Φεσάκης, Γ., Τάτσης, Κ., Μούτσιος-Ρέντζος, Α., Kleine, M., Περδικάρης, Κ., Anhalt, L. (υπό έκδοση). Ανάπτυξη διαγνωστικών τεστ αξιολόγησης βάσει κριτηρίων για τα Μαθηματικά με τη χρήση Μπαεσιανών Δικτύων: Η περίπτωση του ερευνητικού προγράμματος DiToM. Ελληνική Επιθεώρηση Εκπαιδευτικής Αξιολόγησης.
Stylianides, G. J., Stylianides, A. J., & Moutsios-Rentzos, A. (2024). Proof and proving in school and university mathematics education research: a systematic review. ZDM—Mathematics Education, 56(1), 47–59. https://doi.org/10.1007/s11858-023-01518-y
Moutsios-Rentzos, A. (2024). Teaching across the space of the hybrid mathematics classroom: an investigation with Greek primary school teachers. Quaderni di Ricerca in Didattica, 13, 671–680. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., & 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 di Ricerca in Didattica, 13, 565–570.
Chaviaris, P., Kafoussi, S., & Moutsios-Rentzos, A. (2024). Parent-child collaboration in mathematics homework: parents’ reflections. Quaderni di Ricerca in Didattica, 13, 571–578. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Maj-Tatsis, B., Tatsis, K., & Moutsios-Rentzos, A. (2021). Peer pressure effect on student teachers’ affective problem posing. Didactica Mathematicae, 43, 81–87.
Moutsios-Rentzos, A. (2020). Book Review: Andreas J. Stylianides (2016) Proving in the elementary mathematics classroom. Educational studies in mathematics, 103, 375–381.
Kasimatis, K., Moutsios-Rentzos, A., 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(1), 158–168.
Kasimatis, Κ., Moutsios-Rentzos, A., Stasinoulia, A., & Papageorgiou, T. (2020). Investigating students’ conceptions about the characteristics of the effective teacher. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(1), 149–157.
Kafoussi, S., Chaviaris, P., & Moutsios-Rentzos, A. (2020). Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study. International Electronic Journal of Mathematics Education, 15(2), em0572.
Moutsios-Rentzos, A., Pinnika, V., Kritikos, G., & Kalavasis, F. (2020). Appearances of the equals sign in primary school mathematics and natural sciences: an interdisciplinary, systemic approach. Quaderni di Ricerca in Didattica, 7, 285–294. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Kafoussi, S., Moutsios-Rentzos, A., & Chaviaris, P. (2020). Constructing students’ mathematical identity at home: the case of homework. Quaderni di Ricerca in Didattica, 7, 499–505. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., Shiakalli, M. A., & Zacharos, K. (2019). Supporting mathematical argumentation of pre-school children. Educational Journal of the University of Patras UNESCO Chair, 6(1), 216–224.
Moutsios-Rentzos, A., Kritikos, G., & Kalavasis, F. (2019). Co-constructing teaching and learning spaces in and between mathematics and physics at school. Quaderni di Ricerca in Didattica, 2(3), 215–220. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Kasimatis, K., Moutsios-Rentzos, A., 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(3-4), 49–58.
Moutsios-Rentzos, A., Kritikos, G., & Kalavasis, F. (2017). Functions of operations and operands in school mathematics and physics: a complex interdisciplinary (de)mathematised phenomenology. Quaderni di Ricerca in Didattica (Mathematics), 27(2), 297-299. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, Α., & Kalavasis, F. (2016). Systemic approaches to the complexity in mathematics education research. International Journal for Mathematics in Education (HMS i-JME), 7, 97–119.
Zacharos, K., Pournantzi, V., Moutsios-Rentzos, A., & Shiakalli, M. A. (2016). Forms of argument used by pre-school children. Educational Journal of the University of Patras UNESCO Chair, 3(2), 167-178.
Moutsios-Rentzos, Α., & Stamatis, P. (2015). One-step ‘change’ and ‘compare’ word problems: focusing on eye-movements. Electronic Journal of Research in Educational Psychology, 13(3), 503–528. http://dx.doi.org/10.14204/ejrep.37.1413 3.
Moutsios-Rentzos, Α., 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’ constructions. International Journal for Studies in Mathematics Education, 8(4), 1–22.
Moutsios-Rentzos, Α., Chaviaris, P., & Kafoussi, S. (2015). School socio-cultural identity and perceived parental involvement about mathematics learning in Greece. Journal of Research in Mathematics Education (REDIMAT), 4(3), 234–259.
Moutsios-Rentzos, A., & Kalavasis, F. (2015). Reflective activities upon teaching practices reflexes: grades and errors. Quaderni di Ricerca in Didattica (Mathematics), 25(2), 665–669. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., & Spyrou, P. (2015). Fostering internal need for proof: a reading of the genesis of proof in ancient Greece. Philosophy of Mathematics Education Journal, 29.
Moutsios-Rentzos, A. (2015). Re-approaching the perceived proximities amongst mathematics education theories and methods. Quaderni di Ricerca in Didattica (Mathematics), 25(2), 627–633. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., Spyrou, P., & Peteinara, A. (2014). The objectification of the right-angled triangle in the teaching of the Pythagorean Theorem: an empirical investigation. Educational Studies in Mathematics, 85(1), 29–51.
Moutsios-Rentzos, A., & Kalozoumi-Paizi, F. (2014). Odysseus’ proving journeys to proof: an investigation on cognitive and affective realities. Quaderni di Ricerca in Didattica (Mathematics), 24(1), 290–296. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Kafousi, S., Moutsios–Rentzos, A., & Chaviaris, P. (2014). An investigation on the school socio-cultural identity and the perceived parental involvement on mathematics learning in Greece. Quaderni di Ricerca in Didattica (Mathematics), 24(1), 312–316. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., & Stamatis, P. J. (2013). Non-verbal communication in thinking about arithmetic problems. Quaderni di Ricerca in Didattica (Mathematics), 23, 25–36.
Moutsios-Rentzos, A., Kalavasis, F., & Sofos, A. (2013). The mathematics classroom in the expanded open system of a globalised virtual social network. Quaderni di Ricerca in Didattica (Mathematics), 23(1), 492–496. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., Kalavasis, F., & Vlachos, A. (2012). Learning, access and power in school mathematics: A systemic investigation into the views of secondary mathematics school teachers. International Journal for Mathematics in Education, 4, 434–439. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, Α., 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 Journal for Mathematics in Education, 4, 440–445. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Spyrou, P., & Moutsios-Rentzos, A. (2012). The arrogant exclusion of intuition in the teaching of mathematics: a sideway reflection. International Journal for Mathematics in Education, 4, 292–297. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Sofos, E. &. Moutsios-Rentzos, A., (2012). Lifelong mathematics education in Greece: an investigation on the who, what, why & how. International Journal for Mathematics in Education, 4, 451–456. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Kodakos, A., Stamatis, P. & Moutsios-Rentzos, A. (2012). Non-verbal communication in primary school mathematics: a case study focusing on eye movement. International Journal for Mathematics in Education, 4, 162–167. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios-Rentzos, A., & 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 di Ricerca in Didattica (Mathematics), 22(1), 288–292. [βάσει εργασίας που παρουσιάστηκε στο αντίστοιχο συνέδριο]
Moutsios–Rentzos, A., & Simpson, A. (2011). University mathematics students and exam-style proving questions: The A-B-Δ strategy classification scheme. International Journal for Mathematics in Education (HMS i-JME), 3, 45–64.
Moutsios-Rentzos, A., & Simpson, A. (2010). The thinking styles of university mathematics students. Acta Didactica Napocensia, 3(4), 1–10.