Department of Education

Gabriel Stylianides

Professor of Mathematics Education

College Affiliation: Worcester College

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group.

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.

Funded Research Projects:

  • 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).

    Duration of project: 1 October, 2013 – 30 September, 2017.

    Funding agency: US National Science Foundation (Program: Research on Education and Technology). Total amount: $1,503,349.

  • 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)

    Duration: 1 August, 2009 – 31 July, 2013. (http://www.SimStudent.org/)

    Research project funded by the US National Science Foundation (Program: Research and Evaluation on Education in Science and Engineering). Total amount: $492,439.

  • 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)

    Duration of project: 1 June, 2009 – 31 May, 2012. (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.

  • 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)

    Duration of project: 1 September, 2007 – 30 June, 2013.

    funded by the US National Science Foundation. Amount: $2,100,000.

  • Principal Investigator. Preservice teachers’ challenges in beginning to teach mathematics: The activity of reasoning and proving. With A. J. Stylianides (University of Cambridge).

    Duration of project: 1 October, 2007 – 31 December, 2009

    Research project funded by the Spencer Foundation. Amount: $40,000; funds from other sources: $2,781

  • Principal Investigator. Content knowledge for teaching elementary school mathematics. With A. J. Stylianides (University of Cambridge) and A. H. Schoenfeld (University of California-Berkeley).

    Duration of project: 1 October, 2006 – 30 September, 2007.

    Research project funded by the Spencer Foundation. Amount: $40,000; funds from other sources: $12,904.

Doctoral Applications

  •  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

Publications:

  • Featured Publications

    • Stylianides, GJ, Childs, A (2018) Classroom-based Interventions Across Subject Areas Research to Understand What Works in Education. Routledge.

    • Arbaugh, F, Smith, MP, Boyle, J, Stylianides, GJ, Steele, M (2018) We Reason & We Prove for ALL Mathematics Building Students’ Critical Thinking, Grades 6-12. Corwin.

    • Stylianides, GJ, Stylianides, AJ (2017) “Research-based interventions in the area of proof: the past, the present, and the future”, Educational Studies in Mathematics.
      DOI: http://doi.org/10.1007/s10649-017-9782-3

    • Bentley, J, Stylianides, GJ (2017) “Drawing inferences from learners’ examples and questions to inform task design and develop learners’ spatial knowledge”, Journal of Mathematical Behavior.
      DOI: http://doi.org/10.1016/j.jmathb.2017.06.001

    • Street, KES, Malmberg, LE, Stylianides, GJ (2017) “Level, strength, and facet-specific self-efficacy in mathematics test performance”, ZDM - Mathematics Education.
      DOI: http://doi.org/10.1007/s11858-017-0833-0

    • Stylianides, GJ, Stylianides, AJ, Weber, K (2017) “Research on the teaching and learning of proof: Taking stock and moving forward”, In: J Cai (ed.) Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.

    • Stylianides, GJ, Sandefur, J, Watson, A (2016) “Conditions for proving by mathematical induction to be explanatory”, Journal of Mathematical Behavior.
      DOI: http://doi.org/10.1016/j.jmathb.2016.04.002

    • Stylianides, GJ (2016) Curricular resources and classroom use: The case of mathematics. New York: Oxford University Press.

    • Stylianides, GJ, Watson, A (2014) “The interplay between mathematics and pedagogy: Designing tasks for mathematics teacher education”, In: I Thompson (ed.) Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. London & New York: Routledge.

    • Stylianides, AJ, Stylianides, GJ (2014) “Impacting positively on students' mathematical problem solving beliefs: An instructional intervention of short duration”, Journal of Mathematical Behavior.
      DOI: http://doi.org/10.1016/j.jmathb.2013.08.005

  • Books

    • Stylianides, GJ, Childs, A (2018) Classroom-based Interventions Across Subject Areas Research to Understand What Works in Education. Routledge.

    • Arbaugh, F, Smith, MP, Boyle, J, Stylianides, GJ, Steele, M (2018) We Reason & We Prove for ALL Mathematics Building Students’ Critical Thinking, Grades 6-12. Corwin.

    • Stylianides, G, Hino, K. (Eds.) (2018) Research advances in the mathematical education of pre-service elementary teachers. Dordrecht, Netherlands: Springer.

    • Stylianides, GJ (2016) Curricular resources and classroom use: The case of mathematics. New York: Oxford University Press.

  • Book chapters

    • Stylianides, A, Stylianides, G (2018) “Addressing key and persistent problems of students' learning: The case of proof”, In: Advances in mathematics education research on proof and proving: An international perspective. Springer. 99-113

    • Mariotti, MA, Durand-Guerrier, V, Stylianides, G (2018) “Argumentation and proof”, 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. New Perspectives on Research in Mathematics Education - ERME series. Oxon, UK: Routledge. 75-89

    • Hino, K, Stylianides, G, Eilerts, K, Lajoie, C, Pugalee, D (2017) “Topic Study Group No. 47: Pre-service Mathematics Education of Primary Teachers”, In: G Kaiser (ed.) Proceedings of the 13th International Congress on Mathematical Education. ICME-13 Monographs. Cham: Springer. 593-597
      DOI: http://doi.org/10.1007/978-3-319-62597-3_74

    • Stylianides, GJ, Stylianides, AJ, Weber, K (2017) “Research on the teaching and learning of proof: Taking stock and moving forward”, In: J Cai (ed.) Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics. 237-266

    • Stylianides, GJ, Watson, A (2015) “The interplay between mathematics and pedagogy : designing tasks for mathematics teacher education”, In: I Thompson (ed.) Designing tasks in secondary education: Enhancing subject understanding and student engagement. London: Routledge. 47-69

    • Stylianides, GJ, Stylianides, AJ (2015) “Creating a need for proof”, In: EA Silver, PA Kenney (eds.) More lessons learned from research.. Reston, VA: National Council of Teachers of Mathematics. 9-22

    • Stylianides, GJ, Watson, A (2014) “The interplay between mathematics and pedagogy: Designing tasks for mathematics teacher education”, In: I Thompson (ed.) Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. London & New York: Routledge. 47-69

    • Smith, M, Boyle, J, Arbaugh, F, Steele, ND, Stylianides, GJ (2014) “Cases as a vehicle for developing knowledge needed for teaching”, In: Y Li, EA Silver (eds.) Transforming Mathematics Instruction Multiple Approaches and Practices. Switzerland: Springer. 311-333

    • Lin, F, Yang, K, Lo, J, Tsamir, P, Tirosh, D, Stylianides, GJ (2012) “Teachers’ professional learning on teaching proof and proving”, In: G Hanna, G de Villiers (eds.) Proof and Proving in Mathematics Education The 19th ICMI Study. Springer Science & Business Media. 327-348

    • Lin, F, Yang, K, Lee, K, Tabach, M, Stylianides, GJ (2012) “Task designing for conjecturing and proving: Developing principles based on practical tasks”, In: G Hanna, M de Villiers (eds.) Proof and Proving in Mathematics Education The 19th ICMI Study. New ICMI studies series. New York: Springer Science & Business Media. 305-326

    • Stylianides, GJ, Stylianides, AJ (2011) “Investigation of undergraduate education and mathematics students’ conceptions about the use of computer in the proving process: The case of the four color theorem”, In: A Gagatsis, C Charalambous (eds.) Research issues in mathematics education: A collection in honor of Professor George Philippou. Cyprus: University of Cyprus. 91-100

    • Stylianides, AJ, Stylianides, GJ (2010) “Toward the design of instructional interventions in the area of proof”, In: A Gagatsis, T Rowland, A Panaoura, A Stylianides (eds.) Mathematics Education Research at the University of Cyprus and the University of Cambridge A Symposium. Nicosia, Cyprus: School of Social Sciences and Sciences of Education, University of Cyprus. 203-218

    • Stylianides, GJ, Silver, EA (2009) “Reasoning-and-proving in school mathematics: The case of pattern identification”, In: Teaching and Learning Proof Across the Grades: A K-16 Perspective. 235-249
      DOI: http://doi.org/10.4324/9780203882009

  • Conference papers

    • Stylianides, G, Antonini, S, Buchbinder, O, Pfeiffer, K, Hemmi, K (2017) Introduction to Thematic Working Group 1: Argumentation and proof. (Dublin, Ireland) Dublin, Ireland: DCU Institute of Education and ERME. 79-82.

    • Stylianides, A, Stylianides, G (2017) Promoting prospective teachers' knowledge about the role of assumptions in mathematical activity. (Dublin, Ireland) Dublin, Ireland: DCU Institute of Education and ERME. 3748-3755.

    • Street, K, Malmberg, L, Stylianides, G (2017) Self-efficacy and mathematics performance. (Dublin, Ireland) Dublin, Ireland: DCU Institute of Education and ERME. 1186-1193.

    • Matsuda, N, Barbalios, N, Zhao, Z, Ramamurthy, A, Stylianides, GJ, Koedinger, KR (2016) “Tell me how to teach, I’ll learn how to solve problems”, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 9684 111-121.
      DOI: http://doi.org/10.1007/978-3-319-39583-8_11

    • Durand-Guerrier, V, Antonini, S, Pfeiffer, K, Stylianides, GJ (2015) “Introduction to the “Argumentation and Proof” working group”, Proceedings of the 8th Congress of the European Society for Research in Mathematics EducationB Ubuz, C Haser, MA Mariotti (eds.) . (Antalya, Turkey) 69-75.

    • Matsuda, N, Griger, CL, Barbalios, N, Stylianides, GJ, Cohen, WW, Koedinger, KR (2014) “Investigating the effect of meta-cognitive scaffolding for learning by teaching”, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 8474 LNCS 104-113.
      DOI: http://doi.org/10.1007/978-3-319-07221-0_13

    • Matsuda, N, Griger, CL, Barbalios, N, Stylianides, GJ, Cohen, WW, Koedinger, KR (2014) “Investigating the effect of meta-cognitive scaffolding for learning by teaching”, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 8474 LNCS 104-113.
      DOI: http://doi.org/10.1007/978-3-319-07221-0-13

    • Watson, A, Sandefur, J, Mason, J, Stylianides, GJ (2013) “The use of examples to provide representations in proving”, Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics EducationAM Lindmeier, A Heinze (eds.) . (Kiel, Germany) 4 377-384.

    • Matsuda, N, Cohen, WW, Koedinger, KR, Keiser, V, Raizada, R, Yarzebinski, E, Watson, SP, Stylianides, G (2012) “Studying the effect of tutor learning using a teachable agent that asks the student tutor for explanations”, Proceedings 2012 4th IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2012. 25-32.
      DOI: http://doi.org/10.1109/DIGITEL.2012.12

    • Matsuda, N, Yarzebinski, E, Keiser, V, Raizada, R, Stylianides, G, Koedinger, KR (2012) “Motivational factors for learning by teaching: The effect of a competitive game show in a virtual peer-Learning Environment”, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 7315 LNCS 101-111.
      DOI: http://doi.org/10.1007/978-3-642-30950-2_14

    • Stylianides, AJ, Stylianides, GJ, Shilling-Traina, LN (2012) ““The big hurdle to overcome is getting students out of the mode of thinking that math is just plug-in and move on kind of thing”: Challenges in beginning to teach reasoning-and-proving”, 12th International Congress on Mathematical Education, under Topic Study Group 14. (Seoul, Korea)

    • Matsuda, N, Yarzebinski, E, Keiser, V, Raizada, R, Cohen, WW, Stylianides, GJ, Koedinger, KR (2012) “Shallow learning as a pathway for successful learning for both tutors and tutees”, Proceedings of the 34th Annual Meeting of the Cognitive Science SocietyN Miyake, D Peebles, RP Cooper (eds.) . (Austin, Texas) Austin, TX: Cognitive Science Society. 731-736.

    • Stylianides, GJ, Stylianides, AJ (2012) “Ability to construct proofs and evaluate one’s own constructions”, Proceedings of the 19th International Commission on Mathematical Instruction: Proof and Proving in Mathematics EducationF Lin, F Hsieh, G Hanna, M de Villiers (eds.) . (Taipei, Taiwan) Netherlands: Springer. 2 166-171.

    • Matsuda, N, Keiser, V, Raizada, R, Stylianides, G, Cohen, WW, Koedinger, KR (2011) “Learning by Teaching SimStudent - Interactive Event”, ARTIFICIAL INTELLIGENCE IN EDUCATION. 6738 623-623.
      DOI: http://doi.org/10.1007/978-3-642-21869-9_124

    • Matsuda, N, Yarzebinski, E, Keiser, V, Raizada, R, Stylianides, GJ, Cohen, WW, Koedinger, KR (2011) “Learning by teaching simstudent - An initial classroom baseline study comparing with cognitive tutor”, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 6738 LNAI 213-221.
      DOI: http://doi.org/10.1007/978-3-642-21869-9_29

    • Stylianides, GJ, Stylianides, AJ (2011) “An intervention of students’ problem-solving beliefs”, Proceedings of the 7th Congress of the European Society for Research in Mathematics EducationM Pytlak, T Rowland, E Swoboda (eds.) . (Rzeszów, Poland) Rzeszów, Poland: 1209-1218.

    • Matsuda, N, Cohen, WW, Koedinger, KR, Stylianides, G, Keiser, V, Raizada, R (2010) “Tuning cognitive tutors into a platform for learning-by-teaching with SimStudent technology”, CEUR Workshop Proceedings. 587 20-25.

    • Matsuda, N, Keiser, V, Raizada, R, Stylianides, G, Cohen, WW, Koedinger, K (2010) “Learning by Teaching SimStudent”, INTELLIGENT TUTORING SYSTEMS, PART II. 6095 449-449.
      DOI: http://doi.org/10.1007/978-3-642-13437-1_106

    • Matsuda, N, Keiser, V, Raizada, R, Tu, A, Stylianides, G, Cohen, WW, Koedinger, KR (2010) “Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students”, INTELLIGENT TUTORING SYSTEMS, PT 1, PROCEEDINGS. 6094 317-+.
      DOI: http://doi.org/10.1007/978-3-642-13388-6_36

    • Matsuda, N, Cohen, WW, Koedinger, KR, Stylianides, G (2010) “LEARNING TO SOLVE ALGEBRAIC EQUATIONS BY TEACHING A COMPUTER AGENT”, PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2. 69-69.

    • Stylianides, GJ, Stylianides, AJ (2009) “The mathematical preparation of teachers: A focus on tasks”, Proceedings of the 6th Congress of the European Society for Research in Mathematics Education. (Lyon, France) Lyon, France: 1931-1940.

    • Stylianides, GJ, Stylianides, AJ (2008) “Enhancing undergraduate students’ understanding of proof”, Electronic Proceedings of the 11th Conference on Research in Undergraduate Mathematics Education. (San Diego, CA) San Diego, CA:

    • Stylianides, AJ, Stylianides, GJ (2008) ““Cognitive conflict” as a mechanism for supporting developmental progressions in students’ knowledge about proof”, 11th International Congress on Mathematical Education, Topic Study Group 18. (Monterrey, Mexico) Monterey, Mexico:

    • Stylianides, GJ, Stylianides, AJ (2007) “The mental models theory of deductive reasoning: Implications for proof instruction”, Proceedings of the 5th Congress of the European Society for Research in Mathematics EducationD Pitta-Pantazi, G Philippou (eds.) . (Cyprus, Larnaca) Cyprus, Larnaca: 665-674.

    • Silver, EA, Charalambous, CY, Strawhun, BF, Stylianides, GJ (2006) “Focusing on teacher learning: Revisiting the issue of having students consider multiple solutions for mathematics problems”, Proceedings of the 28th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics EducationS Alatorre, JL Cortina, M Sáiz, A Méndez (eds.) . (Mérida, Mexico) Mérida, Mexico: Universidad Pedagógica Nacional. 2 294-301.

    • Stylianides, GJ, Stylianides, AJ (2006) “Promoting teacher learning of mathematics: The use of “teaching-related mathematics tasks” in teacher education”, Proceedings of the 28th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics EducationS Alatorre, JL Cortina, M Sáiz, A Méndez (eds.) . (Mérida, Mexico) Mérida, Mexico: Universidad Pedagógica Nacional. 2 411-417.

    • Stylianides, GJ, Stylianides, AJ (2006) “Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education”, Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics EducationJ Novotná, H Moraová, M Krátká, N Stehliková (eds.) . (Prague, Czech Republic) Prague, Czech Republic: 5 201-208.

    • Stylianides, AJ, Stylianides, GJ (2006) “Content knowledge for mathematics teaching: The case of reasoning and proving”, Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics EducationJ Novotná, H Moraová, M Krátká, N Stehliková (eds.) . (Prague, Czech Republic) 5 201-208-201-208.

    • Stylianides, GJ, Stylianides, AJ (2006) ““Making proof central to pre-high school mathematics is an appropriate instructional goal”: Provable, refutable, or undecidable proposition?”, Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics EducationJ Novotná, H Moraová, M Krátká, N Stehliková (eds.) . (Prague, Czech Republic) Prague, Czech Republic: 5 209-216.

    • Stylianides, AJ, Stylianides, GJ, Philippou, GN (2005) “Prospective teachers’ understanding of proof: What if the truth set of an open sentence is broader than that covered by the proof?”, Proceedings of the 29th Annual Conference of the International Group for the Psychology of Mathematics EducationHL Chick, JL Vincent (eds.) . (Melbourne, Australia) 4 241-248.

    • Silver, EA, Mills, V, Castro, A, Ghousseini, H, Stylianides, GJ (2005) “Complementary approaches to mathematics teacher professional development: Integrating case analysis and lesson study in the BIFOCAL project”, Presented at the 15th International Commission on Mathematical Instruction: The Professional Education and Development of Teachers of MathematicsR Even, D Loewenberg Ball (eds.) . (Águas de Lindóia, Brazil) US: Springer.
      DOI: http://doi.org/10.1007/978-0-387-09601-8

    • Stylianides, GJ, Stylianides, AJ (2004) “Reconsidering the drag test as criterion of validation for solutions of construction problems in dynamic geometry environments”, 10th International Congress on Mathematical Education Topic Study Group 15. (Copenhagen, Denmark)

    • Stylianides, GJ, Silver, EA (2004) “Reasoning and proving in school mathematics curricula: An analytic framework for investigating the opportunities offered to students”, Proceedings of the 26th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics EducationDE McDougall, JA Ross (eds.) . (Toronto, Canada) Toronto, Canada: OISE/UT. 611-619.

    • Stylianides, GJ, Stylianides, AJ, Philippou, GN (2003) “Undergraduate students’ understanding of proof by mathematical induction”, Proceedings of the 6th Panellenian Conference on Didactics of Mathematics and Computers in EducationT Triantafyllides, K Hadjikyriakou, P Politis, A Chronaki (eds.) . (University of Thessaly, Volos, Greece) 150-158.

    • Stylianides, AJ, Stylianides, GJ, Philippou, GN (2002) “University students’ conceptions of empirical arguments and proof by counterexample”, Proceedings of the 5th Panellenian Conference on Didactics of Mathematics and Computers in EducationM Tzekaki (ed.) . (Aristotle University of Thessaloniki, Thessaloniki, Greece) 277-282.

    • Stylianides, AJ, Stylianides, GJ, Philippou, GN (2002) “University students’ conceptions of the contraposition equivalence rule”, Proceedings of the VII Conference of Pedagogical Society of Cyprus on Educational Research in the Era of Globalization. (Pedagogical Society, Nicosia, Cyprus) B 241-250.

    • Stylianides, AJ, Stylianides, GJ, Philippou, GN (2002) “University students’ conceptions about the use of computer in the proving process”, Proceedings of the 5th Panellenian Conference on Didactics of Mathematics and Computers in EducationM Tzekaki (ed.) . (Aristotle University of Thessaloniki, Thessaloniki, Greece) 283-289.

    • Stylianides, AJ, Stylianides, GJ, Christou, K, Georgiou, G (2001) “The transition from informal to formal proof”, Proceedings of the 4th Pancyprian Conference on Mathematics EducationA Gagatsis, G Makrides (eds.) . (Cyprus Mathematical Society, Larnaka, Cyprus) 81-92.

  • Journal articles

    • Stylianides, GJ, Stylianides, AJ (2017) “Research-based interventions in the area of proof: the past, the present, and the future”, Educational Studies in Mathematics. 96(2) 119-127.
      DOI: http://doi.org/10.1007/s10649-017-9782-3

    • Bentley, J, Stylianides, GJ (2017) “Drawing inferences from learners’ examples and questions to inform task design and develop learners’ spatial knowledge”, Journal of Mathematical Behavior. 47 35-53.
      DOI: http://doi.org/10.1016/j.jmathb.2017.06.001

    • Street, KES, Malmberg, LE, Stylianides, GJ (2017) “Level, strength, and facet-specific self-efficacy in mathematics test performance”, ZDM - Mathematics Education. 49(3) 379-395.
      DOI: http://doi.org/10.1007/s11858-017-0833-0

    • Stylianides, GJ, Sandefur, J, Watson, A (2016) “Conditions for proving by mathematical induction to be explanatory”, Journal of Mathematical Behavior. 43 20-34.
      DOI: http://doi.org/10.1016/j.jmathb.2016.04.002

    • Stylianides, GJ (2014) “Textbook analyses on reasoning-and-proving: Significance and methodological challenges”, International Journal of Educational Research. 64 63-70.
      DOI: http://doi.org/10.1016/j.ijer.2014.01.002

    • Stylianides, AJ, Stylianides, GJ (2014) “Impacting positively on students' mathematical problem solving beliefs: An instructional intervention of short duration”, Journal of Mathematical Behavior. 33(1) 8-29.
      DOI: http://doi.org/10.1016/j.jmathb.2013.08.005

    • Stylianides, AJ, Stylianides, GJ (2014) “Viewing "mathematics for teaching" as a form of applied mathematics: Implications for the mathematical preparation of teachers”, Notices of the American Mathematical Society. 61(3) 266-276.
      DOI: http://doi.org/10.1090/noti1087

    • Stylianides, GJ, Stylianides, AJ (2014) “The Role of Instructional Engineering in Reducing the Uncertainties of Ambitious Teaching”, Cognition and Instruction. 32(4) 374-415.
      DOI: http://doi.org/10.1080/07370008.2014.948682

    • Matsuda, N, Yarzebinski, E, Keiser, V, Raizada, R, Cohen, WW, Stylianides, GJ, Koedinger, KR (2013) “Cognitive anatomy of tutor learning: Lessons learned with simstudent”, Journal of Educational Psychology. 105(4) 1152-1163.
      DOI: http://doi.org/10.1037/a0031955

    • Sandefur, J, Mason, J, Stylianides, GJ, Watson, A (2013) “Generating and using examples in the proving process”, EDUCATIONAL STUDIES IN MATHEMATICS. 83(3) 323-340.
      DOI: http://doi.org/10.1007/s10649-012-9459-x

    • Star, JR, Stylianides, GJ (2013) “Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality”, Canadian Journal of Science, Mathematics and Technology Education. 13(2) 169-181.
      DOI: http://doi.org/10.1080/14926156.2013.784828

    • Shilling-Traina, LN, Stylianides, GJ (2013) “Impacting prospective teachers' beliefs about mathematics”, ZDM - International Journal on Mathematics Education. 45(3) 393-407.
      DOI: http://doi.org/10.1007/s11858-012-0461-7

    • Stylianides, GJ, Stylianides, AJ, Shilling-Traina, LN (2013) “PROSPECTIVE TEACHERS' CHALLENGES IN TEACHING REASONING-AND-PROVING”, International Journal of Science and Mathematics Education. 11(6) 1463-1490.
      DOI: http://doi.org/10.1007/s10763-013-9409-9

    • Stylianides, AJ, Stylianides, GJ (2013) “Seeking research-grounded solutions to problems of practice: Classroom-based interventions in mathematics education”, ZDM - International Journal on Mathematics Education. 45(3) 333-341.
      DOI: http://doi.org/10.1007/s11858-013-0501-y

    • Matsuda, N, Yarzebinski, E, Keiser, V, Raizada, R, Stylianides, GJ, Koedinger, KR (2013) “Studying the effect of a competitive game show in a learning by teaching environment”, International Journal of Artificial Intelligence in Education. 23(1-4) 1-21.
      DOI: http://doi.org/10.1007/s40593-013-0009-1

    • Sandefur, J, Mason, J, Stylianides, GJ, Watson, A (2012) “Generating and using examples in the proving process”, Educational Studies in Mathematics. 1-18.

    • Stylianides, AJ, Stylianides, GJ (2011) “A type of parental involvement with an isomorphic effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry”, Urban Education. 46(3) 408-425.
      DOI: http://doi.org/10.1177/0042085910377605

    • Stylianides, GJ, Stylianides, AJ (2010) “Mathematics for teaching: A form of applied mathematics”, Teaching and Teacher Education. 26(2) 161-172.
      DOI: http://doi.org/10.1016/j.tate.2009.03.022

    • Stylianides, G (2010) “Engaging secondary students in reasoning-and-proving”, Mathematics Teaching. (219) 39-44.

    • Stylianides, GJ (2009) “Reasoning-and-proving in school mathematics textbooks”, Mathematical Thinking and Learning. 11(4) 258-288.
      DOI: http://doi.org/10.1080/10986060903253954

    • Stylianides, AJ, Stylianides, GJ (2009) “Proof constructions and evaluations”, Educational Studies in Mathematics. 72(2) 237-253.
      DOI: http://doi.org/10.1007/s10649-009-9191-3

    • Stylianides, GJ, Stylianides, AJ (2009) “Facilitating the transition from empirical arguments to proof”, Journal for Research in Mathematics Education. 40(3) 314-352.

    • Stylianides, G, Stylianides, AJ (2009) “Learning about the nature of argument in mathematical and scientific contexts”, Mediterranean Journal for Research in Mathematics Education. 8 69-80.

    • Stylianides, AJ, Stylianides, GJ (2008) “Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts”, Teaching and Teacher Education. 24(4) 859-875.
      DOI: http://doi.org/10.1016/j.tate.2007.11.015

    • Stylianides, GJ, Stylianides, AJ (2008) “Proof in School Mathematics: Insights from Psychological Research into Students' Ability for Deductive Reasoning”, Mathematical Thinking and Learning. 10(2) 103-133.
      DOI: http://doi.org/10.1080/10986060701854425

    • Stylianides, G (2008) “An analytic framework of reasoning-and-proving”, For the Learning of Mathematics. 28(1) 9-16.

    • Stylianides, G (2008) “Proof in school mathematics curriculum: A historical perspective”, Mediterranean Journal for Research in Mathematics Education. 7(1) 23-50.

    • Stylianides, GJ (2008) “Investigating the guidance offered to teachers in curriculum materials: The case of proof in mathematics”, International Journal of Science and Mathematics Education. 6(1) 191-215.
      DOI: http://doi.org/10.1007/s10763-007-9074-y

    • Stylianides, GJ, Stylianides, AJ, Philippou, GN (2007) “Preservice teachers' knowledge of proof by mathematical induction”, Journal of Mathematics Teacher Education. 10(3) 145-166.
      DOI: http://doi.org/10.1007/s10857-007-9034-z

    • Stylianides, G, Stylianides, AJ (2007) “Learning mathematics with understanding: A critical consideration of the Learning Principle in the Principles and Standards for School Mathematics”, The Mathematics Enthusiast. 4(1) 103-114.

    • Stylianides, GJ, Stylianides, AJ (2005) “Validation of solutions of construction problems in dynamic geometry environments”, International Journal of Computers for Mathematical Learning. 10(1) 31-47.
      DOI: http://doi.org/10.1007/s10758-004-6999-x

    • Stylianides, AJ, Stylianides, GJ, Philippou, GN (2004) “Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts”, Educational Studies in Mathematics. 55(1-3) 133-162.
      DOI: http://doi.org/10.1023/B:EDUC.0000017671.47700.0b

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