Mathematics Education Laboratory

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Deprecated function: strlen(): Passing null to parameter #1 ($string) of type string is deprecated in _filter_url_trim() (line 1664 of /var/www/ee.old.uth.gr/modules/filter/filter.module).
Deprecated function: strlen(): Passing null to parameter #1 ($string) of type string is deprecated in _filter_url_trim() (line 1664 of /var/www/ee.old.uth.gr/modules/filter/filter.module).
Deprecated function: strlen(): Passing null to parameter #1 ($string) of type string is deprecated in _filter_url_trim() (line 1664 of /var/www/ee.old.uth.gr/modules/filter/filter.module).
Deprecated function: strlen(): Passing null to parameter #1 ($string) of type string is deprecated in _filter_url_trim() (line 1664 of /var/www/ee.old.uth.gr/modules/filter/filter.module).
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Government gazzette:

275 15/11/02

E-mail:

ttriant@uth.gr

Webpage:

http://www.pre.uth.gr/main/index.php?option=com_content&view=article&id=12&Itemid=25

Department:

Department of Primary Education

Tel.:

+30 24210 74808

Research Categories:

Special Didactics
Adult Education
Computer Aided Education
Social Pedagogy
Experimental Pedagogy

The Mathematics Education Laboratory (ΕΜΑΘΕ) supports the teaching of the Mathematics and Mathematics Education classes taught at the Department at an undergraduate and postgraduate level, as well as the students’ Practicum program. The Laboratory’s main objective is to contribute in the research and development of a ‘rich’ learning environment for mathematics. In approaching this goal, undergraduate and postgraduate students become accustomed in new trends in the field of mathematics education and are trained in conducting research.

Research Activities:

Mathematics curriculum development.

Pre-service and in-service teacher education.

Critical issues in mathematics education.

Children’s literature in mathematics education.

History of mathematics in mathematics education.

Math fiction in mathematics education.

Technology in mathematics education.

Research Projects:

(2012 – ) «Schools and Research Network». Funded by the University of Thessaly Research Commitee.

(2011) “On becoming a mathematics teacher: Investigating the field experience of pre-service teachers. Funded by Fulbright Greece and conducted in New York with the support of Steihardt School of Culture, Education, and Human Development of New York University.

(2011 – ) «Roma Children Education». Funded by the National Strategic Reference Framework (NSRF).

(2011) «Mathematics Program of Study for Compulsoty Education (School of the 21st Century). Funded by the National Strategic Reference Framework (NSRF).

(2009 – 2011) «The sense of touch in the teaching and learning of geometric concepts in primary school». Funded by the University of Thessaly Research Commitee.

(2006 – 2008) «Gypsy Children Education». Funded by the Operational Programme for Education and Initial Vocational Training.

(2007) «Mathematics, Student’s Book» (First, Second and Thrid Teaching Levels. Gypsy Children Education research program. Athens: Eptalofos Publishing Co.

(2007) «Mathematics, Teachers’s Book». Gypsy Children Education research program. Athens: Eptalofos Publishing Co.

(2003 – 2004) «Literature and ntedisciplinarity: Researching the school textbooks and school teaching practice». Funded by the University of Thessaly Research Commitee.

(2001 – 2003) «Teachers network between Greece and Cyprus». Research program funded by the National Hellenic Research Foundation.

Laboratory Infrastructure:

A large selection of manipulatives.

A large selection of books for curriculum development.

A large selection of books children’s literature books.

A selection of software.

Fieldwork research equipment (videotaping, audio-recordning, transcribing).

Technology for digitizing VHS video.

Research Results / Products:

Γκούμας, Ε., Σδρόλιας, Κ. Α. & Τριανταφυλλίδης, Τ. Α. (2013). Απαντώντας στην απαίτηση «Μαθηματικά για όλους»: μια πρόταση διαφοροποιημένης διδασκαλίας με τη χρήση χειραπτικών υλικών στο δημοτικό σχολείο. Στο Σ. Παντελιάδου και Δ. Φιλιππάτου (επιμ.). Διαφοροποιημένη διδασκαλία: Θεωρητικές προσεγγίσεις και διδακτικές πρακτικές. Αθήνα: Εκδόσεις Πεδίο.

Σκόδρας, Α., Τριανταφυλλίδης, Τ. και Μαρκόπουλος, Χ. (2011). Διδασκαλία της αξονικής συμμετρίας στο γυμνάσιο με χρήση χειραπτικών υλικών. Στο Μ. Καλδρυμίδου & Ξ. Βαμβακούση (επιμ.) Πρακτικά του 4ου Πανελλήνιου Συνεδρίου Ερευνητών της Διδακτικής των Μαθηματικών (σελ. 431 - 440).

Χρυσικού, Β., Τριανταφυλλίδης, Τρ. & Μαρκόπουλος, Χ. (2011). Η γεωμετρική έννοια του τριγώνου στην πρώτη τάξη του Γυμνασίου: αντιλήψεις των παιδιών και διδακτική προσέγγιση με χρήση χειραπτικών υλικών και νέων τεχνολογιών. Στο Μ. Καλδρυμίδου & Ξ. Βαμβακούση (επιμ.) Πρακτικά του 4ου Πανελλήνιου Συνεδρίου Ερευνητών της Διδακτικής των Μαθηματικών (σελ. 549 - 558).

Sdrolias, Κ. Α. & Triandafillidis, Τ. Α. (2009). The use of manipulatives in teaching Mathematics to Greek Roma children. Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (vol. 1, p. 462) Thessaloniki, Greece.

Sdrolias, K. A. & Triandafillidis, T. A. (2008). The transition to secondary school geometry: can there be a “chain of school mathematics”? Educational Studies in Mathematics, 67: 159-169.

Λαλαγιάννη, Κ. & Τριανταφυλλίδης, Τ. Α. (2008). Μαθηματικές έννοιες και παραμυθιακές ιστορίες. Ενοποιητική σχέση και διδακτική πρόταση. Στο Νιφτανίδου, Χ. Μ. (επιμ.), Η Διδασκαλία της Λογοτεχνίας: Ιστορική και Συγχρονική Προοπτική (σελ. 105- 114). Πάτρα: Εκδόσεις Περί τεχνών.

Τριανταφυλλίδης, Τ. Α. (2007). Γλωσσικές μειονότητες και μαθηματική εκπαίδευση. Στο Μήτσης, Ν. & Τριανταφυλλίδης, Τ. Α. (επιμ.) Ετερότητα στη Σχολική Τάξη και Διδασκαλία της Ελληνικής Γλώσσας και των Μαθηματικών: η περίπτωση των Τσιγγανοπαίδων (σελ. 109-124). Επιμορφωτικός Οδηγός, Πρόγραμμα Ένταξη Τσιγγανοπαίδων στο Σχολείο. Αθήνα: Επτάλοφος.

Triandafillidis, T. A. (2006). “Wishes, lies and dreams”: poetry writing in the mathematics classroom. For the Learning of Mathematics, 26 (2): 2-9.

Triandafillidis, T. A. & Potari, D. (2005) Integrating different representational media in geometry classrooms. Στο A. Chronaki & I. Christiasen (Eds.). Challenging Perspectives on Mathematics Classroom Communication (pp. 79-108). International Perspectives on Mathematics Education Series. Greenwich, CT: Information Age Publishing.

Σδρόλιας, Κ. Α. & Τριανταφυλλίδης, Τ. Α. (2003). Ζει ο «μύθος του γυμνασίου»; Πεποιθήσεις εκπαιδευτικών για την επίδραση της μετάβασης από το δημοτικό στο γυμνάσιο στη διδασκαλία της γεωμετρίας. Σύγχρονη Εκπαίδευση, 132 : 27-43.

Triandafillidis, T. A. (2002). On ‘How to make our ideas clear’: a pragmaticist critique of explication in the mathematics classroom. For the Learning of Mathematics, 22 (3): 2-9.

Triandafillidis, T. A. (1998). Dominant Epistemologies in Mathematics Education. For the Learning of Mathematics, 18 (2): 21-27.

Triandafillidis, T. A. (1996). The Effectiveness of Practical Activities in Lower Secondary School Mathematics: A Cultural Approach. Journal of Mathematical Behavior, 15 (2): 161-166.

Όνομα	Επίθετο	Iδιότητα - Θέση	Τηλέφωνο
Triandafillos	Triandafillidis	Director	+30 24210 74808
K.	Chatzikiriakou	Associate Professor
Ch.	Markopoulos	Lecturer
K.	Sdrolias	Senior Researcher
I.	Lazaridis	Senior Researcher
Μ.	Marmara	Senior Researcher
S.	Korlou	Senior Researcher
Ε.	Goumas	Senior Researcher
Β.	Georgiadou-Kabouridi	Senior Researcher
Chr.	Adonatou	Senior Researcher
V.	Papagiannakopoulou	Researcher
A.	Binietoglou	Researcher
I.	Christakis	Researcher
N.	Kosmanos	Researcher
N.	Gogos	Researcher
V.	Chryskikou	Researcher
A.	Skodras	Researcher

Πιστοποίηση ISO

Επικοινωνία

Γραμματεία Επιτροπής Ερευνών Πανεπιστημίου Θεσσαλίας

Γιαννιτσών & Λαχανά, Παλαιά - Συγκρότημα Τσαλαπάτα, 38334 - Βόλος

Τηλ: 24210 06414, Φαξ: 24210 06464
Email: ee@uth.gr

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