Andreas Moutsios-Rentzos is an Assistant Professor at the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens and member of the “Mathematics, History, Philosophy and Didactics of Mathematics Laboratory” (since 2021). He holds a Ptychio in Mathematics (National and Kapodistrian University of Athens), MSc in Mathematics Education (University of Warwick) and PhD in Mathematics Education (University of Warwick; superv. E. M. Gray & A. P. Simpson). His postdoctoral research entitled “Mathematics education: Systemic approaches and complexity in the links of epistemology with the psychology of learning and of the teaching with educational design” was conducted under the supervision of Prof. Kalavasis (University of the Aegean). His published work (more than 100 published papers) appears in international scientific journals, chapters in edited books, conference proceedings etc.
He acts as a reviewer for several international journals and conferences.
He is the current Editor-in-Chief of Euclides γ΄ (published by the Hellenic Mathematical Association) and member of the Editorial Board of the International Journal of Mathematics Education (HMS-iJME) published by the Hellenic Mathematical Association.
He is involved in International and Greek Scientific associations, committees, and conferences. For example: Member (since 2018) of the International Commission for Study and Improvement of Mathematics Education (CIEAEM; https://www.cieaem.org/); Elected Member (2019-2021, 2021-2023) of the Board of Greek Association for Research in Mathematics Education (http://www.enedim.gr); Leader of Thematic Working Group 1 “Argumentation and Proof” of CERME 11, CERME 12, CERME 13, CERME 14; Invited Expert for the 12th YESS 2022 Summer School and the 13 th YESS 2024 Summer School etc
His research interests focus on investigating the complexity of the didactic-learning phenomena employing multifaceted interdisciplinary approaches, including: Argumentation and Proof in Mathematics Education; Interdisciplinary, systemic approaches and complexity in mathematics education: teaching, learning, assessment; Digital storytelling in Mathematics Education; Didactics of Mathematics for pre-/in-servicer teachers; Interactions amongst cognitive/affective experiences-dispositions when dealing with mathematical tasks; Transitions to primary/ secondary mathematics; Phenomenology and Didactics of Mathematics.