Staff Catalogue

CONSTANTINOS CHRISTOU

CONSTANTINOS CHRISTOU
22892943
...
PROFESSOR
Department of Education
Crosspoint, 409
40, Kallipoleos Ave.
Constantinos Christou is professor of mathematics education at the University of Cyprus. He is the president of the Governing Body of the Open University of Cyprus. Constantinos Christou served as the president of Cyprus Council for the Recognition of Higher Education Qualifications (Ky.S.A.T.S), vice president of the Accreditation Council of Cyprus (S.Ek.A.P) and President of the Cyprus Scientific Council.He was an elected member of the board of “European Society for Research in Mathematics Education”. He was appointed as the coordinator of the committee for the development of new mathematics curricula in Cyprus and the new teaching material. He has published more than 100 books, book chapters, journal articles and conference proceedings. He is a reviewer of scientific journals in mathematics education. He participated as coordinator and partner in four European research projects and was the coordinator of five other research projects funded by the University of Cyprus, the Cyprus Research Foundation and Leventis Foundation. He was the National Representative of Cyprus in the TIMSS 2003 research study and PISA 2012. He participates in the European project KeyCoMath.
 
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.
Website: http://keycomath.eu/
His research in mathematics education can be divided mainly into four areas: cognitive development of mathematical concepts and mental representations, ICT integration in mathematics teaching, problem solving and 3D geometry thinking.(a) Cognitive development of mathematical concepts and mental representations. He investigated the development of mathematical concepts under various theoretical lenses. (b) Integration of ICT in mathematics teaching. He has studied extensively the integration of ICT in mathematics teaching and specifically how students’ interactions with technological tools mediate the construction of mathematical meanings. (c)Problem Solving. Significant domain of his research activity is mathematical problem solving. He has searched for ways in which students constructed meanings through mathematical problem solving and how students – teacher – tools interactions mediate the construction of these meanings. He has studied and proposed a theoretical model for describing the cognitive processes involved in mathematical problem solving and problem posing related to mathematical modeling as a venue for developing students’ problem solving abilities. (d) 3D geometry thinking. Recently he has examined with his team the structure of 3D geometry thinking by identifying different types of reasoning in 3D geometry thinking and its relation with spatial ability.
  • Pittalis, M., Pitta-Pantazi, D., & Christou, C. (in press). A longitudinal study revisiting the notion of early number sense: algrebraic arithmetic a catalyst for number sense development.. Mathematical Thinking and Learning, Vol.(Issue), .
  • Chimoni, M., Pitta-Pantazi, D., & Christou, C. (in press). Examining early algebraic thinking: insights from empirical data.. Educational Studies in Mathematics., Vol.(Issue), .
  • 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
  • Pittalis, M., & Christou, C. (2013). Coding and decoding representations of 3D shapes. Journal of Mathematical Behavior, 32, 673-689. http://dx.doi.org/10.1016/j.jmathb.2013.08.004
  • 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
  • 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.
  • 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.
  • 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
  • Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial abilities. Educational Studies in Mathematics, 75(2), 191-212. doi: 10.1007/s10649-010-9251-8
  • Mousoulides, N., Pittalis, M., Christou, C., & Sriraman, B. (2010). Tracing students’ modeling processes in school. In R. Lesh et al. (Eds.), Modeling Students’ Mathematical Modeling Competences (pp. 119-129). Springer. doi: 10.1007/978-1-4419-056-1_10
  • Pitta-Pantazi, D., & Christou, C. (2009). Cognitive styles, dynamic geometry and measurement performance. Educational Studies in Mathematics, 70(1), 5-26.
  • Mousoulides, N., Sriraman, B., & Christou, C. (2008). A Modeling Perspective in Mathematical Problem Solving. Mathematical Thinking and Learning, 10(3), 293-304.
  • Pitta-Pantazi, D., Christou, C., & Zachariades, Th. (2007). Secondary school students/ levels of understanding in computing exponents. Journal of Mathematical Behavior, 26, 301-311.
  • Christou, C., & Papageorgiou, E. (2007). A framework of mathematics inductive reasoning. Learning and Instruction, 17(1), 55-66.
  • Christou, C., Pittalis, M., K., Mousoulides, N. & Jones, K. (2007). Developing the 3DMath dynamic geometry software: theoretical perspectives on design. International Journal of Technology in Mathematics Education, 13(4), 168-174.
  • Christou, C., Mousoulides, N., Pittalis, M., & Pitta-Pantazi, D. (2005). Problem solving and problem posing in a dynamic geometry environment. The Montana Mathematics Enthousiast, 2(2), 125-143.
  • Christou, C., Mousoulides, N., Pittalis, M., Pantazi-Pitta, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. ZDM, 37(3), 149-158.
  • Demetriou, A., Kui, Z.X, Spanoudis, G., Christou, C., Kyriakides, L., & Platsidou, M. (2005). The architecture, dynamics, and development of mental processing: Greek, Chinese or universal? Intelligence, 33, 109-141.
  • 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.
  • Christou, C., Eliophotou-Menon, M., & Philippou G. (2004). Teachers’ concerns regarding the adoption of a new mathematics curriculum: An application of CBAM: Educational Studies in Mathematics, 57, 157–176.
  • 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.