Demosthenous, E., Christou, C. & Pitta-Pantazi, D., (2021). A Framework for Mathematics Classroom Assessment Tasks. European Journal of Investigation in Health, Psychology and Education 11(3), 1088-1106. doi.org/10.3390/ejihpe11030081

 

Irakleous, P., Christou, C., & Pitta-Pantazi, D. (2021). Mathematical Imagination, Knowledge and Mindset. ZDM - The International Journal on Mathematics Education. doi.org/10.1007/s11858-021-01311-9

 

Pitta-Pantazi, D., Christou, C., Demosthenous, E., Pittalis, M., & Chimoni, M. (2021). Nurturing Mathematical Creativity for the Concept of Arithmetic Mean in a Technologically Enhanced “Personalised Mathematics and Mathematics Inquiry” Learning Environment. ZDM - The International Journal on Mathematics Education. doi.org/10.1007/s11858-021-01308-4

Chimoni, M., Pitta-Pantazi, D., & Christou, C. (2020). Exploring two instructional intervention courses aiming to develop fifth-grade students’ early algebraic thinking. (El impacto de dos tipos diferentes de tareas instruccionales en el desarrollo del pensamiento algebraico temprano de los estudiantes), Journal for the Study of Education and Development.(Infancia y Aprendizaje). doi: 10.1080/02103702.2020.1778280

 

Pitta-Pantazi, D., Chimoni, M., & Christou, C. (2020). Different types of algebraic thinking: an empirical study focusing on middle school students. International Journal of Science and Mathematics Education, 18(5), 965–984.doi: 10.1007/s10763-019-10003-6

 

Pittalis, M., Pitta-Pantazi, D., & Christou, C. (2020). Young students’ functional thinking modes: The relation between recursive patterning, covariation thinking and correspondence relation. Journal for Research in Mathematics Education, 51(5), 631-674. doi.org/10.5951/jresematheduc-2020-0164

 

Pittalis, M., Pitta-Pantazi, D., & Christou, C. (2018). A longitudinal study revisiting the notion of early number sense: algrebraic arithmetic a catalyst for number sense development. Mathematical Thinking and Learning, 20(3), 222-247.doi: 10.1080/10986065.2018.1474533

 

Chimoni, M., Pitta-Pantazi, D., & Christou, C. (2018). Examining early algebraic thinking: insights from empirical data. Educational Studies in Mathematics, 98(1), 57-76. doi: 10.1007/s10649-018-9803-x

 

Chimoni, M., & Pitta-Pantazi, D. (2017). Parsing the notion of algebraic thinking within a cognitive perspective. Educational Psychology, 37(10), 1186-1205.

 

Castro-Rodrríguez, E., Pitta-Pantazi, D., Rico, L. & Gómez, P. (2016). Prospective teachers' understanding of the multiplicative part-whole relationship of fraction. Educational Studies in Mathematics, 92(1), 129-146. doi: 10.1007/s10649-015-9673-4

 

Nikolaou, A., & Pitta-Pantazi, D. (2016). Hierarchical levels of abilities that constitute fraction understanding at elementary school. International Journal of Science and Mathematics Education, 14(4), 757-776. doi:10.1007/s10763-014-9603-4

 

Paparistodemou, E., Potari, D., & Pitta-Pantazi, D. (2014). Prospective teachers' attention on geometrical tasks. Educational Studies in Mathematics, 86(1), 1-18. doi:10.1007/s10649-013-9518-y

 

Xistouri, X., Pitta-Pantazi, D., & Gagatsis, A. (2014). Primary school students' structure and levels of abilities in transformational geometry. Revista Latinoamericana de Investigación en Matemática Educativa-Relime, 17(4-I), 149-164. Doi:10.12802/relime.13.1747

 

Chrysostomou, M., Pitta-Pantazi, D., Tsingi, C., Cleanthous, E., & Christou, C. (2013). Examining number sense and algebraic reasoning through cognitive styles. Educational Studies in Mathematics, 83(2), 205 – 223. doi:10.1007/s10649-012-9448-0

 

Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (2013). Connecting mathematical creativity to mathematical ability. ZDM - The International Journal on Mathematics Education, 45(2), 167 – 181. doi:10.1007/s11858-012-0467-1

 

Kontoyianni, K., Kattou, M., Pitta-Pantazi, D., & Christou, C. (2013). Integrating mathematical abilities and creativity in the assessment of mathematical giftedness. Psychological Assessment and Test Modeling, 55(3), 289 – 315.

 

Leikin, R., & Pitta-Pantazi, D. (2013). Creativity and mathematics education: Overview on the state-of-art. ZDM - The International Journal on Mathematics Education, 45(2), 159 – 166. doi:10.1007/s11858-012-0459-1

 

Leikin, R., Subotnik, R., Pitta-Pantazi, D., Singer, F. M., & Pelczer, I. (2013). Teachers' views on creativity in mathematics education: An international survey. ZDM - The International Journal on Mathematics Education, 45(2), 309 – 324. doi:10.1007/s11858-012-0472-4

 

Pitta-Pantazi, D., Sophocleous, P., & Christou, C. (2013). Spatial visualizers, object visualizers and verbalizers: Their mathematical creative abilities. ZDM - The International Journal on Mathematics Education, 45(2), 199 – 213. doi:10.1007/s11858-012-0475-1

 

Zachariades, T., Christou, C., & Pitta-Pantazi, D. (2013). Reflective, systemic and analytic thinking in real numbers. Educational Studies in Mathematics, 82(1), 5 – 22. doi:10.1007/s10649-012-9413-y

 

Xistouri, X., & Pitta-Pantazi, D. (2013). Using GeoGebra to develop primary school students' understanding of reflection. North American GeoGebra Journal, 2(1), 19 – 23.

 

Pitta-Pantazi, D., & Christou, C. (2011). The structure of prospective kindergarten teachers' proportional reasoning. Journal of Mathematics Teacher Education, 14(2), 149 – 169. doi:10.1007/s10857-011-9175-y

 

Pitta-Pantazi, D., Christou, C., Kontoyianni, K., & Kattou, M. (2011). A model of mathematical giftedness: Integrating natural, creative and mathematical abilities. Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39 – 54. doi:10.1080/14926156.2011.548900

 

Pitta-Pantazi, D., & Christou, C. (2010). Spatial versus object visualisation: The case of mathematical understanding in three-dimensional arrays of cubes and nets. International Journal of Educational Research, 49(2-3), 102 – 114. doi:10.1016/j.ijer.2010.10.001

 

Pitta-Pantazi, D., & Christou, C. (2009). Cognitive styles, dynamic geometry and measurement performance. Educational Studies in Mathematics, 70(1), 5 – 26. doi:10.1007/s10649-008-9139-z

 

Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students' understandings of fractions. Educational Studies in Mathematics, 64(3),293 – 316. doi:10.1007/s10649-006-9036-2

 

Pitta-Pantazi, D., Christou, C., & Zachariades, T. (2007). Secondary school students' levels of understanding in computing exponents. The Journal of Mathematical Behavior, 26(4), 301 – 311. doi:10.1016/j.jmathb.2007. 11.003

 

Christou, C., Pitta-Pantazi, D., Souyoul, A., & Zachariades, T. (2005). The embodied, proceptual and formal worlds in the context of functions. Canadian Journal of Science, Mathematics and Technology Education, 5(2), 241 – 252. doi: 10.1080/14926150509556656

 

Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM - The International Journal on Mathematics Education, 37(3), 149 – 158. doi:10.1007/s11858-005-0004-6

 

Christou, C., Mousoulides, N., Pittalis, M., & Pitta-Pantazi, D. (2005). Problem solving and problem posing in a dynamic geometry environment. The Montana Mathematics Enthusiast, 2(2), 125 – 143.

 

Christou, C., Mousoulides, N., Pittalis, M., & Pitta-Pantazi, D. (2004). Proofs through exploration in dynamic geometry environments.International Journal of Science and Mathematics Education, 2(3), 339 – 352. doi:10.1007/s10763-004-6785-1

 

Pitta-Pantazi, D., & Gagatsis, A. (2001). Exploring a high achiever's and a low achiever's strategies and images in early number work. Early Child Development and Care, 166(1), 63-79. doi:10.1080/0300443011660106

 

Tall, D., Gray, E., Bin Ali, M., Crowley, L., DeMarois, P., McGowen, M., Pitta, D., Pinto, M., Thomas, M., & Yusof, Y. (2001). Symbols and the bifurcation between procedural and conceptual thinking. Canadian Journal of Science, Mathematics and Technology Education, 1(1), 80 – 104. doi:10.1080/14926150109556452

 

Gray, E., Pitta, D., & Tall, D. (2000). Objects, actions and images: A perspective on early number development. The Journal of Mathematical Behavior, 18(4), 401-413. doi:10.1016/S0732-3123(00)00025-0

 

Gray, E., Pinto, M., Pitta, D., & Tall, D. (1999). Knowledge construction and diverging thinking in elementary and advanced mathematics. Educational Studies in Mathematics, 38(1), 111 – 133. doi:10.1023/A:1003640204118

 

 

Pitta-Pantazi, D., Christou, C., & Pittalis, M. (2020). Number teaching and learning. In S. Lerman (Ed.), Encyclopedia of mathematics education (2^nd, pp. 470-476). New York: Springer. doi:10.1007/978-94-007-4978-8_122

 

Pitta-Pantazi, D., Kattou, M., & Christou, C. (2018). Mathematical creativity: Product, Person, Process and Press. In M. F. Singer (Ed.) Mathematical creativity and mathematical giftedness. Enhancing creative capacities in Mathematically promissing students. ICME-13 Monographs. (pp.27-53). Germany: Springer.

 

Pitta-Pantazi, D. & Leikin, R. (2018). Mathematical potential, creativity and talent. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven (Eds), Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe (pp.115-127). London: Routledge.

 

Pitta-Pantazi, D. (2017). What have we learned about giftedness and creativity? An overview of a five years journey. In R. Leikin & B. Sriraman (Eds.), Creativity and giftedness, interdisciplinary

perspectives from mathematics and beyond (pp. 801-824). Switzerland: Springer International Publishing.

 

Kattou, M., Christou, C., & Pitta-Pantazi, D. (2016). Characteristics of the creative person in mathematics. In G. B. Moneta & J.Rogaten (Eds.) Psychology of creativity: Cognitive, emotional and social processes (pp. 99-123). New York: Nova Science Publishers.

 

Charalambous, C., & Pitta-Pantazi, D. (2016). Perspectives on priority mathematics education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In L. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed., pp. 19-59). UK: Routledge.

 

Pitta-Pantazi, D. (2014). Number teaching and learning. In S. Lerman (Ed.), Encyclopedia of Mathematics Education. Springer.

 

Pitta-Pantazi, D., Sophocleous, P., & Christou, C. (2013). Developing and enhancing elementary school students’ higher order mathematical thinking with SimCalc. In S. Hegedus & J. Roschelle (Eds.), The SimCalc vision and contributions:Democratizing access to important mathematics (pp. 319 – 340). New York: Springer.

 

 

Christou, C., Demosthenous, E., & Pitta-Pantazi, D. (2020). Formative assessment in mathematics for Grades 5 and 6 (in Greeek). Nicosia, Cyprus.(In Greek) https://www.dropbox.com/s/yv7k2okcztezq0k/Formative%20Assessment%20Grade%205_6.pdf?dl=0

 

Pitta-Pantazi, D., Kattou, M., Kontoyianni, K., Cleanthous, E., Christou, C., Gagatsis, A., Leikin, R., Hershkovitz, S., & Guberman, R. (2011). Identifying and nurturing mathematically gifted students. Nicosia, Cyprus. (In Greek)

 

Christou, C., Panaoura, A., Pitta-Pantazi, D., Philippou, G., Stylianopoulos, N., et al. (2010). Mathematics curriculum in Cyprus for grades K-12. Nicosia, Cyprus: Ministry of Education and

Culture, Cyprus Pedagogical Institute & Development Programs Service. (In Greek)

 

Christou, C., Pitta-Pantazi, D., Mousoulides, N., & Pittalis, M. (2010). Teaching geometry in primary school with the use of dynamic geometry software (P. Sophocleous & G. Philippou, Eds.). Nicosia, Cyprus. (In Greek)

 

Christou, C., Sendova, E., Matos, J. F., Jones, K., Zachariades, T., Pitta-Pantazi, D., Mousoulides, N., Pittalis, M., Boytchev, P., Mesquita, M., Chehlarova, T., & Lozanov, C. (2007). Stereometry activities with Dalest. Nicosia, Cyprus: University of Cyprus. (In English; In Greek; In Bulgarian; In Portuguese)

 

Zachariades, T., Pamfilos, P., Jones, K., Maleev, R., Christou, C., Giannakoulias, E., Levy, R., Nikolova, L., Kyriazis, G., Pitta-Pantazi, D., Diakoumopoulos, D., Biza, I., Souyoul, A., Bujukliev, N., Mousoulides, N., & Pittalis, M. (2007). Teaching of calculus with the use of dynamic geometrical tools. Athens, Greece: S. Athanasopoulos, E. Papademe. (In English; In Greek; In Bulgarian)

Project ID: DIDUNAS (Digital Identification and Support of Under-Achieving Students) (VG-IN-NW-20-36-077597) (2020 – 2023)
Cooperating Organizations: University of Cologne, Germany; University of Orebro, Sweden
Funding: European Union, Erasmus + Grant Program

 

Project ID: KeyCoMath (Developing Key Competences by Mathematics Education) (538319-LLP-1-2013-1-DE-COMENIUS-CMP) (2013 – 2015)
Cooperating Organizations: University of Augsburg, Germany; Bulgarian Academy of Sciences, Bulgaria; University of South Bohemia, Czech Republic; University of Bergen, Norway; University of Cyprus; University of Klagenfurt, Austria; German Department of Education in South Tyrol, Italy; School Rottenschwil, Switzerland.
Funding: Lifelong Learning Programme Centralized – Comenius Multilateral Project.

Project ID: The effect of two interactive-dynamic resources on elementary students' ability in transformational geometry (PENEK/0609/57) (2011 – 2013)
Cooperating Organizations: University of Cyprus; Ministry of Education and Culture, Cyprus.
Funding: Research Promotion Foundation, Cyprus.
Website: http://www.ucy.ac.cy/transformations/

 

Project ID: Identifying and nurturing mathematically gifted elementary school students in Cyprus (ΑΝΘΡΩΠΙΣΤΙΚΕΣ/ΠΑΙΔΙ/0308(ΒΕ)/13) (2008 – 2011)
Cooperating Organizations: University of Cyprus, Cyprus; University of Haifa, Israel; Center for Educational Technology, Israel; Ministry of Education and Culture, Cyprus.
Funding: Research Promotion Foundation, Cyprus.

Project ID: InnoMathEd (Innovations in Mathematics Education on European Level) (141831-2008-LLP-DE-COMENIUS-CMP) (2008 – 2010)
Cooperating Organizations: University of Augsburg, Germany; Bulgarian Academy of Sciences, Bulgaria; University of South Bohemia, Czech Republic; University of Bayreuth, Germany; Klett Educational Concepts, Germany; German School Board Bolzano, Italy; University of Cyprus, Cyprus; Tyrolean Educational Service, Austria; University of Cambridge, United Kingdom; University of Oslo, Norway.
Funding: Directorate-General for Education and Culture of the European Commission, Lifelong Learning Programme – Multilateral Project.