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Gabriel Stylianides

Professor of Mathematics Education | Worcester College

gabriel.stylianides@education.ox.ac.uk

About me

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of Oxford’s Subject Pedagogy Research Group and a Fellow of the Academy of Social Sciences.

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, problem posing, 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

Stylianides, G., & Childs (Eds.), A. (2018). Classroom-based interventions across subject areas: Research to understand what works in education (G. STYLIANIDES & A. CHILDS, Eds.). Routledge.
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. SAGE Publications.

https://doi.org/10.4135/9781071800812
Stylianides, G. (2016). Curricular Resources and Classroom Use. Oxford University Press (OUP).

https://doi.org/10.1093/acprof:oso/9780198749899.001.0001

Book chapters

Petrovai, K., Stylianides, G., & Winters, N. (2023). 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). Elsevier.

https://doi.org/10.1016/b978-0-12-818630-5.04020-3
Shilling-Stouffer, L., & Stylianides, G. (2023). A Critical Discursive Framework for Analyzing the Views About Mathematics Being Promoted by Mathematics Textbooks for Prospective Elementary Teachers. In Research Studies on Learning and Teaching of Mathematics (pp. 253-274). Springer Nature.

https://doi.org/10.1007/978-3-031-35459-5_11
Stylianides, A., Komatsu, K., Weber, K., & Stylianides, G. (2022). Teaching and learning authentic mathematics: the case of proving. In M. Danesi (Ed.), Handbook of Cognitive Mathematics (pp. 727-761). 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., & Stylianides, G. (2022). On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elementary Classroom Episodes. In Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof (pp. 65-72). Springer Nature.

https://doi.org/10.1007/978-3-030-80008-6_6
Stylianides, A., Komatsu, K., Weber, K., & Stylianides, G. (2022). Teaching and Learning Authentic Mathematics: The Case of Proving. In Handbook of Cognitive Mathematics (pp. 1-36). Springer Nature.

https://doi.org/10.1007/978-3-030-44982-7_9-1
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
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
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
Stylianides, G., & Childs, A. (2018). An introduction to classroom-based interventions across subject areas. In Classroom-based Interventions Across Subject Areas (pp. 1-6). Taylor & Francis.

https://doi.org/10.4324/9781315170077-1
Mariotti, M., Durand-Guerrier, V., & Stylianides, G. (2018). Argumentation and proof. In Developing Research in Mathematics Education (pp. 75-89). Taylor & Francis.

https://doi.org/10.4324/9781315113562-7
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 (pp. 99-113). Springer Nature.

https://doi.org/10.1007/978-3-319-70996-3_7
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
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 Nature.

https://doi.org/10.1007/978-3-319-62597-3_74
Matsuda, N., Barbalios, N., Zhao, Z., Ramamurthy, A., Stylianides, G., & Koedinger, K. (2016). Tell Me How to Teach, I’ll Learn How to Solve Problems. In Intelligent Tutoring Systems (pp. 111-121). Springer Nature.

https://doi.org/10.1007/978-3-319-39583-8_11
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. In Designing Tasks in Secondary Education (pp. 47-69). Taylor & Francis.

https://doi.org/10.4324/9781315755434-4
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 (pp. 311-333). Springer Nature.

https://doi.org/10.1007/978-3-319-04993-9_18
Matsuda, N., Griger, C., Barbalios, N., Stylianides, G., Cohen, W., & Koedinger, K. (2014). Investigating the Effect of Meta-cognitive Scaffolding for Learning by Teaching. In Intelligent Tutoring Systems (pp. 104-113). Springer Nature.

https://doi.org/10.1007/978-3-319-07221-0_13
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.-L., Yang, K.-L., Lo, J.-J., Tsamir, P., Tirosh, D., & Stylianides, G. (2012). Teachers’ Professional Learning of Teaching Proof and Proving. In Proof and Proving in Mathematics Education (pp. 327-346). Springer Nature.

https://doi.org/10.1007/978-94-007-2129-6_14
Lin, F.-L., Yang, K.-L., Lee, K.-H., Tabach, M., & Stylianides, G. (2012). Principles of Task Design for Conjecturing and Proving. In Proof and Proving in Mathematics Education (pp. 305-325). Springer Nature.

https://doi.org/10.1007/978-94-007-2129-6_13
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 Identification<sup>1</sup>. In Teaching and Learning Proof Across the Grades: A K-16 Perspective (pp. 235-249).

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.
Zhang, L., STYLIANIDES, G., & Stylianides, A. (n.d.). Charting the domain of challenges associated with the design and implementation of interventions for enhancing mathematical problem-posing competence. In J. Cai & R. Leikin (Eds.), Mathematical Problem Posing: New Advances and Directions.. Springer.

Conference papers

STYLIANIDES, G., Buchbinder, O., Cramer, J., Durand-Guerrier, V., Moutsios-Rentzos, A., & Valenta, A. (2019). Introduction to the papers of TWG01: Argumentation and proof. In U. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 100-103). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

https://hal.archives-ouvertes.fr/hal-02397987
Komatsu, K., Stylianides, G., & Stylianides, A. (2019). Task design for developing students’ recognition of the roles of assumptions in mathematical activity. In U. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 233-240). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

https://hal.archives-ouvertes.fr/hal-02398117
Street, K., MALMBERG, L., & STYLIANIDES, G. (2018). Investigating self-efficacy expectations and mastery experiences across a sequence of lessons in mathematics. In E. Bergqvist, C. Granberg, M. Österholm, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vols. 4, pp. 243-250).

http://www.igpme.org/
Street, K., Malmberg, L., & Stylianides, G. (2017). Self-efficacy and mathematics performance (T. Dooley & G. Guedet, Eds.; pp. 1186-1193). DCU Institute of Education and ERME.
Stylianides, G., Antonini, S., Buchbinder, O., Pfeiffer, K., & Hemmi, K. (2017). Introduction to Thematic Working Group 1: Argumentation and proof (T. Dooley & G. Guedet, Eds.; pp. 79-82). DCU Institute of Education and ERME.
Stylianides, A., & Stylianides, G. (2017). Promoting prospective teachers’ knowledge about the role of assumptions in mathematical activity (T. Dooley & G. Guedet, Eds.; pp. 3748-3755). DCU Institute of Education and ERME.
Street, K., Malmberg, L.-E., & Stylianides, G. (2017). Self-efficacy and mathematics performance: Reciprocal relationships. PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10), 1186-1193.
Stylianides, G., Matsuda, N., Zhao, Z., Ramamurthy, A., Koedinger, K., & Barbalios, N. (2016, January 1). Tell me how to teach, I’ll learn how to solve problems. ITS 2016: 13th International Conference on Intelligent Tutoring Systems.

https://doi.org/10.1007/978-3-319-39583-8 https://ora.ox.ac.uk/objects/uuid:7a3b1211-fe57-4984-a890-f577ba3582f2
Skilling, K., & Stylianides, G. (2015). Promoting cognitive engagement in secondary mathematics classrooms. PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9), 1280-1286.
Durand-Guerrier, V., Antonini, S., Pfeiffer, K., & Stylianides, G. (2015). Introduction to the “Argumentation and Proof” working group. In B. Ubuz, C. Haser, & M. Mariotti (Eds.), Proceedings of the 8th Congress of the European Society for Research in Mathematics Education (pp. 69-75).
Matsuda, N., Griger, C., Barbalios, N., Stylianides, G., Cohen, W., & Koedinger, K. (2014). Investigating the Effect of Meta-cognitive Scaffolding for Learning by Teaching. 104-113.

https://doi.org/10.1007/978-3-319-07221-0_13 https://doi.org/10.1007/978-3-319-07221-0_13
Watson, A., Sandefur, J., Mason, J., & Stylianides, G. (2013). The use of examples to provide representations in proving. In A. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vols. 4, pp. 377-384).
Matsuda, N., Cohen, W., Koedinger, K., Keiser, V., Raizada, R., Yarzebinski, E., Watson, S., & Stylianides, G. (2012). Studying the Effect of Tutor Learning using a Teachable Agent that asks the Student Tutor for Explanations. 25-32.

https://doi.org/10.1109/digitel.2012.12
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G., & Koedinger, K. (2012). Motivational Factors for Learning by Teaching. Lecture Notes in Computer Science, 7315, 101-111.

https://doi.org/10.1007/978-3-642-30950-2_14
Stylianides, G., & Stylianides, A. (2012). Ability to construct proofs and evaluate one’s own constructions. In F. Lin, F. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the 19th International Commission on Mathematical Instruction: Proof and Proving in Mathematics Education (Vols. 2, pp. 166-171). Springer.
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Cohen, W., Stylianides, G., & Koedinger, K. (2012). Shallow learning as a pathway for successful learning both for tutors and tutees. Building Bridges Across Cognitive Sciences Around the World - Proceedings of the 34th Annual Meeting of the Cognitive Science Society, CogSci 2012, 731-736.
Stylianides, A., Stylianides, G., & Shilling-Traina, L. (2012, January 1). “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.

http://www.icme12.org/forum/forum.asp
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G., Cohen, W., & Koedinger, K. (2011). Learning by Teaching SimStudent – An Initial Classroom Baseline Study Comparing with Cognitive Tutor. Lecture Notes in Computer Science, 6738, 213-221.

https://doi.org/10.1007/978-3-642-21869-9_29
Matsuda, N., Keiser, V., Raizada, R., Stylianides, G., Cohen, W., & Koedinger, K. (2011). Learning by Teaching SimStudent – Interactive Event. Lecture Notes in Computer Science, 6738, 623-623.

https://doi.org/10.1007/978-3-642-21869-9_124
Stylianides, G., & Stylianides, A. (2011). An intervention of students’ problem-solving beliefs. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 1209-1218).
Matsuda, N., Cohen, W., Koedinger, K., 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., Cohen, W., Koedinger, K., & 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.
Matsuda, N., Keiser, V., Raizada, R., Stylianides, G., Cohen, W., & Koedinger, K. (2010). Learning by Teaching SimStudent. Lecture Notes in Computer Science, 6095, 449-449.

https://doi.org/10.1007/978-3-642-13437-1_106
Matsuda, N., Keiser, V., Raizada, R., Tu, A., Stylianides, G., Cohen, W., & Koedinger, K. (2010). Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students. Lecture Notes in Computer Science, 6094, 317-326.

https://doi.org/10.1007/978-3-642-13388-6_36
Stylianides, G., & Stylianides, A. (2009). The mathematical preparation of teachers: A focus on tasks. Proceedings of the 6th Congress of the European Society for Research in Mathematics Education, 1931-1940.
Stylianides, G., & Stylianides, A. (2008, January 1). Enhancing undergraduate students’ understanding of proof. Electronic Proceedings of the 11th Conference on Research in Undergraduate Mathematics Education.
Stylianides, A., & Stylianides, G. (2008, January 1). “Cognitive conflict” as a mechanism for supporting developmental progressions in students’ knowledge about proof. 11th International Congress on Mathematical Education, Topic Study Group 18.

http://tsg.icme11.org/tsg/show/19
Stylianides, G., & Stylianides, A. (2007). The mental models theory of deductive reasoning: Implications for proof instruction. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the 5th Congress of the European Society for Research in Mathematics Education (pp. 665-674).
Stylianides, A., & Stylianides, G. (2006). Content knowledge for mathematics teaching: The case of reasoning and proving. In J. Novotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education (Vols. 5, pp. 201-208 ).
Stylianides, G., & Stylianides, A. (2006). Promoting teacher learning of mathematics: The use of “teaching-related mathematics tasks” in teacher education. In S. Alatorre, J. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the 28th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vols. 2, pp. 411-417). Universidad Pedagógica Nacional.
Stylianides, G., & Stylianides, A. (2006). Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. In J. Novotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education (Vols. 5, pp. 201-208).
Silver, E., Charalambous, C., Strawhun, B., & Stylianides, G. (2006). Focusing on teacher learning: Revisiting the issue of having students consider multiple solutions for mathematics problems. In S. Alatorre, J. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the 28th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vols. 2, pp. 294-301). Universidad Pedagógica Nacional.
Stylianides, G., & Stylianides, A. (2006). “Making proof central to pre-high school mathematics is an appropriate instructional goal”: Provable, refutable, or undecidable proposition?. In J. Novotná, H. Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education (Vols. 5, pp. 209-216).
Stylianides, A., Stylianides, G., & Philippou, G. (2005). Prospective teachers’ understanding of proof: What if the truth set of an open sentence is broader than that covered by the proof?. In H. Chick & J. Vincent (Eds.), Proceedings of the 29th Annual Conference of the International Group for the Psychology of Mathematics Education (Vols. 4, pp. 241-248).
Stylianides, G., & Stylianides, A. (2004, January 1). 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.

http://www.icme-10.dk/
Stylianides, G., & Silver, E. (2004). Reasoning and proving in school mathematics curricula: An analytic framework for investigating the opportunities offered to students. In D. McDougall & J. Ross (Eds.), Proceedings of the 26th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 611-619). OISE/UT.
Stylianides, G., Stylianides, A., & Philippou, G. (2003). Undergraduate students’ understanding of proof by mathematical induction. In T. Triantafyllides, K. Hadjikyriakou, P. Politis, & A. Chronaki (Eds.), Proceedings of the 6th Panellenian Conference on Didactics of Mathematics and Computers in Education (pp. 150-158).
Stylianides, A., Stylianides, G., & Philippou, G. (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, B, 241-250.
Stylianides, A., Stylianides, G., & Philippou, G. (2002). University students’ conceptions of empirical arguments and proof by counterexample. In M. Tzekaki (Ed.), Proceedings of the 5th Panellenian Conference on Didactics of Mathematics and Computers in Education (pp. 277-282).
Stylianides, A., Stylianides, G., & Philippou, G. (2002). University students’ conceptions about the use of computer in the proving process. In M. Tzekaki (Ed.), Proceedings of the 5th Panellenian Conference on Didactics of Mathematics and Computers in Education (pp. 283-289).
Stylianides, A., Stylianides, G., Christou, K., & Georgiou, G. (2001). The transition from informal to formal proof. In A. Gagatsis & G. Makrides (Eds.), Proceedings of the 4th Pancyprian Conference on Mathematics Education (pp. 81-92).

Journal articles

Komatsu, K., Shinno, Y., Stylianides, A., & Stylianides, G. (2025). Development of local theories in design-based research in mathematics education. Educational Studies in Mathematics.

https://doi.org/10.1007/s10649-025-10398-w https://ora.ox.ac.uk/objects/uuid:af366478-38bb-4faa-8e00-dc9a1d26ee6c
Stylianides, A., & Stylianides, G. (2025). Important mathematical competences for students in the age of generative artificial intelligence: proof comprehension and evaluation, and ChatGPT. Περιοδικό Ευκλείδης Γ΄ [Euclid III], 100(1-2).

https://ora.ox.ac.uk/objects/uuid:4bf1250e-0e77-4bc6-91e2-60e04e4d4a97
Zhang, L., Stylianides, A., & Stylianides, G. (2025). Approaches to supporting and measuring mathematical problem posing: a systematic review of interventions in mathematics education. International Journal of Science and Mathematics Education.

https://doi.org/10.1007/s10763-025-10542-1 https://ora.ox.ac.uk/objects/uuid:48c07032-149c-4e12-8d12-53f14f3a568e
Nunes, T., Stylianides, G., Lea, R., & Matthews, L. (2024). Replication in educational interventions: developing a tool to measure and promote fidelity. International Journal of Research & Method in Education.

https://doi.org/10.1080/1743727X.2024.2420336 https://ora.ox.ac.uk/objects/uuid:59d7deaa-fab9-4444-8969-280797b1fb38
Zhang, L., Stylianides, G., & Stylianides, A. (2024). Enhancing mathematical problem posing competence: a meta-analysis of intervention studies. International Journal of STEM Education, 11(1).

https://doi.org/10.1186/s40594-024-00507-1
Komatsu, K., Murata, S., Stylianides, A., & Stylianides, G. (2023). Introducing Students to the Role of Assumptions in Mathematical Activity. Cognition and Instruction, 42(2), 327-357.

https://doi.org/10.1080/07370008.2023.2293695
Komatsu, K., Murata, S., Stylianides, A., & Stylianides, G. (2023). Introducing students to the role of assumptions in mathematical activity. Cognition and Instruction, 42(2), 327-357.

https://doi.org/10.1080/07370008.2023.2293695 https://ora.ox.ac.uk/objects/uuid:7cdedab8-9ead-4f45-ba90-a585a3ca582c
Stylianides, G. (2023). Introducing students to the role of assumptions in mathematical activity. Cognition and Instruction.
Zhang, L., Stylianides, A., & Stylianides, G. (2023). Identifying competent problem posers and exploring their characteristics. Journal of Mathematical Behavior, 72.

https://doi.org/10.1016/j.jmathb.2023.101086 https://ora.ox.ac.uk/objects/uuid:42cc4593-0e47-449b-bec3-f41c7ae229b1
Stylianides, G., Stylianides, A., & Moutsios-Rentzos, A. (2023). Proof and proving in school and mathematics education research: a systematic review. ZDM - Mathematics Education, 56(1), 47-59.

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., & Moutsios-Rentzos, A. (2023). Proof and proving in school and university mathematics education research: a systematic review. ZDM – Mathematics Education, 56(1), 47-59.

https://doi.org/10.1007/s11858-023-01518-y
Stylianides, G., & Stylianides, A. (2023). Promoting elements of mathematical knowledge for teaching related to the notion of assumptions. Mathematical Thinking and Learning, 26(4), 382-410.

https://doi.org/10.1080/10986065.2023.2172617 https://ora.ox.ac.uk/objects/uuid:67df3ad7-45bb-4864-a0fe-8be7ebe27e48
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
Buchbinder, O., Cooper, J., Stylianides, G., & Pfeiffer, K. (2018). ERME Column. EMS Newsletter, 2018-3(107), 45-46.

https://doi.org/10.4171/news/107/12
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
Stylianides, A., & Stylianides, G. (2014). Impacting positively on students’ mathematical problem solving beliefs: An instructional intervention of short duration. The Journal of Mathematical Behavior, 33, 8-29.

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
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
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
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
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). Erratum to: Generating and using examples in the proving process. Educational Studies in Mathematics, 84(3), 487-487.

https://doi.org/10.1007/s10649-013-9510-6
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
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
Shilling-Traina, L., & Stylianides, G. (2013). Impacting prospective teachers’ beliefs about mathematics. ZDM – Mathematics Education, 45(3), 393-407.

https://doi.org/10.1007/s11858-012-0461-7
Stylianides, A., & Stylianides, G. (2013). Seeking research-grounded solutions to problems of practice: classroom-based interventions in mathematics education. ZDM – Mathematics Education, 45(3), 333-341.

https://doi.org/10.1007/s11858-013-0501-y
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
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
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
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
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
Stylianides, G. (2009). Reasoning-and-Proving in School Mathematics Textbooks. Mathematical Thinking and Learning, 11(4), 258-288.

https://doi.org/10.1080/10986060903253954
Stylianides, G., & Stylianides, A. (2009). Facilitating the Transition from Empirical Arguments to Proof. Journal for Research in Mathematics Education, 40(3), 314-352.

https://doi.org/10.5951/jresematheduc.40.3.0314
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
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
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
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
Stylianides, A., & Stylianides, G. (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.

https://doi.org/10.54870/1551-3440.1063
Stylianides, G., & Stylianides, A. (2005). Validation of Solutions of Construction Problems in Dynamic Geometry Environments. Technology, Knowledge and Learning, 10(1), 31-47.

https://doi.org/10.1007/s10758-004-6999-x
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
Stylianides, G., & Stylianides, A. (2004). Dynamic investigation of an optimization problem: Maximizing the volume of rectangular prisms. Micromath, 20(2), 24-29.

C-Books

Cai, J., STYLIANIDES, G., & Kenney, P. (Eds.). (2023). Research studies on learning and teaching of mathematics. Springer.

https://link.springer.com/book/10.1007/978-3-031-35459-5
STYLIANIDES, G., & CHILDS, A. (Eds.). (2018). Classroom-based interventions across subject areas: Research to understand what works in education. Routledge.
Stylianides, G., & Hino, K. (Eds.). (2018). Research advances in the mathematical education of pre-service elementary teachers. Springer.

Subjects Taught

MSc in Learning and Teaching
MSc in Teacher Education (Mathematics and Science)
PGCE (Mathematics)
DPhil in Education

Current Doctoral Students

Doctoral Applications

Gabriel welcomes doctoral applications from students interested in the following research areas:

The teaching and learning of mathematical reasoning, proving, problem solving, and problem posing
Classroom-based interventions in mathematics
Task design, analysis, and implementation
The use of AI in the teaching and learning of mathematics
Curricular resources and their classroom use
Studies using design experiment methodology

Funded Research Projects

Effectiveness Trial for the Evaluation of the Mathematical Reasoning Programme for Year 2 Pupils Using an Online Professional Development Training Model

Funded by Educational Endowment Foundation

February 2024 - March 2026

Online Professional Development for Delivering the Mathematical Reasoning Programme in Year 2. Principal Investigator. With Terezinha Nunes (University of Oxford).

Research project funded by Education Endowment Fund (EEF) and Department for Education (DfE) through its Accelerator Fund. Amount: £300,942.

1/11/2022 – 31/10/2023

Evaluation of the Effectiveness of the Working Memory plus Arithmetic Intervention. Principal Investigator. With T. Nunes (University of Oxford).

Research project funded by the Education Endowment Fund (EEF). Amount: £916,046.

Duration of project: 16 November 2020 – 31 July 2023

Supporting secondary mathematics teachers to enhance their students' proof competencies. Principal Investigator. With A. J. Stylianides (University of Cambridge).

Funding body: John Fell (University of Oxford). Amount: £15,000

1 January, 2020 – 28 February, 2022

Learning by teaching a Synthetic peer: Investigating the effect of tutor scaffolding for tutor learning. Co-Principal Investigator. With N. Matsuda, K. Koedinger, & W. Cohen (Carnegie Mellon University).

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

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

Learning by teaching a Synthetic Student: Using SimStudent to study the effect of tutor learning. Co-Principal Investigator. 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/)

Learning by teaching a Synthetic Student: Using SimStudent to study the effect of tutor learning. Co-Principal Investigator. With N. Matsuda, K. Koedinger, and W. Cohen (Carnegie Mellon University)

Learning by teaching a Synthetic Student: Using SimStudent to study the effect of tutor learning. Co-Principal Investigator. 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: 1 June, 2009 – 31 May, 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)

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

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

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: 1 October, 2006 – 30 September, 2007.

Preservice teachers’ challenges in beginning to teach mathematics: The activity of reasoning and proving. Principal Investigator. 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: 1 October, 2007 – 31 December, 2009