Dr Constantinos Xenofontos

Position and Experience

I’m a Lecturer in Education at the Faculty of Social Sciences, specialising in mathematics education. I have previously worked as a Lecturer and as an Assistant Professor at the University of Nicosia (Cyprus), teaching undergraduate and postgraduate classes in mathematics education and educational research methods.

Education

2006: BA in Education (with professional status in primary education) – University of Cyprus (Cyprus)

2007: MPhil in Education (Mathematics Education) – University of Cambridge (UK)

2011: PhD in Education (Mathematics Education) – University of Cambridge (UK)

2013: PgCert in Educational Leadership – University of Leicester (UK)

Research areas

(a) Mathematical problem solving

(b) Teacher education (initial teacher education and in-service professional development)

(c) Socio-cultural and socio-political issues in mathematics education

Books

Xenofontos, C. (Ed.) (2019). Equity in mathematics education: Addressing a changing world. Charlotte, NC: Information Age Publishing.

Publications in peer-reviewed academic journals

Andrews, P., Xenofontos, C., & Sayers, J. (2021). Estimation in the mathematics curricula of the United Kingdom: Ambivalent expectations of an essential competence. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2020.1868591

Xenofontos, C. & Andrews, P. (2020). The discursive construction of mathematics teacher self-efficacy. Educational Studies in Mathematics, 105(2), 261-283.

Xenofontos, C., Fraser, S., Priestley, A., & Priestley, M. (2020). Mathematics teachers and social justice: A systematic review of empirical studies. Oxford Review of Education. Advance online publication. DOI: 10.1080/03054985.2020.1807314

Xenofontos, C. (2019). Primary teachers’ perspectives on mathematics during curriculum reform: A collective case study from Cyprus. Issues in Educational Research, 29(2), 979-996.

Xenofontos, C. (2018). Greek-Cypriot elementary teachers’ epistemological beliefs about mathematics. Teaching and Teacher Education, 70, 47-57.

Ξενοφώντος, Κ. (2017). Πεποιθήσεις Κύπριων δασκάλων για τη διδασκαλία και μάθηση των μαθηματικών σε γλωσσικά και πολιτισμικά ποικιλόμορφα περιβάλλοντα. Έρευνα στη Διδακτική των Μαθηματικών, 10, 55-72. [Xenofontos, C. (2017). Cypriot elementary teachers’ beliefs about mathematics teaching and learning in linguistically and culturally diverse settings. Research in Didactics of Mathematics, 10, 55-72]

Xenofontos, C. & Kyriakou, A. (2017). Prospective elementary teachers’ beliefs about collaborative problem solving and dialogue in mathematics. Mathematics Teacher Education and Development, 19(2), 142-158.

Xenofontos, C. (2016). Teaching mathematics in culturally and linguistically diverse classrooms: Greek-Cypriot elementary teachers’ reported practices and professional needs. Journal of Urban Mathematics Education, 9(1), 94-116.

Andrews, P. & Xenofontos. C. (2015). Analysing the relationship between the problem solving-related beliefs, competence and teaching of three Cypriot primary teachers. Journal of Mathematics Teacher Education, 18(4), 299-325.

Xenofontos, C. (2015). Immigrant pupils in elementary classrooms of Cyprus: How teachers view them as learners of mathematics. Cambridge Journal of Education, 45(4), 475-488.

Xenofontos, C. & Papadopoulos, C. E. (2015). Opportunities of learning through the history of mathematics: the example of national textbooks in Cyprus and Greece. International Journal for Mathematics Teaching and Learning. Available online at http://www.cimt.plymouth.ac.uk/journal/

Xenofontos, C. (2014). The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England. Preschool & Primary Education, 2(1), 3-16.

Xenofontos, C. & Andrews, P. (2014). Defining mathematical problems and problem solving: Prospective primary teachers’ beliefs in Cyprus and England. Mathematics Education Research Journal, 26(2), 279-299.

Xenofontos, C. & Andrews, P. (2012). Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions. Research in Mathematics Education, 14(1), 69-85.

Publications in professional journals for practitioners

Papageorgiou, E. & Xenofontos, C. (2018). Discovering geometrical transformations in the ancient mosaics of Cyprus: An instructional approach to Grade 6. Australian Mathematics Teacher, 74(2), 34-40.

Xenofontos, C. (2015). Exploring new ways of teaching primary mathematics: The Mathematical Fair. Primary Mathematics, 19(3), 25-27.

Xenofontos, C. (2015). Working collaboratively on unusual geometry problems. Mathematics Teaching, 248, 12-14.

Book chapters

Priestley, M. & Xenofontos, C. (2020). Curriculum making: key concepts and practices. In J. Biddulph & J. Flutter (Eds.), Unlocking Research: Inspiring primary curriculum design (pp. 1-13). Oxon, UK: Routledge.

Xenofontos, C. (2019). Equity and social justice in mathematics education: A brief introduction. In C. Xenofontos (Ed.), Equity in mathematics education: Addressing a changing world (pp. 1-22). Charlotte, NC: Information Age Publishing.

Jablonka, E., Andrews, P., Clarke, D., & Xenofontos, C. (2018). Comparative studies in mathematics education. In T. Dreyfus, M. Artigue, D. Potari, S. Prediger & K. Ruthven (Eds.), Developing research in mathematics education - twenty years of communication, cooperation and collaboration in Europe (pp. 223-238). Oxon, UK: Routledge - New Perspectives on Research in Mathematics Education series, Vol. 1.