010). Working with teachers: context and culture - The Seventeenth ICMI Study. In C. Hoyles, & J.-B. Lagrange (Eds.), Mathematics Education and Technology - Rethinking the Terrain - New ICMI Study Series (pp. 293-310). US: Springer.

  • Kynigos, C. (2007). Half-baked Microworlds in use in Challenging Teacher Educators’ Knowing. International Journal of Computers for Mathematical Learning, 12(2), 87-111.

  • Makri, K., & Kynigos, C. The Role of Blogs In Studying The Discourse And Social Practices of Mathematics Teachers. Educational Technology & Society, 10(1), 73-84.

  • Kynigos, C., & Argyris, M. (2004). Teacher beliefs and practices formed during an innovation with computer-based exploratory mathematics in the classroom. Teachers and Teaching: Theory and practice, 10(3), 247-273.

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Design and infusion of educational innovations based on constructionist media

  • Bottino, M., & Kynigos, C. (2009). Mathematics Education & Digital Technologies: Facing the Challenge of Networking European Research Teams. International Journal of Computers for Mathematical Learning, 14(3), 203-215.

  • Ulrich Hoppe, H., Kynigos, C., & Magli, R. (2002). Policies for Educational Innovation with New Technologies. In A. Dimitracopoulou (Ed.), Proceedings of 3rd HICTE Conference: "ICTs in Education". Vol. I, pp. 203-213. Rhodes, Greece: KASTANIOTIS Editions.

  • Kontogiannopoulou - Polydorides, G., & Kynigos, C. (1993). An Educational Perspective of the Socio-cultural Prerequisites for Logo-like Education in Greece. In C. Kynigos et al. (Eds.), Proceedings of the 4th European Logo Conference (pp. 377-389). Athens, Greece: Doukas School Publication. 

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Reviews and Theoretical Papers

  • ynigos, C. (2015) Constructionism: Theory of Learning or Theory of Design? In Selected Regular Lectures from the 12th International Congress on Mathematical Education 417- 438, Sung Je Cho (Ed), DOI 10.1007/978-3-319-17187-6, © Springer International Publishing Cham Heidelberg New York Dordrecht London, Switzerland 2015.

  • Chronaki, A. & Kynigos (2015), Humor as a Humble Way to Access the Complexity of Knowledge Construction, Constructivist Foundations 10(3): 416–417.

  • Kynigos, C. & Futschek, G. (2015) Re-Situating Constructionism, Constructivist Foundations 10(3): 281284.

  • Kynigos, C. (2014) Book Review: The Mathematics Teacher in the Digital Era, DOI: 10.1007/s10758-014-9219-3. Journal of Technology, Knowledge and Learning, Springer, Dordrecht.

  • Morgan, C., Kynigos. C. (2014) Digital artefacts as representations: forging connections between a constructionist and a social semiotic perspective. Special Issue in Digital representations in mathematics education: conceptualizing the role of context and networking theories, Educational Studies in Mathematics, Lagrange, J.B. and Kynigos, C. (Eds), Springer Science + Business Media, Dordrecht, 85 (3), 357-379.

  • Lagrange J.B., Kynigos, C. (2014). Digital technologies to teach and learn mathematics: Context and re-contextualization, Special Issue in Digital representations in mathematics education: conceptualizing the role of context and networking theories, Educational Studies in Mathematics, Lagrange, J.B. and Kynigos, C. (Eds), Springer Science + Business Media, Dordrecht, 85 (3), 381-403.

  • Kynigos, C., Lagrange, B. (2014) Article Title: Cross-analysis as a tool to forge connections amongst theoretical frames in using digital technologies in mathematical learning. Special Issue in Digital representations in mathematics education: conceptualizing the role of context and networking theories, Educational Studies in Mathematics, Lagrange, J.B. and Kynigos, C. (Eds), Springer Science + Business Media, Dordrecht, 85 (3), 321-327.

  • Kynigos, C. (2012). Constructionism: theory of learning or theory of design? Regular Lecture, Proceedings of the 12th International Congress on Mathematical Education, Seoul, S. Korea.

  • Kynigos, C. (2012). Networking of theoretical frameworks and constructs: Artigue's contributions to the case of using digital media for learning mathematics. La didactique des mathématiques: approches et enjeux: Hommage à Michèle Artigue. Université Paris Diderot- Paris 7, Paris, FRANCE.

  • Kynigos, C. (2012). Niches for Constructionism: forging connections for practice and theory. In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the Constructionism 2012 Conference - Theory, Practice and Impact (pp. 40-51). Athens, Greece: National and Kapodistrian University of Athens.

  • Healy, L., & Kynigos, C. (2010). Charting the microworld territory over time: design and construction in learning, teaching and developing mathematics. Zentralblatt für Didaktik der Mathematik (ZDM) - The International Journal on Mathematics Education, 42 (1), 63-76.

  • Kynigos, C., & Psycharis, G. (2009). Investigating the Role of Context in Experimental Research Involving the Use of Digital Media for the Learning of Mathematics: Boundary Objects as Vehicles for Integration. International Journal of Computers for Mathematical Learning, 14(3), 265-298.

  • Kynigos, C., Philippou, G., Potari, D., & Sakonidis, H. (2009). Research in mathematics education In Greece and Cyprus. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Vol. 1, pp. 303-324. Thessaloniki, Greece: PME.

  • Laborde, C., Kynigos, C., Hollebrands, K., & Strasser, R. (2006). Teaching and Learning Geometry with Technology. In A. Gutiérrez, & P. Boero (Eds.), Handbook of Research on the Psychology of Mathematics Education: Past, Present and Future (pp. 275–304). Sense Publishers.

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