





Kynigos, C. (2015), Designing Constructionist EBooks: 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 cbook 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, 459469.

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 multiorganisational
context. Journal of Educational Computing Research, 27(12), 185–211.

Kynigos, C., Koutlis, M., &
Hadzilakos, T. (1997). Mathematics with Componentoriented Exploratory
Software. International Journal of Computers and Mathematical Learning, 2,
229250.
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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): 401–404.

Kynigos, C., Moustaki, F., Smyrnaiou, Z., Xenos , M. (2014) Halfbaked 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, 125134.

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).

Êynigos, 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), 1520.

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. 625629).
Athens, Greece: National and Kapodistrian University of Athens.

Moustaki, F., & Kynigos, C. (2012). Meanings for 3d mathematics shaped by online group discussion.
In C. Kynigos, J. E. Clayson & N. Yiannoutsou (Eds), Proceedings of the
Constructionism 2012 Conference  Theory, Practice and Impact (pp. 174183). 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. 121128. 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.
257264. 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 "TechnologyAugmented
Physical Educational Spaces" Hernández Leo, D. (Ed). Bulletin of the Technical Committee on Learning Technology, pp. 1720,
Volume 14, Issue 4, October 2012, available online at
http://www.ieeetclt.org/content/bulletin144.

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
HumanComputer Interaction, (pp. 6871).

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. 15831592).
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),
266290.

Psycharis, G., & Kynigos, C.
(2009). Normalising geometrical figures: dynamic manipulation and
construction of meanings for ratio and proportion. Research in
Mathematics Education, 11(2), 149166.

Kynigos, C., Smyrnaiou, Z., &
Roussou, M. (2009). Exploring rules and underlying concepts while engaged
with collaborative fullbody games. In N. Parés, & M. Oliver (Eds.), Proceedings of the 9th International Conference on Interaction Design and
Children (pp. 222225). 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), 99102.

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.
425432. 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. 916. 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. 425432. 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. 399420).
Berlin: SpringerVerlag.

Kynigos, C. (1993). Children's
Inductive Thinking during Intrinsic and Euclidean Geometrical Activities in
a Computer Programming Environment. Educational Studies in Mathematics,
24(2), 177197.
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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). Online 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/Ch0151_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. 194203).
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. 490499). 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 (ComputerSupported Collaborative
Learning Series) (Vol. 9, pp. 155172). USA, NY: Springer.
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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. 121128. Ankara, Turkey: PME.

Kynigos, C., Psycharis, G., &
Moustaki, F. (2010). Meanings generated while using algebraiclike formalism to construct and
control animated models. International Journal for Technology in
Mathematics Education, 17(1), 1732.

Markopoulos, C., Kynigos, C.,
Alexopoulou, E., & Koukiou, A. (2009). Mathematisations while navigating
with a geomathematical 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.
97104. 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), 6373.
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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 ebook 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. 818823. 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
Halfbaked Microworlds, Sp. Issue in Online Mathematics Education, The International Journal of Mathematics Education, ZDM, Springer Verlag. Marcelo C. Borba & Salvador Llinares ,
44:733–745, DOI 10.1007/s1185801204555.

Daskolia, M., Kynigos, C., Yiannoutsou, N. (2012).
Teachers learning about sustainability while coconstructing digital games.
I.n: The Proceedings of the International Conference on Higher Education  ICHE 2012, 2728 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. 15831592). 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. 293310). US: Springer.

Kynigos, C. (2007). Halfbaked
Microworlds in use in Challenging Teacher Educators’ Knowing. International Journal of Computers for Mathematical Learning, 12(2),
87111.

Makri, K., & Kynigos, C. The
Role of Blogs In Studying The Discourse And Social Practices of Mathematics
Teachers. Educational Technology & Society, 10(1), 7384.

Kynigos, C., & Argyris, M. (2004).
Teacher beliefs and practices formed during an innovation with
computerbased exploratory mathematics in the classroom. Teachers and
Teaching: Theory and practice, 10(3), 247273.
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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), 203215.

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. 203213. Rhodes, Greece: KASTANIOTIS
Editions.

Kontogiannopoulou 
Polydorides, G., & Kynigos, C. (1993). An Educational Perspective of the
Sociocultural Prerequisites for Logolike Education in Greece. In C.
Kynigos et al. (Eds.), Proceedings of the 4th European Logo Conference (pp. 377389). Athens, Greece: Doukas School Publication.
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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 10.1007/9783319171876, © 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) ReSituating Constructionism, Constructivist Foundations 10(3): 281–284.

Kynigos, C. (2014) Book Review: The Mathematics Teacher in the Digital Era, DOI: 10.1007/s1075801492193. 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), 357379.

Lagrange J.B., Kynigos, C. (2014). Digital technologies to teach and learn mathematics: Context and recontextualization, 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), 381403.

Kynigos, C., Lagrange, B. (2014) Article Title: Crossanalysis 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), 321327.

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. 4051).
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), 6376.

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), 265298.

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. 303324. 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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