Gabriel Stylianides

Professor of Mathematics Education | Worcester College

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

Book chapters

Conference papers

Journal articles

C-Books

Subjects Taught

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

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

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