Kort om
Jeg er professor i matematikkdidaktikk. Jeg har en bachelorgrad i utdanning (med spesialisering i matematikkdidaktikk) fra University of Cyprus (Kypros), en mastergrad og en doktorgrad i matematikkdidaktikk fra University of Cambridge (England, Storbritannia), og et postgraduate sertifikat i pedagogisk ledelse fra University of Leicester (England, Storbritannia).
Før jeg ble ansatt ved OsloMet jobbet jeg som lærer på Kypros, og som akademiker ved University of Nicosia (Kypros) og University of Stirling (Skottland, Storbritannia). Forskningsinteressene mine handler om de sosiale, kulturelle og politiske dimensjonene ved matematikkdidaktikk, som jeg ofte utforsker i forhold til lærerutdanning i matematikk og analyser av læreplaner i matematikk.
Fagområder
Vitenskapsdisipliner
Forskningsgrupper
Publikasjoner og forskningsresultater
Vitenskapelige publikasjoner
Killi, Elias Kahlil;
Xenofontos, Constantinos
(2024).
Teaching Mathematics to Children of Immigrant Backgrounds: Primary Teachers’ Perspectives from Norway.
Journal for Theoretical & Marginal Mathematics Education (JTM ME).
https://doi.org/10.5281/zenodo.13621544
Hafeez, Aleena;
Xenofontos, Constantinos
(2024).
Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”.
SN Social Sciences.
https://doi.org/10.1007/s43545-024-00969-8
Xenofontos, Constantinos
; Solomon, Yvette;
Knudsmoen, Hege
(2024).
Norwegian teachers’ perspectives on inclusive practices in the mathematics classroom.
International Journal of Inclusive Education.
https://doi.org/10.1080/13603116.2024.2361347
Xenofontos, Constantinos
(2024).
Gender representations in school mathematics: a study of primary textbooks in the Republic of Cyprus.
International Journal of Mathematical Education in Science and Technology.
https://doi.org/10.1080/0020739X.2024.2337945
Xenofontos, Constantinos
; Hizli Alkan, Sinem; Appelbaum, Peter
(2024).
An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics.
Cogent Education.
Vol. 11.
https://doi.org/10.1080/2331186X.2024.2310436
Xenofontos, Constantinos ; Nolan, Kathleen Theresa (2024). Critical Perspectives on Mathematics Teacher Education. ISBN: 978-3-0365-9882-6. 284 s. MDPI.
Bjerke, Annette Hessen
;
Xenofontos, Constantinos
(2023).
Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice.
Teachers and Teaching: theory and practice.
Vol. 31.
https://doi.org/10.1080/13540602.2023.2219982
Nolan, Kathleen Theresa
;
Xenofontos, Constantinos
(2023).
Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities.
17 s.
Intercultural Education.
Vol. 34.
https://doi.org/10.1080/14675986.2023.2265855
Nolan, Kathleen Theresa
;
Xenofontos, Constantinos
(2023).
The Role of Insights in Becoming a Culturally Responsive Mathematics Teacher.
Education Sciences.
Vol. 13.
https://doi.org/10.3390/educsci13101028
Nolan, Kathleen Theresa ; Xenofontos, Constantinos (2023). On Becoming a Culturally Responsive Teacher of Mathematics. Journal of Mathematics and Culture.
