Staff Catalogue
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ATHANASIOS GAGATSIS

GAGATSIS ATHANASIOS
...
Faculty of Social Sciences and Education
University House Anastasios G. Leventis,
University Campus
Undergraduate Studies at the Aristotelian University of Thessaloniki, Greece (B.A. Department of Mathematics, Faculty of Sciences, 1973), graduate studies at the University Louis Pasteur of Strasbourg, France (DEA Didactics of Mathematics, 1980, Ph.D. Didactics of Mathematics, 1982). Postdoctoral research at the same University (1982-83). Lecturer and Assistant Professor in Didactics of Mathematics, University of Thessaloniki, Department of Mathematics (1983-1996). Associate Professor (1996-2002) and Professor (2002-today) in Didactics of Mathematics, University of Cyprus. Visiting Fellow at European Universities. Member of the Editorial Board of International Journals in Didactics of Mathematics. Dean of the Faculty of Social Sciences and Sciences of Education.
 
Representations in the learning of mathematics, pictures in problem solving, representations in the understanding of functions. History of Mathematics Education, epistemological, didactical and ontogenetic obstacles in the learning of mathematics. Transition from elementary to secondary education with respect to mathematics learning.
  1. Gagatsis, A., Panaoura, A., Deliyianni, E., Nicolaou, S., & Elia, I. (2020). Are representations useful in Economic Mathematics? Students’ beliefs and self-efficacy beliefs in the case of exponential and logarithmic functions. La matematica e la sua didattica, 28 (1), 63-85.
  2. Gogou, V., Gagatsis, A., Gridos, P., Elia, I. & Deliyianni, E., (2020). The double nature of geometrical figure: Insights from empirical data. Mediterranean Journal for Research in Mathematics Education, Vol. 17, 7-23.
  3. Gagatsis, A., Michael-Chrysanthou, P., Christodoulou, Th., Elia, I., Bolondi, G., Vanini, I., Ferretti, F., & Sbaragli, S. (2019). Formative assessment in the teaching and learning of mathematics: teachers’ and students’ beliefs about mathematical error. Scientia Paedagogica Experimentalis, 56(2), 145-180.
  4. 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.
  5. Gagatsis, A., Deliyianni, E., Elia, I., & Panaoura, A. (2017). Representational flexibility in fractions and decimals: A synthesis of research studies. Communication and Cognition, 50(3-4), 93-120.
  6. Christodoulou, T., Elia, E. & Gagatsis, A. & Michael – Chrysanthou, P. (2017). Secondary school students’ beliefs and attitudes about errors in mathematics and the formation of their MWS. La matematica e la sua didattica, 25(1), 29-50.
  7. Gérard Vergnaud, Erkki Pehkonen, Theodora Christodoulou, Iliada Elia, Athanasios Gagatsis, Paraskevi Michael-Chrysanthou, Luis Ángel Bohórquez Arenas, Luis Radford (2017). La matematica e la sua didattica, 25(1), 7-12.
  8. Gagatsis, A., Christodoulou, Th. & Elia, I. (2017). Young students’ comprehension of data represented in graphs: The influence of technology and realistic problem solving. Scientia Paedagogica Experimentalis, LIV (1-2), 179-222.
  9. Μichael-Chrysanthou, P., Christodoulou, T., Elia, I., & Gagatsis, A. (2016). Multiple semiotic means in the use of formative assessment in secondary school mathematics. La matematica e la sua didattica. 24(1-2), 125-144.
  10. Gagatsis, A., Monoyiou, A., & Michael – Chrysanthou, P. (2016). Major aspects of Cypriot and Italian preservice teachers’ conceptual understanding of function: an interpretation in the context of the fundamental educational thought. Communication & Cognition, 49 (3-4), 85-116.
  11. Elia, I., Özel, S., Gagatsis, A., Panaoura, A., Zeynep Ebrar Yetkiner Özel, Z., E., Y. (2016). Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles. ZDM Mathematics Education, 48(6), 895-907.
  12. 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. 10
  13. Gagatsis, A., Deliyianni, E., Elia, I., Panaoura, A., & Michael-Chrysanthou, P. (2016). Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers. Bolema: Boletim de Educação Matemática, 30 (54), 287-307.
  14. Gagatsis, A., Michael – Chrysanthou, P., Deliyianni, E., Panaoura, A. & Papagiannis, C. (2015). An insight to students’ geometrical figure apprehension through the context of the fundamental educational though. Communication & Cognition, 48 (3-4), 89-128.
  15. Gagatsis, A., Kiliari, E., & Papadaki, I. (2015). The practical arithmetic of Petros Argyros in relation with the Abaci and the first Greek printed book of arithmetic Logariastiki. International Journal for the History of Mathemaitcs Education, 10 (2), 83-98.
  16. Kiliari, E., Gagatsis, A. & Papadaki, I. (2015). The first Greek printed mathematics book: The famous book of arithmentic Λογαριαστική of Manolis Glyzounis. International Journal for the History of Mathemaitcs Education, 10 (1), 25-54.
  17. Michael – Chrysanthou, P., Gagatsis, A. (2015). Ambiguity in the way of looking at a geometrical figure. Revista Latinoamericana de Investigación en Matemática Educativa – Relime, 17 (4-I), 165-180.
  18. Xistouri, X., Pitta-Pantazi, D. & Gagatsis, A. (2015). Primary school students’ structure and levels of abilities in transformational geometry. Revista Latinoamericana de Investigación en Matemática Educativa – Relime, 17 (4-I), 149-164.
  19. Gagatsis, A., & Deliyianni, E. (2015). Mathematical Working Space relations with conversions between representations and problem solving in fraction addition. Revista Latinoamericana de Investigación en Matemática Educativa – Relime. 17 (4-II), 249- 267.
  20. Michael – Chrysanthou, P., Gagatsis, A. & Vannini, I. (2014). Formative assessment in mathematics: a theoretical model. Acta Didactica Universitatis Comenianae – Mathematics, 14, 43-70.
  21. Michael – Chrysanthou, P., Gagatsis, A. & Papandreou, V. (2014). Solving addition tasks through the use of different modes of representations in primary school. Acta Didactica Universitatis Comenianae – Mathematics, 14, 19-42.
  22. Gagatsis, A. & Panaoura, A. (2014). A multidimensional approach to explore the understanding of the notion of absolute value. International Journal of Mathematical Education in Science and Technology, 45 (2), 159–173.
  23. Elia, I., Gagatsis, A. & van den Heuvel-Panhuizen, (2014). The role of gestures in making connections between space and shape aspects and their verbal representations in the early years: Findings from a case study. Mathematics Education Research Journal, 26 (4), 735-761.
  24. Michael – Chrysanthou, P., Gagatsis, A. (2013). Geometrical figures in task solving: an obstacle or a heuristic tool? Acta Didactica Universitatis Comenianae – Mathematics, 13, 17-30.
  25. Gagatsis, Α., Christodoulou, T. & Elia, Ι. (2013). How young students deal with recognition and conversion tasks of graphs. Acta Didactica Universitatis Comenianae – Mathematics, 13, 1-16.
  26. Gagatsis, A., & Monoyiou, A. (2013). Les stratégies des futurs instituteurs dans la résolution de tâches sur les fonctions. Approche ponctuelle ou approche coordonnée ? Annales de didactique et de sciences cognitives, 18, 115 – 138. 11
  27. Modestou, M., & Gagatsis, A. (2013). Didactical Situation for the Enhancement of Meta-Analogical Awareness. Journal of Mathematical Behavior, 32, 160– 172.
  28. Deliyianni, E., & Gagatsis, A. (2013). Tracing the development of representational flexibility and problem solving in fraction addition: A longitudinal study. Educational Psychology: An International Journal of Experimental Educational Psychology, 33 (4), 427– 442.
  29. Kalogirou, P. & Gagatsis, A. (2012). The relationship between students’ spatial ability and geometrical figure apprehension. Mediterranean Journal for Research in Mathematics Education, 11 (1-2), 133-146.
  30. Kuzniak, A., Richard, P. & Gagatsis, A. (2012). CERME7 Working Group
  31. Gagatsis, A., Deliyianni, E., Elia, I. & Panaoura, A. (2011). Explorer la flexibilité : le cas du domaine numerique. Annales de didactique et de sciences cognitives, 16, 21-38.
  32. Kalogirou, P. & Gagatsis, A. (2011). A first insight of the relationship between students' spatial ability and geometrical figure apprehension. Acta Didactica Universitatis Comenianae – Mathematics, 11, 25 –38.
  33. Michael, P., Gagatsis, A, Avgerinos, E. & Kuzniak, A. (2011). Middle and High school students' operative apprehension of geometrical figures. Acta Didactica Universitatis Comenianae – Mathematics, 11, 45 –55.
  34. Monoyiou, A., & Gagatsis, A. (2010). Pre-service teachers' approaches
    in function problem solving: A comparative study between Cyprus and Italy. Quaderni di Ricerca in Didattica Mathematica, N.20, Supplemento 1, 245-262.
  35. 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.
  36. Gagatsis, A., Agathangelou, S., & Papakosta, V. (2010). Conceptualizing the role of pictures in problem solving by using the implicative statistical analysis. Acta Didactica Universitatis Comenianae – Mathematics, 10, 19-34.
  37. Fernández, C., Llinares, S., Modestou, M., & Gagatsis, A., (2010). Proportional reasoning: How task variables influence the development of students' strategies from primary to secondary school. Acta Didactica Universitatis Comenianae – Mathematics, 10, 1-18.
  38. Gagatsis, A., Monoyiou, A., Deliyianni, E., Elia, I., Michael, P., Kalogirou, P., Panaoura, A., & Philippou, A. (2010). One way of assessing the understanding of a geometrical figure. Acta Didactica Universitatis Comenianae – Mathematics, 10, 35-50.
  39. Gagatsis, A., Monoyiou, A., Deliyianni, E., & Philippou, A. (2010). Tracing 10th and 11th graders approaches in function tasks. Acta Didactica Universitatis Comenianae – Mathematics, 10, 51-67.
  40. Gagatsis, A., Deliyianni, E., Elia, I., & Panaoura, A. (2010). Tracing primary and secondary school students´ representational flexibility profiles in decimals. Mediterranean Journal for Research in Mathematics Education, 9, 211-222.
  41. Modestou, M., & Gagatsis, A. (2010). Cognitive and metacognitive aspects of proportional reasoning. Mathematical Thinking and Learning, 12, 36-53.
  42. Panaoura, A., Gagatsis, A., Deliyianni E., & Elia, I. (2009). The structure of students' beliefs about the use of representations and their performance on the learning of fractions. Educational Pcychology, 29(6), 713-728.
  43. 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.
  44. Deliyianni, E. & Gagatsis, A. (2009). La comprensione dell'addizione di frazioni nella scuola primaria: Il ruolo delle rappresentazioni multiple. La Matemematica e la sua Didattica, 23(3), 299-318.
  45. Gagatsis, A., Modestou, M., Elia, I., & Spanoudes, G. (2009). Structural modelling of developmental shifts in grasping proportional relations underlying problem solving in area and volume. Acta Didactica Universitatis Comenianae – Mathematics, 9, 9-23.
  46. Modestou, M., & Gagatsis, A. (2009). Proportional reasoning: The strategies behind the percentages. Acta Didactica Universitatis Comenianae – Mathematics, 9, 25-40.
  47. Panaoura, A., Gagatsis, A., & Demetriou, A. (2009). An intervention to the metacognitive performance: Self-regulation in mathematics and mathematical modeling. Acta Didactica Universitatis Comenianae – Mathematics, 9, 63-79.
  48. 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.
  49. 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.
  50. Modestou, M., Elia, I., Gagatsis, A., & Spanoudis, G. (2008). Behind the scenes of pseudo-proportionality. International Journal of Mathematical Education in Science and Technology, 39(3), 313-324.
  51. 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.
  52. Elia, I., Panaoura, A., Eracleous, A., & Gagatsis, A. (2007). Relations between secondary pupils' conceptions about functions and problem solving in different representations. International Journal of Science and Mathematics Education, 5, 533-556.
  53. Modestou, M., & Gagatsis, A. (2007). Students' improper proportional reasoning: A result of the epistemological obstacle of "linearity". Educational Psychology, 27(1), 75-92.
  54. Modestou, M., & Gagatsis, A. (2007). Le difficoltà degli studenti nel ragionamento proporzionale costituiscono un ostacolo didattico, di sviluppo o epistemologico? La matematica e la sua didattica, 21(2), 143-162.
  55. Gagatsis, A., Elia, I., & Mousoulides, N. (2006). Are registers of representations and problem solving processes on functions compartmentalized in students' thinking? Revista Latinoamericana de Educacion Matematica, Special Volume, 105-132.
  56. Gagatsis, A., Sriraman, B., Elia, I., & Modestou, M. (2006). Exploring young children's geometrical strategies. Nordic Studies in Mathematics Education, 11(2), 23-50.
  57. Elia, I., Gagatsis, A., & Gras, R. (2006). La «magie» et le pouvoir de l'image pour les petits enfants: application dans la resolution des problemes du type additif. Scientia Paedagogica Experimentalis, 43, 89-114.
  58. Panaoura, A., Elia, I., Gagatsis, A., & Giatilis, G.P. (2006). Geometric and algebraic approaches in the concept of complex numbers. International Journal of Mathematical Education in Science and Technology, 37(6), 681-706.
  59. Gagatsis, A., & Elia, I. (2005). Il concetto di funzione e le sue rappresentazioni nell'educazione secondaria. Bollettino dei Docenti di Matematica, 50, 41-54.
  60. Anastasiadou, S., Gagatsis, A., & Elia, I. (2005). The relation between the perceived math ability and the feelings about mathematics and statistics. Scientia Paedagogica Experimentalis, 42, 351-364.
  61. Michaelidou, E., & Gagatsis, A. (2005). The geometrical model of number line as a representation of equivalence and addition of fractions. Scientia Paedagogica Experimentalis, 42, 185-204.
  62. Shiakalli, M., & Gagatsis, A. (2005). The geometrical model of the number line in the teaching of whole number addition and subtraction. Scientia Paedagogica Experimentalis, 42, 167-184.
  63. Gagatsis, A., Kyriakides, L., & Panaoura, A. (2004). Assessing the cross-cultural applicability of number line in conducting arithmetic operations using structural equation modeling: A comparative study between Cypriot, Italian and Greek primary pupils. World Studies in Education, 5(1), 85-101.
  64. Gagatsis, A., & Shiakalli, M. (2004). Translation ability from one representation of the concept of function to another and mathematical problem solving. Educational Psychology, 24(5), 645-657.
  65. Gagatsis, A., Shiakalli, M., & Panaoura, A. (2003). La droite arithmétique comme modèle géométrique de l'addition et de la soustraction des nombres entiers. Annales de didactique et de sciences cognitives, 8, 95-112.
  66. 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), 43-65.
  67. Koutselini, M., & Gagatsis, A. (2003). Curriculum Development for Differentiation in Mathematics. World Studies in Education, 4(1), 45-65.
  68. Kyriakides, L., & Gagatsis, A. (2003). Assessing Student Problem-Solving Skills. Structural Equation Modeling: A Multidisciplinary Journal, 10(4), 609-621.
  69. Gagatsis, Α., & Michaelidou, Ε. (2002). Le relazioni tra le diverse rappresentazioni del concetto di funzione e la comprensione del concetto stesso.Une ricerca riferita a gli studenti della scuola secondaria superiore. La matematica e la sua didattica, 4, 411-429.
  70. Gagatsis, A., & Demetriadou, H. (2001). Classical versus vector geometry in problem solving: An empirical research among Greek secondary students. International Journal of Mathematical Education in Sciences and Technology, 32(1), 105-125.
  71. Gagatsis, A., & Pitta-Pantazi, D. (2001). Difficoltà di apprendimento in aritmetica: Esame di un caso. La matematica e la sua didattica, 1, 57-74.
  72. Pitta-Pantazi, D., & Gagatsis, A. (2001). Exploring a high achiever's and a low achiever's strategies and images in early number arithmetic. Early Child Development and Care, 166, 63-79.
  73. Gagatsis, A. (2000). Processi di traduzione ed il concetto di funzione. Quaderni di Ricerca in Didattica, G.R.I.M., 9, 1-24.
  74. Gagatsis, A., & Kyriakides, L. (2000). Teachers' attitudes towards their pupils' mathematical errors. Educational Research and Evaluation, 6(1), 24-58.
  75. Gagatsis, A., & Panaoura, G. (2000). Rappresentazioni semiotiche e appendimento in matematica. Un esempio: la linea aritmetica. Bolletino dei Docenti di Matematica, 41, 25-58.
  76. Kyriakides, L., Campbell, J., & Gagatsis, A. (2000). The significance of the classroom effect in primary schools: An application of Creemer´s comprehensive model of educational effectiveness. School effectiveness and School Improvement, 11(4), 501-529.
  77. Gagatsis, A. (1999). Communicative interaction situations between children with symptoms of dyslexia constructing geometrical figures. Early Child Development and Care, 151, 29-40.
  78. Gagatsis, A., Ganchev, I., & Lalchev, Z. (1999). The influence of Greek mathematics teaching on mathematical culture of Bulgarians during 18th-19th century. Pedagogika, 5, 103-110 (in Bulgarian).
  79. Gagatsis, A. (1998). Solving methods in problems of proportions by Greek students in secondary education, ages 13-16. Scientia Paedagogica Experimentalis, 35(1), 241-262.
  80. Gagatsis, A. (1997). Problemi di Intrpretazione Conessi Con il Concetto di Funzione. La matematica e la sua didattica, 4, 400-425.
  81. Gagatsis A., Anastasiadou S., & Bora-Senta E. (1997). Errori commessi da studenti greci di Matematica in questioni di probabilità. Bolletino dei Docenti di Matematica, 35, 87-102.
  82. Gagatsis, A., & Christou, C. (1997). Errors in Mathematics: A multidimensional approach. Scientia Paedagogica Experimentalis, 34, 89-116.
  83. Dimarakis, I., & Gagatsis, A. (1997). Alcune difficolta nella comprensione del concetto di limite. La matematica e la sua didattica, 2, 132-149.
  84. Gagatsis, A., Lambis, St., & Ntziachristos, E. (1996). Metodi risolutivi per i problemi di proportzionalit impiegati dagli studenti greci nella scuola secondaria. La matematica e la sua didattica, 3, 270 - 281.
  85. Gagatsis, A. (1995). Modi di valutazione della leggibilita dei testi matematici. La matematica e la sua didattica 2, 136 - 146.
  86. Gagatsis, A., & Thomaidis, I. (1995). Eine Studie zur historischen Enwicklung und didaktischen Transposition des Begriffs "absoluter Betrag". Journal für Mathematik-Didaktik, 16, 3 - 46.
  87. Gagatsis, A. (1994). Histoire dell'enseignement de la géométrie en Grèce: L'influence des géomètres français de 1830 à 1884. Repères IREM, 17, 47-69.
  88. Gagatsis, A. (1993). Su alcuni problemi dell'insegnamento della geometria in Grecia: un esempio: la simmetria ortogonale. La matematica e la sua didattica, 3, 244-260 (in Italian).
  89. Gagatsis, A., & Patronis, T. (1990). Using geometrical models in a process of reflective thinking in learning and teaching mathematics. Educational Studies in Mathematics, 21(1), 29-54.
  90. Gagatsis, A., & Patronis, T. (1990). Understanding of mathematical texts: Cloze test - Readability formulae. Scientia Paedagogica Experimentalis XXVII (2), 251-265.
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