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.