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 and the Director of Doctoral Research.

His research focuses on issues related to designing and scaling-up effective classroom-based interventions in both school and teacher education settings. The aim of these interventions is to address issues of practice related to both cognitive and affective aspects of students’ (including preservice teachers’) engagement in the fundamental mathematical practices of mathematical reasoning, proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments and vignette design).

His research projects have been supported by various funding bodies: the US National Science Foundation (NSF), the US Institute of Educational Sciences (IES), the Education Endowment Foundation (EEF), the Department for Education (DfE) in England, the Spencer Foundation, the Norwegian Research Council, and Oxford’s John Fell Fund.

He was a Guest Editor or co-Editor of several 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, a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education including teacher education that was published in the International Journal of Educational Research, and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics. He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the Journal of Mathematical Behavior, the International Journal of Educational Research, the Elementary School Journal, and the Asian Journal for Mathematics Education. He is an Advisory Board member of the International GeoGebra Institute, and he (co)chaired topic study or working groups in major European or international congresses, notably, the International Congress on Mathematical Education (ICME) and the Congress of the European Society for Research in Mathematics Education (CERME).

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

Research

Books
  • Arbaugh, F., Smith, M., Boyle, J., Stylianides, G., & Steele, M. (2018). We reason & we prove for ALL mathematics: Building students’ critical thinking. Grades 6-12. Corwin.

  • Stylianides, G. (2016). Curricular resources and classroom use: The case of mathematics. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198749899.001.0001
    DOI: https://doi.org/10.1093/acprof:oso/9780198749899.001.0001

  • Book chapters
  • Stylianides, A., Weber, K., Komatsu, K., & Stylianides, G. (2022). Teaching and learning authentic mathematics: the case of proving. In M. Danesi (Ed.), Handbook of Cognitive Mathematics. Springer. https://doi.org/10.1007/978-3-031-03945-4_9
    https://ora.ox.ac.uk/objects/uuid:c0188f87-9064-40ab-a9f1-c302723a3f33

  • Stylianides, A., Komatsu, K., Weber, K., & Stylianides, G. (2022). Teaching and learning authentic mathematics: The case of proving. In Handbook of Cognitive Mathematics (pp. 727-761). https://doi.org/10.1007/978-3-031-03945-4_9
    DOI: https://doi.org/10.1007/978-3-031-03945-4_9

  • Stylianides, A., & STYLIANIDES, G. (2022). On the meanings of argumentation, justification, and proof. In K. Bieda, A. Conner, K. Kosko, & M. Staples (Eds.), Conceptions and consequences of mathematical argumentation, justification, and proof (pp. 65-72). Springer. https://doi.org/10.1007/978-3-030-80008-6_6
    DOI: https://doi.org/10.1007/978-3-030-80008-6_6

  • Stylianides, G., & Stylianides, A. (2022). PRESERVICE TEACHERS’ WAYS OF ADDRESSING CHALLENGES WHEN TEACHING REASONING-AND-PROVING IN THEIR MENTOR TEACHERS’ MATHEMATICS CLASSROOMS. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 97-112). https://doi.org/10.4324/9781003183945-9
    DOI: https://doi.org/10.4324/9781003183945-9

  • Petrovai, K., Stylianides, G., & Winters, N. (2022). The relationship between knowledge exchange and teachers’ use of mobile technologies in the mathematics classroom. In International Encyclopedia of Education: Fourth Edition (pp. 272-286). https://doi.org/10.1016/B978-0-12-818630-5.04020-3
    DOI: https://doi.org/10.1016/B978-0-12-818630-5.04020-3

  • Brocklehurst, D., & Thompson, I. (2018). Double stimulation for reluctant readers: a literature circle intervention in a secondary English classroom. In G. Stylianides & A. Childs (Eds.), Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education (pp. 7-23). Routledge. https://doi.org/10.4324/9781315170077
    https://ora.ox.ac.uk/objects/uuid:55bbafb4-ccc1-4f7b-8d79-ab8b8f7f86db

  • Mariotti, M., 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 (pp. 75-89). Routledge.

  • 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 (pp. 99-113). Springer.

  • Stylianides, G., Stylianides, A., & 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 (pp. 237-266). National Council of Teachers of Mathematics. https://ora.ox.ac.uk/objects/uuid:9f0886f3-e012-445a-b42a-ee03e53625cd
    https://ora.ox.ac.uk/objects/uuid:9f0886f3-e012-445a-b42a-ee03e53625cd

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

  • Stylianides, G., & Stylianides, A. (2015). Creating a need for proof. In E. Silver & P. Kenney (Eds.), More lessons learned from research. (pp. 9-22). National Council of Teachers of Mathematics. http://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=tIAsMWovzds=

  • Stylianides, G., & 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 (pp. 47-69). Routledge.

  • Smith, M., Boyle, J., Arbaugh, F., Steele, M., & Stylianides, G. (2014). Cases as a Vehicle for Developing Knowledge Needed for Teaching. In TRANSFORMING MATHEMATICS INSTRUCTION: MULTIPLE APPROACHES AND PRACTICES (pp. 311-333). https://doi.org/10.1007/978-3-319-04993-9_18
    DOI: https://doi.org/10.1007/978-3-319-04993-9_18

  • Lin, F., Yang, K., Lee, K., Tabach, M., & Stylianides, G. (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 (pp. 305-326). Springer Science & Business Media.

  • Lin, F., Yang, K., Lee, K., Tabach, M., & Stylianides, G. (2012). Principles of Task Design for Conjecturing and Proving. In New ICMI Study Series (pp. 305-325). https://doi.org/10.1007/978-94-007-2129-6_13
    DOI: https://doi.org/10.1007/978-94-007-2129-6_13

  • Lin, F., Yang, K., Lo, J., Tsamir, P., Tirosh, D., & Stylianides, G. (2012). Teachers’ Professional Learning of Teaching Proof and Proving. In New ICMI Study Series (pp. 327-346). https://doi.org/10.1007/978-94-007-2129-6_14
    DOI: https://doi.org/10.1007/978-94-007-2129-6_14

  • Stylianides, G., & Stylianides, A. (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 (pp. 91-100). University of Cyprus.

  • Stylianides, G., & Silver, E. (2010). Reasoning-and-Proving in School Mathematics: The Case of Pattern Identification1. In Teaching and Learning Proof Across the Grades: A K-16 Perspective (pp. 235-249). https://doi.org/10.4324/9780203882009-14
    DOI: https://doi.org/10.4324/9780203882009-14

  • Stylianides, A., & Stylianides, G. (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 (pp. 203-218). School of Social Sciences and Sciences of Education, University of Cyprus.

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

  • Journal articles
  • Komatsu, K., Murata, S., Stylianides, A., & Stylianides, G. (2023). Introducing students to the role of assumptions in mathematical activity. Cognition and Instruction. https://doi.org/10.1080/07370008.2023.2293695
    https://ora.ox.ac.uk/objects/uuid:7cdedab8-9ead-4f45-ba90-a585a3ca582c

  • Stylianides, G., Stylianides, A., & Moutsios-Rentzos, A. (2023). Proof and proving in school and mathematics education research: a systematic review. ZDM: The International Journal on Mathematics Education. https://doi.org/10.1007/s11858-023-01518-y
    https://ora.ox.ac.uk/objects/uuid:c3683182-acae-48f2-ab09-1d96cefb0e9b

  • Stylianides, G., & Stylianides, A. (2023). Promoting elements of mathematical knowledge for teaching related to the notion of assumptions. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2023.2172617
    https://ora.ox.ac.uk/objects/uuid:67df3ad7-45bb-4864-a0fe-8be7ebe27e48

  • Komatsu, K., Murata, S., Stylianides, A., & Stylianides, G. (2023). Introducing Students to the Role of Assumptions in Mathematical Activity. Cognition and Instruction. https://doi.org/10.1080/07370008.2023.2293695
    DOI: https://doi.org/10.1080/07370008.2023.2293695

  • Skilling, K., & Stylianides, G. (2022). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – Mathematics Education, 55, 477-490. https://doi.org/10.1007/s11858-022-01431-w
    https://ora.ox.ac.uk/objects/uuid:5a521284-555f-4ffe-9df0-0a11131f01d9

  • Street, K., Malmberg, L., & Stylianides, G. (2022). Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study. Educational Studies in Mathematics, 111, 515-541. https://doi.org/10.1007/s10649-022-10165-1
    https://ora.ox.ac.uk/objects/uuid:6a0a6ac8-ba82-4af4-99da-a742248c9c3e

  • Street, K., Stylianides, G., & Malmberg, L. (2022). Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty. Assessment in Education: Principles, Policy & Practice, 29(3), 288-309. https://doi.org/10.1080/0969594X.2022.2095980
    https://ora.ox.ac.uk/objects/uuid:faa7d515-6665-4a9e-8a46-4ee4714aab32

  • Stylianides, G., & Stylianides, A. (2022). Introducing students and prospective teachers to the notion of proof in mathematics. Journal of Mathematical Behavior, 66. https://doi.org/10.1016/j.jmathb.2022.100957
    https://ora.ox.ac.uk/objects/uuid:08f41684-1440-4c80-832f-cc64844df8e7

  • Ciccolini, G., & Stylianides, G. (2020). Teaching to listen, question, and ponder: an investigation into promoting an enquiring atmosphere in a mathematics classroom. Journal of Educational Research in Mathematics, 30(SP1), 29-68. https://doi.org/10.29275/jerm.2020.08.sp.1.29
    https://ora.ox.ac.uk/objects/uuid:62667f6f-1254-4ca8-96ce-6e651e1ca86a

  • Stylianides, G., & Stylianides, A. (2020). Posing new researchable questions as a dynamic process in educational research. International Journal of Science and Mathematics Education, 18(Supplement 1), 83-98. https://doi.org/10.1007/s10763-020-10067-9
    https://ora.ox.ac.uk/objects/uuid:5dfcaab1-b50b-4664-be82-e9fd67a22f7d

  • Skilling, K., & Stylianides, G. (2019). Using vignettes in educational research: a framework for vignette construction. International Journal of Research and Method in Education, 43(5), 541-556. https://doi.org/10.1080/1743727X.2019.1704243
    https://ora.ox.ac.uk/objects/uuid:021b19dd-ecdc-4975-81fc-57b5592a6d78

  • Stylianides, G., & Stylianides, A. (2017). Research-based interventions in the area of proof: The past, the present, and the future. Educational Studies in Mathematics, 96(2), 119-127. https://doi.org/10.1007/s10649-017-9782-3
    https://ora.ox.ac.uk/objects/uuid:f283f671-b62a-44e8-8b9a-694ed8cf6b35

  • Bentley, J., & Stylianides, G. (2017). Drawing inferences from learners’ examples and questions to inform task design and develop learners’ spatial knowledge. Journal of Mathematical Behavior, 47, 35-53. https://doi.org/10.1016/j.jmathb.2017.06.001
    https://ora.ox.ac.uk/objects/uuid:16caa3c7-7cc8-458d-b3fe-ca18a7ae3398

  • Street, K., Malmberg, L.-E., & Stylianides, G. (2017). Level, strength, and facet-specific self-efficacy in mathematics test performance. ZDM – The International Journal on Mathematics Education, 49(3), 379-395. https://doi.org/10.1007/s11858-017-0833-0
    https://ora.ox.ac.uk/objects/uuid:f3b2fb81-683d-44ce-9bdc-83ac2ee6a311

  • Stylianides, G., Sandefur, J., & Watson, A. (2016). Conditions for proving by mathematical induction to be explanatory. Journal of Mathematical Behavior, 43, 20-34. https://doi.org/10.1016/j.jmathb.2016.04.002
    https://ora.ox.ac.uk/objects/uuid:f697617c-0b86-471e-9738-076ddf64f486

  • Stylianides, G., & Stylianides, A. (2014). The Role of Instructional Engineering in Reducing the Uncertainties of Ambitious Teaching. Cognition and Instruction, 32(4), 374-415. https://doi.org/10.1080/07370008.2014.948682
    DOI: https://doi.org/10.1080/07370008.2014.948682

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

  • Stylianides, A., & Stylianides, G. (2014). Impacting positively on students’ mathematical problem solving beliefs: An instructional intervention of short duration. Journal of Mathematical Behavior, 33(1), 8-29. https://doi.org/10.1016/j.jmathb.2013.08.005
    DOI: https://doi.org/10.1016/j.jmathb.2013.08.005

  • Stylianides, A., & Stylianides, G. (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(03), 266 - 266. https://doi.org/10.1090/noti1087
    DOI: https://doi.org/10.1090/noti1087

  • Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W., Stylianides, G., & Koedinger, K. (2013). Cognitive anatomy of tutor learning: Lessons learned with SimStudent. Journal of Educational Psychology, 105(4), 1152-1163. https://doi.org/10.1037/a0031955
    https://ora.ox.ac.uk/objects/uuid:6efdc039-7352-4848-8497-9e6e23cb97f3

  • Sandefur, J., Mason, J., Stylianides, G., & Watson, A. (2013). Generating and using examples in the proving process. Educational Studies in Mathematics, 83(3), 323-340. https://doi.org/10.1007/s10649-012-9459-x
    DOI: https://doi.org/10.1007/s10649-012-9459-x

  • Stylianides, A., & Stylianides, G. (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. https://doi.org/10.1007/s11858-013-0501-y
    DOI: https://doi.org/10.1007/s11858-013-0501-y

  • Shilling-Traina, L., & Stylianides, G. (2013). Impacting prospective teachers’ beliefs about mathematics. ZDM - International Journal on Mathematics Education, 45(3), 393-407. https://doi.org/10.1007/s11858-012-0461-7
    DOI: https://doi.org/10.1007/s11858-012-0461-7

  • Star, J., & Stylianides, G. (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. https://doi.org/10.1080/14926156.2013.784828
    DOI: https://doi.org/10.1080/14926156.2013.784828

  • Stylianides, G., Stylianides, A., & Shilling-Traina, L. (2013). Prospective teachers’ challenges in teaching reasoning-and-proving. International Journal of Science and Mathematics Education, 11(6), 1463-1490. https://doi.org/10.1007/s10763-013-9409-9
    DOI: https://doi.org/10.1007/s10763-013-9409-9

  • Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G., & Koedinger, K. (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. https://doi.org/10.1007/s40593-013-0009-1
    DOI: https://doi.org/10.1007/s40593-013-0009-1

  • Sandefur, J., Mason, J., Stylianides, G., & Watson, A. (2013). Generating and using examples in the proving process (vol 83, pg 323, 2013). EDUCATIONAL STUDIES IN MATHEMATICS, 84(3), 487-487. https://doi.org/10.1007/s10649-013-9510-6
    DOI: https://doi.org/10.1007/s10649-013-9510-6

  • Sandefur, J., Mason, J., Stylianides, G., & Watson, A. (2013). Erratum to Generating and using examples in the proving process (Educ Stud Math, (2013), 83, (323-340), 10.1007/s10649-012-9459-x). Educational Studies in Mathematics, 84(3), 487. https://doi.org/10.1007/s10649-013-9510-6
    DOI: https://doi.org/10.1007/s10649-013-9510-6

  • Stylianides, G., Stylianides, A., & Shilling-Traina, L. (2013). PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING. International Journal of Science and Mathematics Education, 1-28. https://doi.org/10.1007/s10763-013-9409-9
    DOI: https://doi.org/10.1007/s10763-013-9409-9

  • Stylianides, A., & Stylianides, G. (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. https://doi.org/10.1177/0042085910377605
    DOI: https://doi.org/10.1177/0042085910377605

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

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

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

  • Stylianides, A., & Stylianides, G. (2009). Proof constructions and evaluations. Educational Studies in Mathematics, 72(2), 237-253. https://doi.org/10.1007/s10649-009-9191-3
    DOI: https://doi.org/10.1007/s10649-009-9191-3

  • Stylianides, G., & Stylianides, A. (2009). Facilitating the transition from empirical arguments to proof. Journal for Research in Mathematics Education, 40(3), 314-352.

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

  • Stylianides, A., & Stylianides, G. (2008). Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ’real-life’ contexts. Teaching and Teacher Education, 24(4), 859-875. https://doi.org/10.1016/j.tate.2007.11.015
    DOI: https://doi.org/10.1016/j.tate.2007.11.015

  • Stylianides, G., & Stylianides, A. (2008). Proof in School Mathematics: Insights from Psychological Research into Students’ Ability for Deductive Reasoning. Mathematical Thinking and Learning, 10(2), 103-133. https://doi.org/10.1080/10986060701854425
    DOI: https://doi.org/10.1080/10986060701854425

  • Stylianides, G. (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. https://doi.org/10.1007/s10763-007-9074-y
    DOI: https://doi.org/10.1007/s10763-007-9074-y

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

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

  • Stylianides, G., Stylianides, A., & Philippou, G. (2007). Preservice teachers’ knowledge of proof by mathematical induction. Journal of Mathematics Teacher Education, 10(3), 145-166. https://doi.org/10.1007/s10857-007-9034-z
    DOI: https://doi.org/10.1007/s10857-007-9034-z

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

  • Stylianides, G., & Stylianides, A. (2004). Dynamic investigation of an optimization problem: Maximizing the volume of rectangular prisms. Micromath, 20(2), 24-29.

  • Stylianides, A., Stylianides, G., & Philippou, G. (2004). Undergraduate students’ understanding of the contraposition equivalence rule in symbolic and verbal contexts. Educational Studies in Mathematics, 55(1-3), 133-162. https://doi.org/10.1023/B:EDUC.0000017671.47700.0b
    DOI: https://doi.org/10.1023/B:EDUC.0000017671.47700.0b

  • Zhang, L., Stylianides, A., & Stylianides, G. (n.d.). Identifying competent problem posers and investigating their characteristics. Journal of Mathematical Behavior. https://ora.ox.ac.uk/objects/uuid:42cc4593-0e47-449b-bec3-f41c7ae229b1
    https://ora.ox.ac.uk/objects/uuid:42cc4593-0e47-449b-bec3-f41c7ae229b1

  • STYLIANIDES, G. (n.d.). Developing students’ recognition of the role of assumptions in mathematical activity. Cognition and Instruction.

  • Funded Research Projects