• 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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• 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) 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).

• Κynigos, 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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• 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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• 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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• 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 , 44:733–745, 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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• 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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• 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): 281–284.

• 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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