Fragkiskos Kalavasis | University of the Aegean (original) (raw)
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Le Code de la propriété intellectuelle et artistique n'autorisant, aux termes des alinéas 2 et 3 ... more Le Code de la propriété intellectuelle et artistique n'autorisant, aux termes des alinéas 2 et 3 de l'article L.122-5, d'une part, que les « copies ou reproductions strictement réservées à l'usage privé du copiste et non destinées à une utilisation collective » et, d'autre part, que les analyses et les courtes citations dans un but d'exemple et d'illustration, « toute représentation ou reproduction intégrale, ou partielle, faite sans le consentement de l'auteur ou de ses ayants droit ou ayants cause, est illicite » (alinéa 1er de l'article L. 122-4). Cette représentation ou reproduction, par quelque procédé que ce soit, constituerait donc une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal
Advances in mathematics education, 2023
Quelque 650 stagiaires ont ete interroges au debut de leur session d'information aux nouvelle... more Quelque 650 stagiaires ont ete interroges au debut de leur session d'information aux nouvelles technologies. Seuls 10 % des stagiaires, mathematiciens ou physiciens, ont, sur ces technologies, des connaissances precises ; mais presque tous, quel que soit leur niveau, envisagent tres favorablement une utilisation pedagogique de la machine
Authentic Assessment and Evaluation Approaches and Practices in a Digital Era, 2021
Jornal Internacional de Estudos em Educação Matemática, Dec 15, 2015
Em todos os sistemas educacionais hierárquicos são importantes os pontos de vista dos diretores d... more Em todos os sistemas educacionais hierárquicos são importantes os pontos de vista dos diretores de escola, pois eles afetam crucialmente as práticas de sala de aula e as relações entre todos os protagonistas da unidade escolar. Neste trabalho, adotamos aspectos da abordagem para a teoria dos sistemas, com o objetivo de investigar os pontos de vista dos diretores em serviço sobre a matemática, tanto como uma disciplina curricular como as práticas gerenciais do sistema de ensino, buscando entender as interações entre seus pontos de vista em relação à matemática e à organização dessa disciplina no sistema. A Matemática no contexto escolar foi investigada considerando três focos: as representações simbólicas/ regulamentares, as representações pragmáticas e as intencionalidades das ações adotadas. Um estudo comparativo qualitativo foi realizado em pequena escala (N = 59), incluindo diretores de escolas públicas em serviço em uma região de São Paulo, no Brasil (NB = 29) e diretores de escolas da Grécia (NG = 30). Os resultados das comparações intraculturais e interculturais sugerem convergências e divergências noemáticas entre
This study examines the conditions in which the informal cognition children acquire through their... more This study examines the conditions in which the informal cognition children acquire through their every day experience is a suitable didactical context, in relation to the cultural particularities of the student group and its participation in the school. More specifically, an experiment was conducted to examine whether the informal cognition Romany children acquire through the money dealings in which they are involved, could be a working didactical context for teaching mathematics in a first grade education. It seems that the use of this context leads to the improvement in math education of this particular cultural group only if we use in the classroom very concrete money units. The results are different when we keep the context - money dealings - but we use money units unfamiliar to them, as units of small value are. A comparative study shows that this context is an ineffective one when the student group has not the same cultural particularities and school behavior.
Students’ beliefs about their own role, the role of their classmates and the teacher’s role influ... more Students’ beliefs about their own role, the role of their classmates and the teacher’s role influence the way that the members of a mathematics classroom interact among them. The stabilization of concrete behavior by the participants in a mathematics classroom obstacles the development of a productive cooperation in mathematics. In this paper we tried to investigate the opportunities that the role playing offers to the development of students’ metadiscursive reflection in mathematics. Role playing allowed the focus of students’ reflection on the evolution of their cooperation in mathematics. Also, it helped them to reflect on their beliefs concerning the role of cooperation in mathematics learning.
Advances in Mathematics Education, 2017
In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ ma... more In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers.
also develop students valuable modes of thought, increase the connections between students' separ... more also develop students valuable modes of thought, increase the connections between students' separate pieces of mathematical knowledge, reinforce their current knowledge, challenge their positive attitude towards the subject and improve their successful mathematical learning and understanding. Children learn how to cooperate and get along with their peers and their teachers (Ceglowski, 1997), as well as to improve their interaction with their parents (Hansen, 2005). Bishop (1991) considers play as one of the six "universal mathematical activities of all cultures".
Advances in Mathematics Education, 2017
In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ ma... more In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers.
Advances in Mathematics Education, 2015
Le Code de la propriété intellectuelle et artistique n'autorisant, aux termes des alinéas 2 et 3 ... more Le Code de la propriété intellectuelle et artistique n'autorisant, aux termes des alinéas 2 et 3 de l'article L.122-5, d'une part, que les « copies ou reproductions strictement réservées à l'usage privé du copiste et non destinées à une utilisation collective » et, d'autre part, que les analyses et les courtes citations dans un but d'exemple et d'illustration, « toute représentation ou reproduction intégrale, ou partielle, faite sans le consentement de l'auteur ou de ses ayants droit ou ayants cause, est illicite » (alinéa 1er de l'article L. 122-4). Cette représentation ou reproduction, par quelque procédé que ce soit, constituerait donc une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal
Advances in mathematics education, 2023
Quelque 650 stagiaires ont ete interroges au debut de leur session d'information aux nouvelle... more Quelque 650 stagiaires ont ete interroges au debut de leur session d'information aux nouvelles technologies. Seuls 10 % des stagiaires, mathematiciens ou physiciens, ont, sur ces technologies, des connaissances precises ; mais presque tous, quel que soit leur niveau, envisagent tres favorablement une utilisation pedagogique de la machine
Authentic Assessment and Evaluation Approaches and Practices in a Digital Era, 2021
Jornal Internacional de Estudos em Educação Matemática, Dec 15, 2015
Em todos os sistemas educacionais hierárquicos são importantes os pontos de vista dos diretores d... more Em todos os sistemas educacionais hierárquicos são importantes os pontos de vista dos diretores de escola, pois eles afetam crucialmente as práticas de sala de aula e as relações entre todos os protagonistas da unidade escolar. Neste trabalho, adotamos aspectos da abordagem para a teoria dos sistemas, com o objetivo de investigar os pontos de vista dos diretores em serviço sobre a matemática, tanto como uma disciplina curricular como as práticas gerenciais do sistema de ensino, buscando entender as interações entre seus pontos de vista em relação à matemática e à organização dessa disciplina no sistema. A Matemática no contexto escolar foi investigada considerando três focos: as representações simbólicas/ regulamentares, as representações pragmáticas e as intencionalidades das ações adotadas. Um estudo comparativo qualitativo foi realizado em pequena escala (N = 59), incluindo diretores de escolas públicas em serviço em uma região de São Paulo, no Brasil (NB = 29) e diretores de escolas da Grécia (NG = 30). Os resultados das comparações intraculturais e interculturais sugerem convergências e divergências noemáticas entre
This study examines the conditions in which the informal cognition children acquire through their... more This study examines the conditions in which the informal cognition children acquire through their every day experience is a suitable didactical context, in relation to the cultural particularities of the student group and its participation in the school. More specifically, an experiment was conducted to examine whether the informal cognition Romany children acquire through the money dealings in which they are involved, could be a working didactical context for teaching mathematics in a first grade education. It seems that the use of this context leads to the improvement in math education of this particular cultural group only if we use in the classroom very concrete money units. The results are different when we keep the context - money dealings - but we use money units unfamiliar to them, as units of small value are. A comparative study shows that this context is an ineffective one when the student group has not the same cultural particularities and school behavior.
Students’ beliefs about their own role, the role of their classmates and the teacher’s role influ... more Students’ beliefs about their own role, the role of their classmates and the teacher’s role influence the way that the members of a mathematics classroom interact among them. The stabilization of concrete behavior by the participants in a mathematics classroom obstacles the development of a productive cooperation in mathematics. In this paper we tried to investigate the opportunities that the role playing offers to the development of students’ metadiscursive reflection in mathematics. Role playing allowed the focus of students’ reflection on the evolution of their cooperation in mathematics. Also, it helped them to reflect on their beliefs concerning the role of cooperation in mathematics learning.
Advances in Mathematics Education, 2017
In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ ma... more In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers.
also develop students valuable modes of thought, increase the connections between students' separ... more also develop students valuable modes of thought, increase the connections between students' separate pieces of mathematical knowledge, reinforce their current knowledge, challenge their positive attitude towards the subject and improve their successful mathematical learning and understanding. Children learn how to cooperate and get along with their peers and their teachers (Ceglowski, 1997), as well as to improve their interaction with their parents (Hansen, 2005). Bishop (1991) considers play as one of the six "universal mathematical activities of all cultures".
Advances in Mathematics Education, 2017
In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ ma... more In this chapter, we adopt a systemic approach to the phenomenology of the emergent ‘connected’ mathematics classroom, in order to investigate the views of primary school teachers, principals and school advisors about mathematics and social network sites (SNS) across and within two interrelated systems: the scientific disciplines and the school unit (including the symbolic/normative level, pragmatic representations of the school practices, and the personal desired/intentioned actions). This inter-systemic, tri-focussed perspective allows the meaningful re-approach of the emergent classroom and is operationalised with a questionnaire, which constitutes a pragmatic diagnostic-hermeneutic-research tool informing the decision-making of educators and policy makers.
Advances in Mathematics Education, 2015