Konstantinos Tatsis

Konstantinos Tatsis
University of Ioannina | UOI · Department of Primary School Education

Phd in Mathematics Education

About

30
Publications
3,075
Reads
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267
Citations
Citations since 2017
7 Research Items
97 Citations
20172018201920202021202220230510152025
20172018201920202021202220230510152025
20172018201920202021202220230510152025
20172018201920202021202220230510152025
Introduction
Additional affiliations
October 2013 - present
University of Ioannina
Position
  • Professor (Assistant)
January 2012 - October 2013
University of Ioannina
Position
  • Lecturer
January 2012 - present
University of Ioannina
Position
  • Professor (Assistant)

Publications

Publications (30)
Conference Paper
Full-text available
Στόχος της παρούσας εργασίας είναι η διερεύνηση των αντιλήψεων ενός εκπαιδευτικού της πρωτοβάθμιας εκπαίδευσης αναφορικά με τη μετάβαση στα μαθηματικά από το Δημοτικό στο Γυμνάσιο και παράλληλα της παιδαγωγικής γνώσης περιεχομένου αναφορικά με τις έννοιες της μεταβλητής και των εξισώσεων στην μεταβατική περίοδο. Μεταξύ άλλων, ζητήθηκε από τον εκπαι...
Conference Paper
Full-text available
Στην παρούσα εργασία παρουσιάζουμε ένα Εργαστήριο που στοχεύει στην ανάδειξη των πλεονεκτημάτων της διεπιστημονικής προσέγγισης στην κατασκευή προβλήματος. Υιοθετείται μια συστημική προσέγγιση της σχολικής μονάδας, αναγνωρίζοντας την επικοινωνία των φαινομένων διδασκαλίας και μάθησης σχετικά με τα μαθηματικά και τη φυσική σε μια σχολική μονάδα, μια...
Article
In the paper we deploy two related theoretical and methodological approaches to see how they complement each other in the analysis of oral communication in mathematics group work. The first approach is an authority framework that builds on positioning theory and the second is politeness theory, with a focus on the sociological notion of face. Autho...
Article
The present paper examines a patterning activity that was organised within a teaching experiment in order to analyse the different uses of variables by secondary school students. The activity presented in the paper can be categorised as a pictorial/geometric linear pattern. We adopted a student-oriented perspective for our analysis, in order to gra...
Article
Full-text available
CIEAEM 64 conference took place in Rhodes, Greece on 23-27 July 2012. It was organized by the Department of Sciences of Preschool Education and of Educational Design, Faculty of Humanities of University of the Aegean.
Conference Paper
The importance of engaging children in mathematical activities from kindergarten is stressed by most contemporary researchers; this is in line with research which suggests that mathematical knowledge begins from the early years continues being developed over the first five years of life. One of the most difficult concepts to teach, in Kindergarten,...
Article
In the present chapter I explore some possible functions and outcomes of talk during mathematical activities in the kindergarten. By presenting examples from my own research - and conclusions drawn by relevant research - I examine how verbal communication can be a tool for the development of a primary discursive mathematical community. This include...
Article
Full-text available
Recent research suggests that children could be engaged in probability tasks at an early age and task characteristics seem to play an important role in the way children perceive an activity. To this direction in the present article we investigate the role of some basic characteristics of probabilistic tasks in their design and implementation. In or...
Article
Full-text available
The present paper describes the combined implementation of two approaches which are based on the work of Erving Goffman and focus on the analysis of the interactional participation structures. Our aim is to examine the ways that differing interpretations of the ongoing interactions may lead the students to adopt differing roles, which in turn affec...
Article
Full-text available
This paper reports on a study whose aim was to examine students' learning in terms of participation in collective mathematical discussions. Our basic theoretical assumptions are based on a combination of situated learning perspectives and a framework that links social and psychological approaches of mathematical activity and learning. The research...
Conference Paper
Full-text available
This paper concerns the case study of a group blogging with the help of which, the participating students implemented a collaborative " learning by design " activity. More specifically, the students jointly designed Geometry learning activities with the purpose of exploiting technologies that are suitable for young children. The analysis of the vie...
Article
Based on the notions of social and socio-mathematical norms we investigate how these are established during the interactions of pre-service teachers who solve mathematical problems. Norms identified in relevant studies are found in our case too; moreover, we have found norms related to particular aspects of the problems posed. Our results show that...
Article
Full-text available
In this paper we analyse the language used by kindergarten children and their teacher while they discuss the fairness of two games that involved the concept of chance. Their discussions show that the children are able to overcome their primary intuitions concerning the fairness of a game and to comprehend the important role of materials. The childr...
Article
Full-text available
The paper presents a case study of the educational exploitation of group blogging for the implementation of a "learning by design" activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed learnin...
Conference Paper
Full-text available
http://math.unipa.it/~grim/cieaem/cieaem59/cikkek_pdf/semi_plenary_pdf/sp%2002.pdf
Article
Full-text available
According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who...
Article
Full-text available
Discourse analysis of transcribed protocols is a very interesting field of educational research. In mathematics education, cooperative problem solving has proved to be an effective way to promote mathematical discourse. Using linguistic analysis techniques and symbolic interactionism as our theoretical framework we analysed the language that studen...
Article
Full-text available
The paper presents a part of a study that focuses on the analysis of various teachers' identities. The teachers participated in an in-service training course and their narratives were used and complemented by other data to construct – from our point of view – their various identities. Characteristic examples are presented in order to show how teach...
Article
Full-text available
The interactions of students while they cooperate to solve a mathematical problem are based on a number of shared assumptions, i.e. norms. These norms may be categorised into social and sociomathematical. We investigate how these norms are established during joint problem solving sessions of university students. Our results, in line with relevant s...

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