Professor Gabriel Stylianides

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the coordinator of the Pedagogy, Learning and Knowledge research theme. He is also convening the Subject Pedagogy Research Group as well as its Mathematics Education strand.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking.  In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol.96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (The Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Stylianides would welcome informal contacts from prospective doctoral students on any of the research areas described above, including the following topics:

  • The teaching and learning of mathematical reasoning, proving, and problem solving
  • Classroom-based interventions
  • Task design, analysis, and implementation
  • Curricular resources and their classroom implementation
  • Design experiment methodology

Research topics of doctoral students or post-doctoral fellows who have worked (or are still working) with Stylianides include the following:

  • Representing how teachers make mathematical content available to learners
  • Teachers’ knowledge in applying proofs in mathematics instruction
  • Investigating efficacy beliefs in the mathematics classroom
  • Investigating the impact of a mobile technology mathematics intervention on secondary students’ motivation and achievement
  • Teacher perceptions and promotion of cognitive engagement in early secondary mathematics classrooms
  • The role of intuition in the teaching and learning of mathematics
  • The role of learner generated examples in mathematics learning

Research Grants

In progress:

  • Co-Principal Investigator. Learning by teaching a Synthetic peer: Investigating the effect of tutor scaffolding for tutor learning. With N. Matsuda, K. Koedinger, & W. Cohen (Carnegie Mellon University).  Research project funded by the US National Science Foundation (Program: Research on Education and Technology). Total amount: $1,503,349. Duration of project: 1 October, 2013 – 30 September, 2016. (http://www.SimStudent.org/)

Completed:

  • Co-Principal Investigator. Learning by teaching a Synthetic Student: Using SimStudent to study the effect of tutor learning. With N. Matsuda, K. Koedinger, and W. Cohen (Carnegie Mellon University). Research project funded by the US National Science Foundation (Program: Research and Evaluation on Education in Science and Engineering). Total amount: $492,439. Duration: 1 August, 2009 – 31 July, 2013. (http://www.SimStudent.org/)
  • Co-Principal Investigator. Learning by teaching a Synthetic Student: Using SimStudent to study the effect of tutor learning. With N. Matsuda, K. Koedinger, and W. Cohen (Carnegie Mellon University).  Research project funded by the Institute of Educational Sciences (US Department of Education). Amount: $1,413,273. Duration of project: June 1, 2009 – May 31, 2012. (http://www.SimStudent.org/)
  • Research Scientist. Cases of reasoning and proving in secondary mathematics. Research project directed by M. Smith (University of Pittsburgh) and F. Arbaugh (Pennsylvania State University), and funded by the US National Science Foundation. Amount: $2,100,000. Duration of project: September 1, 2007 – June 30, 2014.
  • Principal Investigator. Preservice teachers’ challenges in beginning to teach mathematics: The activity of reasoning and proving. With A. J. Stylianides (University of Cambridge). Research project funded by the Spencer Foundation. Amount: $40,000; funds from other sources: $2,781. Duration of project: October 1, 2007 – December 31, 2009.
  • Principal Investigator. Content knowledge for teaching elementary school mathematics. With A. J. Stylianides (University of Cambridge) and A. H. Schoenfeld (University of California-Berkeley). Research project funded by the Spencer Foundation. Amount: $40,000; funds from other sources: $12,904. Duration of project: October 1, 2006 – September 30, 2007.

Category

  • Department staff

College affiliation

  • Worcester College

Position

  • Professor of Mathematics Education

Subject area

  • D.Phil
  • MSc Learning and Teaching
  • PGCE Mathematics

Research groups

  • Mathematics Education
  • Subject Pedagogy

01865 611002