ILIADA ELIA
Elia, I. (2020). Word problem solving and pictorial representations: Insights from an exploratory study in kindergarten. ZDM Mathematics Education, 52(1), 17-31.
Van den Heuvel-Panhuizen, M., & Elia, I. (in press). Mapping kindergartners’ quantitative competence. ZDM Mathematics Education.
Panaoura, A., Michael-Chrysanthou, P., Gagatsis, A., Elia, I., & Philippou, A. (2017). A structural model related to the understanding of the concept of function: definition and problem solving. International Journal of Science and Mathematics Education, 15(4), 723-740.
Elia, I., Özel, S., Gagatsis, A., Panaoura, A., Yetkiner-Özel, Z.E. (2016). Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles. ZDM Mathematics Education, 48(6), 895-907.
Kuzniak, A., Tanguay, D., & Elia, I. (2016). Mathematical Working Spaces in schooling: An introduction. ZDM Mathematics Education, 48(6), 721-737.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners' mathematics performance. Educational Psychology, 36(2), 323-346.
Deliyianni, E., Gagatsis, A., Elia, I., & Panaoura, A. (2016). Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. International Journal of Science and Mathematics Education, 14, 397-417.
Gagatsis, A., Deliyianni, E., Elia, I., Panaoura, A., & Michael-Chrysanthou, P. (2016). Fostering representational flexibility in the Mathematical Working Space of rational numbers. Bolema: Boletin de Educacao Matematica, 30(54), 287-307.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2015). Kindergartners' performance in two types of imaginary perspective taking. ZDM Mathematics Education, 47, 345-362.
Elia, I., Evangelou, K., Hadjittoouli, K., & Van den Heuvel-Panhuizen M. (2014). A kindergartner's use of gestures when solving a geometrical problem in different spaces of constructed representation. Revista Latinoamericana de Investigacion en Matematica Educativa-RELIME, 17(4-I), 199-220.
Elia, I., & Evangelou, K. (2014). Gesture in a kindergarten mathematics classroom. European Early Childhood Education Research Journal, 22, 45-66.
Elia, I., Gagatsis, A., & Van den Heuvel-Panhuizen, M. (2014). The role of gestures in making connections between spatial and verbal representations in the early years: Findings from a case study. Mathematics Education Research Journal, 26, 735-761.
Van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17-47.
Elia, I. (2011). Le rôle de la droite graduée dans la résolution de problémes additives. Annales de didactique et de sciences cognitives, 16, 45-66.
Van den Heuvel-Panhuizen, M., & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM - The International Journal on Mathematics Education, 43, 621-635.
Elia, I., Van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of picture books on children’s cognitive engagement with mathematical phenomena. European Early Childhood Education Research Journal, 18, 125-147.
Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2010). A model on the cognitive and affective factors for the use of representations at the learning of decimals. Educational Psychology, 30(6), 713-734.
Deliyianni, E., Monoyiou, A., Elia, I., Georgiou, Ch., & Zannettou, E. (2009). Pupils’ visual representations in standard and problematic problem solving in mathematics: Their role in the breach of the didactical contract. European Early Childhood Education Research Journal, 17(1), 95-110.
Elia, I. (2009). L’utilisation d’images dans la resolution de problemes additifs : quel type d’image et quel role? Annales de didactique et de sciences cognitives, 14, 5-29.
Elia, I., Van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in Mathematics. ZDM - The International Journal on Mathematics Education, 41, 605-618.
Elia, Ι., Gagatsis, Α., Panaoura, Α., Zachariades, Τ., & Zoulinaki, F. (2009). Geometric and algebraic approaches in the concept of limit and the impact of the 'didactic contract'. International Journal of Science and Mathematics Education, 7(4), 765-790.
Pantziara, M., Gagatsis, A., & Elia, I. (2009). Using diagrams as tools for the solution of non-routine mathematical problems. Educational Studies in Mathematics, 72, 39-60.
Elia, I., Panaoura, A., Gagatsis, A., Gravvani, K., & Spyrou, P. (2008). Exploring different aspects of the understanding of function: Toward a four-facet model. Canadian Journal of Science, Mathematics and Technology Education, 8(1), 49-69.
Elia, I., Gagatsis, A., & Demetriou, A. (2007). The effects of different modes of representation on the solution of one-step additive problems. Learning and Instruction, 17, 658-672.
Gagatsis, A., Sriraman, B., Elia, I., & Modestou, M. (2006). Exploring young children’s geometrical strategies. Nordic Studies in Mathematics Education, 11(2), 23-50.
Elia, I., & Gagatsis, A. (2003). Young children’s understanding of geometric shapes: Τhe role of geometric models. European Early Childhood Education Research Journal, 11(2), 43-61.