{"id":111,"date":"2023-07-01T12:06:22","date_gmt":"2023-07-01T12:06:22","guid":{"rendered":"https:\/\/amoutsiosrentzos.com\/%ce%b4%ce%b7%ce%bc%ce%bf%cf%83%ce%b9%ce%b5%cf%8d%cf%83%ce%b5%ce%b9%cf%82\/%cf%80%ce%b5%cf%81%ce%b9%ce%bf%ce%b4%ce%b9%ce%ba%ce%ac\/"},"modified":"2024-11-20T08:27:55","modified_gmt":"2024-11-20T08:27:55","slug":"periodika","status":"publish","type":"page","link":"https:\/\/amoutsiosrentzos.com\/el\/dimosiefseis\/periodika\/","title":{"rendered":"\u03a0\u03b5\u03c1\u03b9\u03bf\u03b4\u03b9\u03ba\u03ac"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text css=””]<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\u03a6\u03b5\u03c3\u03ac\u03ba\u03b7\u03c2, \u0393., \u03a4\u03ac\u03c4\u03c3\u03b7\u03c2, \u039a., \u039c\u03bf\u03cd\u03c4\u03c3\u03b9\u03bf\u03c2-\u03a1\u03ad\u03bd\u03c4\u03b6\u03bf\u03c2, \u0391.<\/strong>, Kleine, M., \u03a0\u03b5\u03c1\u03b4\u03b9\u03ba\u03ac\u03c1\u03b7\u03c2, \u039a., Anhalt, L. (\u03c5\u03c0\u03cc \u03ad\u03ba\u03b4\u03bf\u03c3\u03b7). \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u03b4\u03b9\u03b1\u03b3\u03bd\u03c9\u03c3\u03c4\u03b9\u03ba\u03ce\u03bd \u03c4\u03b5\u03c3\u03c4 \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7\u03c2 \u03b2\u03ac\u03c3\u03b5\u03b9 \u03ba\u03c1\u03b9\u03c4\u03b7\u03c1\u03af\u03c9\u03bd \u03b3\u03b9\u03b1 \u03c4\u03b1 \u039c\u03b1\u03b8\u03b7\u03bc\u03b1\u03c4\u03b9\u03ba\u03ac \u03bc\u03b5 \u03c4\u03b7 \u03c7\u03c1\u03ae\u03c3\u03b7 \u039c\u03c0\u03b1\u03b5\u03c3\u03b9\u03b1\u03bd\u03ce\u03bd \u0394\u03b9\u03ba\u03c4\u03cd\u03c9\u03bd: \u0397 \u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03b5\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03bf\u03cd \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03bf\u03c2 DiToM. \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u0395\u03c0\u03b9\u03b8\u03b5\u03ce\u03c1\u03b7\u03c3\u03b7 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae\u03c2 \u0391\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7\u03c2<\/em>.<\/td>\n<\/tr>\n
Stylianides, G. J., Stylianides, A. J., & Moutsios-Rentzos, A.<\/strong> (2024). Proof and proving in school and university mathematics education research: a systematic review. ZDM\u2014Mathematics Education, 56<\/em>(1), 47\u201359. https:\/\/doi.org\/10.1007\/s11858-023-01518-y<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong> (2024). Teaching across the space of the hybrid mathematics classroom: an investigation with Greek primary school teachers. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em>, 13,<\/em> 671\u2013680. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A., <\/strong>& Gerofsky, S. (2024). Introduction to Working Group 4: Mathematics (education) practices in connection with other practices, in and out of school, including for example vocational education, art, and current societal phenomena. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em>, 13,<\/em> 565\u2013570.<\/td>\n<\/tr>\n
Chaviaris, P., Kafoussi, S., & Moutsios-Rentzos, A.<\/strong> (2024). Parent-child collaboration in mathematics homework: parents\u2019 reflections. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em>, 13,<\/em> 571\u2013578. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Maj-Tatsis, B., Tatsis, K., & Moutsios-Rentzos, A.<\/strong> (2021). Peer pressure effect on student teachers\u2019 affective problem posing. Didactica Mathematicae,<\/em> 43,<\/em> 81\u201387.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong> (2020). Book Review: Andreas J. Stylianides (2016) Proving in the elementary mathematics classroom. Educational studies in mathematics,<\/em> 103,<\/em> 375\u2013381.<\/td>\n<\/tr>\n
Kasimatis, K., Moutsios-Rentzos, A.<\/strong>, Matzakos, N., Rozou, V., & Kouloumpis, D. (2020). Effective mathematics teaching in tertiary technological education: The case of ASPETE. New Trends and Issues Proceedings on Humanities and Social Sciences, 7<\/em>(1), 158\u2013168.<\/td>\n<\/tr>\n
Kasimatis, \u039a., Moutsios-Rentzos, A.<\/strong>, Stasinoulia, A., & Papageorgiou, T. (2020). Investigating students\u2019 conceptions about the characteristics of the effective teacher. New Trends and Issues Proceedings on Humanities and Social Sciences, 7<\/em>(1), 149\u2013157.<\/td>\n<\/tr>\n
Kafoussi, S., Chaviaris, P., & Moutsios-Rentzos, A.<\/strong> (2020). Investigating Parental Influences on Sixth Graders\u2019 Mathematical Identity in Greece: A Case Study. International Electronic Journal of Mathematics Education, 15<\/em>(2), em0572.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, Pinnika, V., Kritikos, G., & Kalavasis, F. (2020). Appearances of the equals sign in primary school mathematics and natural sciences: an interdisciplinary, systemic approach. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em>, 7,<\/em> 285\u2013294. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Kafoussi, S., Moutsios-Rentzos, A<\/strong>., & Chaviaris, P. (2020). Constructing students\u2019 mathematical identity at home: the case of homework. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em>, 7,<\/em> 499\u2013505. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A., <\/strong>Shiakalli, M. A., & Zacharos, K. (2019). Supporting mathematical argumentation of pre-school children. Educational Journal of the University of Patras UNESCO Chair, 6<\/em>(1), 216\u2013224.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, Kritikos, G., & Kalavasis, F. (2019). Co-constructing teaching and learning spaces in and between mathematics and physics at school. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em>, 2<\/em>(3), 215\u2013220. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Kasimatis, K., Moutsios-Rentzos, A.<\/strong>, Rozou, V., & Matzakos, N. (2018). Conceptions of pre-service engineer educators about the role of mathematics and their approaches to study. Acta Didactica Napocensia, 11<\/em>(3-4), 49\u201358.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, <\/strong>Kritikos, G., & Kalavasis, F. (2017). Functions of operations and operands in school mathematics and physics: a complex interdisciplinary (de)mathematised phenomenology. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 27<\/em>(2), 297-299. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, <\/strong>\u0391<\/strong>., & Kalavasis, F. (2016). Systemic approaches to the complexity in mathematics education research. International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education (HMS i-JME)<\/em>, 7<\/em>, 97\u2013119.<\/td>\n<\/tr>\n
Zacharos, K., Pournantzi, V., Moutsios-Rentzos, A.,<\/strong> & Shiakalli, M. A. (2016). Forms of argument used by pre-school children. Educational Journal of the University of Patras UNESCO Chair<\/em>, 3<\/em>(2), 167-178.<\/td>\n<\/tr>\n
Moutsios-Rentzos, <\/strong>\u0391<\/strong>., & Stamatis, P. (2015). One-step \u2018change\u2019 and \u2018compare\u2019 word problems: focusing on eye-movements. Electronic Journal of Research in Educational Psychology, 13<\/em>(3), 503\u2013528. http:\/\/dx.doi.org\/10.14204\/ejrep.37.1413 3.<\/td>\n<\/tr>\n
Moutsios-Rentzos, <\/strong>\u0391<\/strong>., da Costa, N.M.L., Prado, M.E.B.B., & Kalavasis, F. (2015). Mathematics as a discipline and as a school course: a systemic comparative study conducted in Brazil and Greece about the in-service school principals\u2019 constructions. International<\/em> Journal<\/em> for<\/em> Studies<\/em> in<\/em> Mathematics<\/em> Education<\/em>, 8<\/em>(4), 1\u201322.<\/td>\n<\/tr>\n
Moutsios-Rentzos, <\/strong>\u0391<\/strong>., Chaviaris, P., & Kafoussi, S. (2015). School socio-cultural identity and perceived parental involvement about mathematics learning in Greece. Journal of Research in Mathematics Education<\/em> (REDIMAT)<\/em>, 4<\/em>(3), 234\u2013259.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, & Kalavasis, F. (2015). Reflective activities upon teaching practices reflexes: grades and errors.<\/em> Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 25<\/em>(2), 665\u2013669. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, & Spyrou, P. (2015). Fostering internal need for proof: a reading of the genesis of proof in ancient Greece. Philosophy<\/em> of<\/em> Mathematics<\/em> Education<\/em> Journal<\/em>, 29<\/em>.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A. <\/strong>(2015). Re-approaching the perceived proximities amongst mathematics education theories and methods. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 25<\/em>(2), 627\u2013633. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, Spyrou, P., & Peteinara, A. (2014). The objectification of the right-angled triangle in the teaching of the Pythagorean Theorem: an empirical investigation. Educational<\/em> Studies<\/em> in<\/em> Mathematics<\/em>, 85<\/em>(1), 29\u201351.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, & Kalozoumi-Paizi, F. (2014). Odysseus\u2019 proving journeys to proof: an investigation on cognitive and affective realities. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 24<\/em>(1), 290\u2013296. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Kafousi, S., Moutsios<\/strong>–<\/strong>Rentzos<\/strong>, <\/strong>A<\/strong>.<\/strong>, & Chaviaris, P. (2014). An investigation on the school socio-cultural identity and the perceived parental involvement on mathematics learning in Greece. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 24<\/em>(1), 312\u2013316. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, & Stamatis, P. J. (2013). Non-verbal communication in thinking about arithmetic problems. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>)<\/em>, 23,<\/em> 25\u201336.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, Kalavasis, F., & Sofos, A. (2013). The mathematics classroom in the expanded open system of a globalised virtual social network.<\/em> Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 23<\/em>(1), 492\u2013496. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, Kalavasis, F., & Vlachos, A. (2012). Learning, access and power in school mathematics: A systemic investigation into the views of secondary mathematics school teachers.<\/em> International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education<\/em>, 4,<\/em> 434\u2013439. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, <\/strong>\u0391<\/strong>.<\/strong>, da Costa, N.M.L., Prado, M.E.B.B., & Kalavasis, F. (2012). The interrelationships of mathematics and the school unit as viewed by in-service school principals: a comparative study. International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education<\/em>, 4,<\/em> 440\u2013445. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Spyrou, P., & Moutsios-Rentzos, A.<\/strong> (2012). The arrogant exclusion of intuition in the teaching of mathematics: a sideway reflection.<\/em> International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education<\/em>, 4,<\/em> 292\u2013297. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Sofos, E. &. Moutsios-Rentzos, A.<\/strong>, (2012). Lifelong mathematics education in Greece: an investigation on the who, what, why & how.<\/em> International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education<\/em>, 4,<\/em> 451\u2013456. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Kodakos, A., Stamatis, P. & Moutsios-Rentzos, A.<\/strong> (2012). Non-verbal communication in primary school mathematics: a case study focusing on eye movement.<\/em> International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education<\/em>, 4,<\/em> 162\u2013167. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, & Kalavasis, F. (2012). The interrelationships of mathematics and the school unit as viewed by prospective and in-service school principals: a systems theory approach. Quaderni<\/em> di<\/em> Ricerca<\/em> in<\/em> Didattica<\/em> (<\/em>Mathematics<\/em>), 22<\/em>(1), 288\u2013292. [\u03b2\u03ac\u03c3\u03b5\u03b9 \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2 \u03c0\u03bf\u03c5 \u03c0\u03b1\u03c1\u03bf\u03c5\u03c3\u03b9\u03ac\u03c3\u03c4\u03b7\u03ba\u03b5 \u03c3\u03c4\u03bf \u03b1\u03bd\u03c4\u03af\u03c3\u03c4\u03bf\u03b9\u03c7\u03bf \u03c3\u03c5\u03bd\u03ad\u03b4\u03c1\u03b9\u03bf]<\/em><\/td>\n<\/tr>\n
Moutsios<\/strong>–<\/strong>Rentzos<\/strong>, <\/strong>A<\/strong>.<\/strong>, & Simpson, A. (2011). University mathematics students and exam-style proving questions: The A-B-\u0394 strategy classification scheme. International<\/em> Journal<\/em> for<\/em> Mathematics<\/em> in<\/em> Education <\/em>(HMS i-JME)<\/em>, 3, <\/em>45\u201364.<\/td>\n<\/tr>\n
Moutsios-Rentzos, A.<\/strong>, & Simpson, A. (2010). The thinking styles of university mathematics students.<\/em> Acta<\/em> Didactica<\/em> Napocensia<\/em>, 3<\/em>(4), 1\u201310.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

[vc_row][vc_column][vc_column_text css=””] \u03a6\u03b5\u03c3\u03ac\u03ba\u03b7\u03c2, \u0393., \u03a4\u03ac\u03c4\u03c3\u03b7\u03c2, \u039a., \u039c\u03bf\u03cd\u03c4\u03c3\u03b9\u03bf\u03c2-\u03a1\u03ad\u03bd\u03c4\u03b6\u03bf\u03c2, \u0391., Kleine, M., \u03a0\u03b5\u03c1\u03b4\u03b9\u03ba\u03ac\u03c1\u03b7\u03c2, \u039a., Anhalt, L. (\u03c5\u03c0\u03cc \u03ad\u03ba\u03b4\u03bf\u03c3\u03b7). \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u03b4\u03b9\u03b1\u03b3\u03bd\u03c9\u03c3\u03c4\u03b9\u03ba\u03ce\u03bd \u03c4\u03b5\u03c3\u03c4 \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7\u03c2 \u03b2\u03ac\u03c3\u03b5\u03b9 \u03ba\u03c1\u03b9\u03c4\u03b7\u03c1\u03af\u03c9\u03bd \u03b3\u03b9\u03b1 \u03c4\u03b1 \u039c\u03b1\u03b8\u03b7\u03bc\u03b1\u03c4\u03b9\u03ba\u03ac \u03bc\u03b5 \u03c4\u03b7 \u03c7\u03c1\u03ae\u03c3\u03b7 \u039c\u03c0\u03b1\u03b5\u03c3\u03b9\u03b1\u03bd\u03ce\u03bd \u0394\u03b9\u03ba\u03c4\u03cd\u03c9\u03bd: \u0397 \u03c0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03b5\u03c1\u03b5\u03c5\u03bd\u03b7\u03c4\u03b9\u03ba\u03bf\u03cd \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03bf\u03c2 DiToM. \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u0395\u03c0\u03b9\u03b8\u03b5\u03ce\u03c1\u03b7\u03c3\u03b7 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae\u03c2 \u0391\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7\u03c2. Stylianides, G. J., Stylianides, A. J., & Moutsios-Rentzos, A. (2024). Proof and proving in school…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":108,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-111","page","type-page","status-publish","hentry","description-off"],"_links":{"self":[{"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/pages\/111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/comments?post=111"}],"version-history":[{"count":6,"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/pages\/111\/revisions"}],"predecessor-version":[{"id":128,"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/pages\/111\/revisions\/128"}],"up":[{"embeddable":true,"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/pages\/108"}],"wp:attachment":[{"href":"https:\/\/amoutsiosrentzos.com\/el\/wp-json\/wp\/v2\/media?parent=111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}