Η ανάπτυξη της αίσθησης του αριθμού στις μικρές ηλικίες
Σπουδές
Πτυχίο Μαθηματικών, Τμήμα Μαθηματικών, Ε.Κ.Π.Α.
Μεταπτυχιακό Δίπλωμα Ειδίκευσης στη Διδακτική και Μεθοδολογία των Μαθηματικών, Τμήμα Μαθηματικών, Ε.Κ.Π.Α.
Διδακτορικό στη Βασική και Εφαρμοσμένη Γνωσιακή Επιστήμη, Τμήμα Μεθοδολογίας, Ιστορίας και Θεωρίας της Επιστήμης, Ε.Κ.Π.Α.
Ενδεικτικές Δημοσιεύσεις
Vamvakoussi, X., Van Dooren, W., & Verschaffel, L. (2013). Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study. Educational Studies in Mathematics, 82(2), 323-330.
Vamvakoussi, X. & Vosniadou, S. (2012). Bridging the gap between the dense and the discrete. The number line and the "rubber line" bridging analogy. Mathematical Thinking and Learning, 14, 265–284.
Vamvakoussi, X., Van Dooren, W., & Verschaffel, L. (2012). Naturally biased? In search for reaction time evidence for a natural number bias in adults. Journal of Mathematical Behavior, 31, 344-355.
Vamvakoussi, X., Christou, K.P., Mertens, L., & Van Dooren, W. (2011). What fills the gap between the discrete and the dense? Greek and Flemish students' understanding of density. Learning & Instruction, 21, 676-685.
Vamvakoussi, Χ. & Vosniadou, S. (2010). How many decimals are there between two fractions? Aspects of secondary school students' reasoning about rational numbers and their notation. Cognition & Instruction, 28(2), 181-209.
Kollias V.P., Mamalougos N., Vamvakoussi X., Lakkala M., & Vosniadou S. (2005). Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation. Computers & Education, 45(3), 295-315.
Vamvakoussi, X. & Vosniadou, S. (2004). Understanding the structure of the set of rational numbers: A conceptual change approach. Learning and Instruction, 14, 453-467.
