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Anna Chronaki

UNIVERSITY OF THESSALY, GREECE, Department of Early Childhood Education, Faculty Member

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Anna Chronaki has studied mathematics at the University of Patras, GR and, with scholarships from the Greek State Scholarship Foundation and the UK based Esther Parkin Trust, she has completed her postgraduate studies in educational technology, arts-based methods and mathematics education at the University of Bath, UK. Her research evolves around anthropological, sociocultural and philosophical issues of mathematics education in relation to in/formal practices in borderline communities. Her research interests include discursive and non-discursive aspects of pedagogy, corporeality, body, movement, affect and language in mathematics learning with a focus on gender, race and ethnic intersections. She has been active with the international community 'Mathematics, Education and Society', as well as the thematic groups on Mathematics and Language and Diversity and Mathematics Education at CERME: European Research in Mathematics Education.

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Coralee McLaren

Toronto Metropolitan University

George Mason University

University of Chichester

University of Chichester

Anna Hickey-Moody

RMIT University

Goldsmiths, University of London

University of Portsmouth

Jessica Ringrose

University College London

University College London

Cardiff University

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Papers by Anna Chronaki

Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education

ZDM, 2019

This paper responds to the frequently occurring phenomena of 'sad affects' experienced by student... more This paper responds to the frequently occurring phenomena of 'sad affects' experienced by student teachers as they confront the logic of 'proper mathematics' with young children of differently abled bodies. The notion of 'proper' entails a normalizing fixity of 'what counts' as mathematics for certain children and fails to recognize mathematics as a sensual encounter amongst bodies. The study draws upon Spinoza's notion of affect to consider the body's capacity to act, and makes the case for choreographing with body-movement, rather than disclosing, the politics involved in becoming teachers. It discusses how affective bodying with mathematics, children and difference in the classroom practice can be not only deconstructed but also reconstructed in affirmative terms, choreographically, as feeling and thinking-in-movement in ways that trouble and perturb the prevailing sharing of the 'sensible' in early childhood mathematics and in teacher education.

Refusing mathematics: a discourse theory approach on the politics of identity work

ZDM, 2019

Although many scholars in the field of mathematics education are aware that identity discourses a... more Although many scholars in the field of mathematics education are aware that identity discourses are highly political, research in the field usually lacks a framework theoretically and methodologically to address the political dimension of identity research. Based on Laclau and Mouffe's discourse theory and the case of a female secondary school student at a German public school, the present paper analyses identity as a socio-political process of identity work articulated around the discourse of 'refusing school mathematics' in our contemporary times. Her refusal of mathematics is constituted around issues related to a series of noted classroom practices such as collective work, being together and having fun, relevance of mathematics in society and life, respect of one's own dignity instead of becoming humiliated, and bodily activity instead of seated work. We illustrate how discourse theory allows us to see the identity work of refusing mathematics as a contingent process in a discursive field of socio-political struggle. In this process the subject moves beyond an essentialist 'refusal' of mathematics learning towards articulating her refusal of a particular mathematics education socio-materiality that needs to become subverted and reworked into more affirmative terms.

Beyond the Box : Rethinking Gender in Mathematics Education Research

Τhe present symposium is an attempt to rethink gender in mathematics education research beyond th... more

Writing Mathematics Through Dominant Discourses : The Case of a Greek School Mathematics Magazine

In the present article, we examine the use of ‘traditional’ and ‘progressive’ discourses in a Gre... more In the present article, we examine the use of ‘traditional’ and ‘progressive’ discourses in a Greek school mathematics magazine (Euclid A). The analysis indicates that Euclid A seems to draw on both traditional and progressive discourses in order to write mathematics for his/her readers. However, the prevailing lexicogrammatical features are mostly connected with traditional rather than progressive discourse. This means that the general background against which the two discourses are articulated in the textual corpus is that of traditional discourse. From a critical discourse analysis perspective, the ‘progressive’ discourse enacted in Euclid A functions ideologically: far from ensuring equitable access to school mathematics, it creates confusion. Thus, being subjugated by the dominant traditional discourse, ‘progressive’ discourse perpetuates the established order in school mathematics.

Moving with/out the Body with/in Virtual Space Abstractions : Im/pure Geometries in/between affects, codes and interface

The outcome of designing and navigating virtual space abstractions cannot be perceived as a neutr... more

International Perspectives on Mathematics Education—Cognition, Equity, & Society

Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas

This is an initial report from the PiCaM project reflecting some of the partners’ concerns. We ai... more This is an initial report from the PiCaM project reflecting some of the partners’ concerns. We aim to raise within the MES community troubling questions about the nature of such projects engulfed in EU discourses of citizenship and school learning in response to globality whilst nevertheless seeking to find a way of acting in the world and trying to find, however limited and partial, an answer to the question: "what is to be done?" We are aware that equally troubling questions could be raised about the notions of mathematics itself and of mathematics education but these are not the focus of this report. INTRODUCTION AND PURPOSE PiCaM (http://www.citizenship-and-mathematics.eu/) is co-funded through the ERASMUS + Programme of the European Union (Project number 2017-1-UK01KA201-036675) and therefore was initially framed in response to the discourse of an EU call for action on global learning. However, it involves six partners i and at least some of us are committed to a math...

Mathematics Education Out in the Rural Scape : Experimenting With Radical Democracy for Commons

The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek... more

The Unbearable Lightness of Dislappearing Mathematics : Or, life and reason for the citizen at times of crisis

The Mathematics Enthusiast, 2018

In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp... more

Control technology as a means for designing virtual interactive space: what could be learned from blender use in architectural education?

The creative construction of virtual interactive space may benefit from the explicit employment o... more The creative construction of virtual interactive space may benefit from the explicit employment of 'control' technology in the design process. The notion of 'control' technology is neither new for the architectural studio nor for the architectural education. Instead, there is a history of tool-utilization (and production) for developing both realistic spatial relations concerning building sites but also imagining virtuality (and its interrelation to reality) or even combining real (or physical) and virtual (or digital) components into creating hybrid or/and ubiquitous space. The present paper aims to discuss the utilization of blender as part of architect students' education to both 'control' technology and 'virtual interactive space' design. In the following, after a brief background of digital technologies in architectural education, we describe the blender platform and then we describe some representative students' work that exemplify how i...

Humor as a Humble Way to Access the Complexity of Knowledge Construction

Constructivist Foundations, 2015

A Social and gendered analysis of the utilization of a VR planning tool for public participation

The paper is a follow-up to earlier work investigating the research hypothesis that Virtual Reali... more The paper is a follow-up to earlier work investigating the research hypothesis that Virtual Reality (VR) is nowadays a maturetechnology, suitable for communicating planning ideas. A work in progress involving the redesign of two squares within the urbanfabric of a deprived Athenian neighbourhood is presented. A VR model of existing and proposed layouts was constructed, focusingon accuracy of visualisation, ease of navigation, online spatialized commenting mechanism and ease of access. User groups weresupported with appropriate training—researchers had the opportunity to observe the reactions of people and deliver questionnairesthat help identify problem areas related to technophobia, disbelief, past knowledge, communication skills, understanding of thevisualisation system used, usability of the navigation system as well as the commenting mechanism. Gender and social exclusionare key issues in this particular multicultural neighbourhood. Collecting demographic data on all participant...

The 'street', the 'body' and the 'move': A hybrid space design for knowledge urban circulation

Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics Education and Life at Times of Crisis, vol. 1

Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics... more

Number words in 'other' languages: The case of little Marram

The present paper, based on a small scale critical eth-nographic study, explores the process of e... more The present paper, based on a small scale critical eth-nographic study, explores the process of experimenting collaboratively with multiple language use for number words as part of young children's mathematical learning activity. Data from a teaching experiment called 'Number words in 'other' languages' is utilized to illustrate the creation of a culturally responsive context with children aged 4 to 6, their parents, the classroom teacher and the researchers. The focus is on the case of little Marram, a Pakistani girl who lives in Greece and who experiences participation by sharing number knowledge in her dominant home language, Urdu. It is highlighted how discourses on gender and language determine Marram's learner identity-work in the multilingual preschool classroom.

De/mathematising the political : bringing feminist de/post-coloniality to mathematics education

Various interpretations have been given over to the term ’mathematising’ in relation to a variety... more Various interpretations have been given over to the term ’mathematising’ in relation to a variety of social thematic contexts in mathematics education. By way of theoretical intervention, we offer the beginnings of a feminist de/postcolonial commentary in response to such social, cultural and political programmes of work, while recognising the important contributions they have made to advancing complex political approaches to mathematics education as praxi. These social thematic approaches have promoted alternative ways of envisioning mathematical activity. Our critique is as much a celebration of these programmes of work that have offered diverse conversations about what it means to de/mathematise, as it is a way of moving these conversations forward in newer, alternative politico-epistemological directions. We argue that feminist de/postcoloniality offers opportunities to centralise ethical, democratic and (geo)political considerations in de/mathematisation activities and events, ...

“Mathematics is bad for society” : Reasoning about mathematics as part of society in a language diverse middle school classroom

“Mathematics is bad for society” : Reasoning about mathematics as part of society in a language d... more

Constructionism 2012 Theory Practice and Impact

A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating

Educational Studies in Mathematics

Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information... more Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and individual decision-making. In invoking exponential growth, mathematical modelling, statistical analysis, and the like, these data visualizations invite opportunities for mathematics teaching and learning. Yet data visualizations are social texts, authored from specific points of view, that narrate particular, and often consequential, stories. Their fundamental reliance on quantification and mathematics cements their social positioning as supposedly objective, reliable, and neutral. The reading of any data visualization demands unpacking the role of mathematics, including how data and variables have been formatted and how relationships are framed to narrate stories from particular points of view. We present an approach to a critical reading of data visualizations for the context of mathematics education that draws on three interrelated concepts: mathematical formatting (what gets quantified, measured, and how), framing (how variables are related and through what kind of data visualization), and narrating (which stories the data visualization tells, its potential impacts and limits). This approach to reading data visualisations includes a process of reimagining through reformatting, reframing and renarrating. We illustrate this approach and these three concepts using data visualizations published in the New York Times in 2020 about COVID-19. We offer a set of possible questions to guide a critical reading of data visualizations, beyond this set of examples.

Primary students’ participation in school based mathematical reasoning practices: Coordinating reciprocal teaching and systemic functional linguistics to support reasoning in the Swedish context

EDeR. Educational Design Research

The foreign language (FL) classroom can be an anxious environ- ment where students feel uncomfort... more The foreign language (FL) classroom can be an anxious environ- ment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role...

Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education

ZDM, 2019

This paper responds to the frequently occurring phenomena of 'sad affects' experienced by student... more This paper responds to the frequently occurring phenomena of 'sad affects' experienced by student teachers as they confront the logic of 'proper mathematics' with young children of differently abled bodies. The notion of 'proper' entails a normalizing fixity of 'what counts' as mathematics for certain children and fails to recognize mathematics as a sensual encounter amongst bodies. The study draws upon Spinoza's notion of affect to consider the body's capacity to act, and makes the case for choreographing with body-movement, rather than disclosing, the politics involved in becoming teachers. It discusses how affective bodying with mathematics, children and difference in the classroom practice can be not only deconstructed but also reconstructed in affirmative terms, choreographically, as feeling and thinking-in-movement in ways that trouble and perturb the prevailing sharing of the 'sensible' in early childhood mathematics and in teacher education.

Refusing mathematics: a discourse theory approach on the politics of identity work

ZDM, 2019

Although many scholars in the field of mathematics education are aware that identity discourses a... more Although many scholars in the field of mathematics education are aware that identity discourses are highly political, research in the field usually lacks a framework theoretically and methodologically to address the political dimension of identity research. Based on Laclau and Mouffe's discourse theory and the case of a female secondary school student at a German public school, the present paper analyses identity as a socio-political process of identity work articulated around the discourse of 'refusing school mathematics' in our contemporary times. Her refusal of mathematics is constituted around issues related to a series of noted classroom practices such as collective work, being together and having fun, relevance of mathematics in society and life, respect of one's own dignity instead of becoming humiliated, and bodily activity instead of seated work. We illustrate how discourse theory allows us to see the identity work of refusing mathematics as a contingent process in a discursive field of socio-political struggle. In this process the subject moves beyond an essentialist 'refusal' of mathematics learning towards articulating her refusal of a particular mathematics education socio-materiality that needs to become subverted and reworked into more affirmative terms.

Beyond the Box : Rethinking Gender in Mathematics Education Research

Τhe present symposium is an attempt to rethink gender in mathematics education research beyond th... more

Writing Mathematics Through Dominant Discourses : The Case of a Greek School Mathematics Magazine

In the present article, we examine the use of ‘traditional’ and ‘progressive’ discourses in a Gre... more In the present article, we examine the use of ‘traditional’ and ‘progressive’ discourses in a Greek school mathematics magazine (Euclid A). The analysis indicates that Euclid A seems to draw on both traditional and progressive discourses in order to write mathematics for his/her readers. However, the prevailing lexicogrammatical features are mostly connected with traditional rather than progressive discourse. This means that the general background against which the two discourses are articulated in the textual corpus is that of traditional discourse. From a critical discourse analysis perspective, the ‘progressive’ discourse enacted in Euclid A functions ideologically: far from ensuring equitable access to school mathematics, it creates confusion. Thus, being subjugated by the dominant traditional discourse, ‘progressive’ discourse perpetuates the established order in school mathematics.

Moving with/out the Body with/in Virtual Space Abstractions : Im/pure Geometries in/between affects, codes and interface

The outcome of designing and navigating virtual space abstractions cannot be perceived as a neutr... more

International Perspectives on Mathematics Education—Cognition, Equity, & Society

Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas

This is an initial report from the PiCaM project reflecting some of the partners’ concerns. We ai... more This is an initial report from the PiCaM project reflecting some of the partners’ concerns. We aim to raise within the MES community troubling questions about the nature of such projects engulfed in EU discourses of citizenship and school learning in response to globality whilst nevertheless seeking to find a way of acting in the world and trying to find, however limited and partial, an answer to the question: "what is to be done?" We are aware that equally troubling questions could be raised about the notions of mathematics itself and of mathematics education but these are not the focus of this report. INTRODUCTION AND PURPOSE PiCaM (http://www.citizenship-and-mathematics.eu/) is co-funded through the ERASMUS + Programme of the European Union (Project number 2017-1-UK01KA201-036675) and therefore was initially framed in response to the discourse of an EU call for action on global learning. However, it involves six partners i and at least some of us are committed to a math...

Mathematics Education Out in the Rural Scape : Experimenting With Radical Democracy for Commons

The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek... more

The Unbearable Lightness of Dislappearing Mathematics : Or, life and reason for the citizen at times of crisis

The Mathematics Enthusiast, 2018

In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp... more

Control technology as a means for designing virtual interactive space: what could be learned from blender use in architectural education?

The creative construction of virtual interactive space may benefit from the explicit employment o... more The creative construction of virtual interactive space may benefit from the explicit employment of 'control' technology in the design process. The notion of 'control' technology is neither new for the architectural studio nor for the architectural education. Instead, there is a history of tool-utilization (and production) for developing both realistic spatial relations concerning building sites but also imagining virtuality (and its interrelation to reality) or even combining real (or physical) and virtual (or digital) components into creating hybrid or/and ubiquitous space. The present paper aims to discuss the utilization of blender as part of architect students' education to both 'control' technology and 'virtual interactive space' design. In the following, after a brief background of digital technologies in architectural education, we describe the blender platform and then we describe some representative students' work that exemplify how i...

Humor as a Humble Way to Access the Complexity of Knowledge Construction

Constructivist Foundations, 2015

A Social and gendered analysis of the utilization of a VR planning tool for public participation

The paper is a follow-up to earlier work investigating the research hypothesis that Virtual Reali... more The paper is a follow-up to earlier work investigating the research hypothesis that Virtual Reality (VR) is nowadays a maturetechnology, suitable for communicating planning ideas. A work in progress involving the redesign of two squares within the urbanfabric of a deprived Athenian neighbourhood is presented. A VR model of existing and proposed layouts was constructed, focusingon accuracy of visualisation, ease of navigation, online spatialized commenting mechanism and ease of access. User groups weresupported with appropriate training—researchers had the opportunity to observe the reactions of people and deliver questionnairesthat help identify problem areas related to technophobia, disbelief, past knowledge, communication skills, understanding of thevisualisation system used, usability of the navigation system as well as the commenting mechanism. Gender and social exclusionare key issues in this particular multicultural neighbourhood. Collecting demographic data on all participant...

The 'street', the 'body' and the 'move': A hybrid space design for knowledge urban circulation

Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics Education and Life at Times of Crisis, vol. 1

Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics... more

Number words in 'other' languages: The case of little Marram

The present paper, based on a small scale critical eth-nographic study, explores the process of e... more The present paper, based on a small scale critical eth-nographic study, explores the process of experimenting collaboratively with multiple language use for number words as part of young children's mathematical learning activity. Data from a teaching experiment called 'Number words in 'other' languages' is utilized to illustrate the creation of a culturally responsive context with children aged 4 to 6, their parents, the classroom teacher and the researchers. The focus is on the case of little Marram, a Pakistani girl who lives in Greece and who experiences participation by sharing number knowledge in her dominant home language, Urdu. It is highlighted how discourses on gender and language determine Marram's learner identity-work in the multilingual preschool classroom.

De/mathematising the political : bringing feminist de/post-coloniality to mathematics education

Various interpretations have been given over to the term ’mathematising’ in relation to a variety... more Various interpretations have been given over to the term ’mathematising’ in relation to a variety of social thematic contexts in mathematics education. By way of theoretical intervention, we offer the beginnings of a feminist de/postcolonial commentary in response to such social, cultural and political programmes of work, while recognising the important contributions they have made to advancing complex political approaches to mathematics education as praxi. These social thematic approaches have promoted alternative ways of envisioning mathematical activity. Our critique is as much a celebration of these programmes of work that have offered diverse conversations about what it means to de/mathematise, as it is a way of moving these conversations forward in newer, alternative politico-epistemological directions. We argue that feminist de/postcoloniality offers opportunities to centralise ethical, democratic and (geo)political considerations in de/mathematisation activities and events, ...

“Mathematics is bad for society” : Reasoning about mathematics as part of society in a language diverse middle school classroom

“Mathematics is bad for society” : Reasoning about mathematics as part of society in a language d... more

Constructionism 2012 Theory Practice and Impact

A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating

Educational Studies in Mathematics

Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information... more Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and individual decision-making. In invoking exponential growth, mathematical modelling, statistical analysis, and the like, these data visualizations invite opportunities for mathematics teaching and learning. Yet data visualizations are social texts, authored from specific points of view, that narrate particular, and often consequential, stories. Their fundamental reliance on quantification and mathematics cements their social positioning as supposedly objective, reliable, and neutral. The reading of any data visualization demands unpacking the role of mathematics, including how data and variables have been formatted and how relationships are framed to narrate stories from particular points of view. We present an approach to a critical reading of data visualizations for the context of mathematics education that draws on three interrelated concepts: mathematical formatting (what gets quantified, measured, and how), framing (how variables are related and through what kind of data visualization), and narrating (which stories the data visualization tells, its potential impacts and limits). This approach to reading data visualisations includes a process of reimagining through reformatting, reframing and renarrating. We illustrate this approach and these three concepts using data visualizations published in the New York Times in 2020 about COVID-19. We offer a set of possible questions to guide a critical reading of data visualizations, beyond this set of examples.

Primary students’ participation in school based mathematical reasoning practices: Coordinating reciprocal teaching and systemic functional linguistics to support reasoning in the Swedish context

EDeR. Educational Design Research

The foreign language (FL) classroom can be an anxious environ- ment where students feel uncomfort... more The foreign language (FL) classroom can be an anxious environ- ment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role...

Disrupting development as the quality/equity discourse: Cyborgs and subalterns in school technoscience.

‘Sciences entering the ‘body’ of education: Women’s experiences and masculine domains of knowledge’.

What is happening when science -a stereotypically masculine domain of knowledgeenters the '

Challenging Perspectives on Mathematics Classroom Communication: From Representations to Contexts, Interactions and Politics.

by Iben M Christiansen and Anna Chronaki

Researching the school mathematics culture of ‘others’- Creating a self-other dialogue.

Anna Chronaki (2009) ‘Mathematics, Technologies, Education: The gender perspective’. University of Thessaly Press. (175 pages) ISBN – 978-960-8029-88-0

Anna Chronaki (2013) 'Gender and Technology in Education: Synthesis of Literature Review and Methodological Tools. Report to the Centre for Greek Language. Thessaloniki. (150 pages, in greek)

Επιμέλεια μετάφρασης του βιβλίου 'Αποκλείοντας τα Κορίτσια: Κορίτσια και Μαθηματικά' της Valerie Walkerdine. Εκδόσεις Gutenberg. Αθήνα

Anna Chronaki and Iben Maj Christiansen (eds) (2005) 'Challenging Perspectives in Mathematics Communication'. Information Age Publishing Inc. USA. Paperback ΙSBN-1-59311-151-7, Hardcover ΙSBN-1-59311-152-5 (371 pages).

We have chosen to put together this book for two reasons. First, we acknowledge dial an increased... more We have chosen to put together this book for two reasons. First, we acknowledge dial an increased focus on communication has influenced and shaped work in a range of perspectives and areas in mathematics education research and practice. Over the past decade and a half, we have witnessed more and more studies that-although not directly concerned with analyses of communication-are considering communication as an integral part of pedagogy and didactics in mathematics classrooms, mathematics education curricula, and broader educational structures. The notion of communication opens up to embrace not only what is happening and what is being said by the participants in a classroom setting, but also conveys the CluilleiigingPerspectives on Mathematics Classwom Communication, pages 3-45 All rights of reproduction in any form reserved. 3 4 A. CHRONAKI and I.M. CHRISTIANSEN

Άννα Χρονάκη, Θεοδώρα Κερμανίδη και Γιάννα Κατσιαμπούρα (2008) Γυναίκες στις Επιστήμες των Μαθηματικών: ιστορίες ζωής και ιστορίες παραγωγής μαθηματικής γνώσης. Εκδόσεις Πανεπιστημίου Θεσσαλίας. (ΙSBN: 978-960-8029-89-7).

Chronaki, A. (1990). Exploring the use of Drama in Mathematics Teaching in Lower Secondary School. MEd Dissertation. University of Bath. UK

MEd Dissertation. University of Bath., 1990

The research concerns the uses of drama in mathematics education in the realm of teaching and lea... more

Chronaki, A. (1997). ‘Case Studies in the Teaching of Mathematics through the use of Art-Based Activities’, Unpublished PhD thesis, University of Bath.