Xenia  Vamvakoussi
Xenia Vamvakoussi
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The framework theory approach to the problem of conceptual change
S Vosniadou, X Vamvakoussi, I Skopeliti
International handbook of research on conceptual change, 3-34, 2008
Understanding the structure of the set of rational numbers: A conceptual change approach
X Vamvakoussi, S Vosniadou
Learning and instruction 14 (5), 453-467, 2004
How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation
X Vamvakoussi, S Vosniadou
Cognition and instruction 28 (2), 181-209, 2010
Naturally biased? In search for reaction time evidence for a natural number bias in adults
X Vamvakoussi, W Van Dooren, L Verschaffel
The Journal of Mathematical Behavior 31 (3), 344-355, 2012
Re-framing the conceptual change approach in learning and instruction
2004 European Symposium on Conceptual Change 4th, Delphi Greece
Elsevier, 2007
How many numbers are there in a rational numbers interval? Constraints, synthetic models and the effect of the number line
X Vamvakoussi, S Vosniadou
Reframing the conceptual change approach in learning and instruction, 265-282, 2007
What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density
X Vamvakoussi, KP Christou, L Mertens, W Van Dooren
Learning and Instruction 21 (5), 676-685, 2011
Teachers’ attitudes to and beliefs about web-based collaborative learning environments in the context of an international implementation
V Kollias, N Mamalougos, X Vamvakoussi, M Lakkala, S Vosniadou
Computers & Education 45 (3), 295-315, 2005
Examining mathematics learning from a conceptual change point of view: Implications for the design of learning environments
S Vosniadou, X Vamvakoussi
Instructional Psychology: Past, present, and future trends–Sixteen essays in …, 2006
Students’ interpretations of literal symbols in algebra
KP Christou, S Vosniadou, X Vamvakoussi
Reframing the conceptual change approach in learning and instruction, 283-297, 2007
Brief Report. Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study
X Vamvakoussi, W Van Dooren, L Verschaffel
Educational studies in mathematics 82, 323-330, 2013
Bridging the gap between the dense and the discrete: The number line and the “rubber line” bridging analogy
X Vamvakoussi, S Vosniadou
Mathematical Thinking and Learning 14 (4), 265-284, 2012
Conceptual change
M Schneider, X Vamvakoussi, W Van Dooren, NM Seel
Springer; New York Dordrecht Heidelberg London, 2012
The development of rational number knowledge: Old topic, new insights
X Vamvakoussi
Learning and Instruction 37, 50-55, 2015
The framework theory approach applied to mathematics learning
X Vamvakoussi, S Vosniadou, W Van Dooren
International handbook of research on conceptual change, 305-321, 2013
Using analogies to facilitate conceptual change in mathematics learning
X Vamvakoussi
ZDM 49 (4), 497-507, 2017
Bridging psychological and educational research on rational number knowledge
X Vamvakoussi, KP Christou, S Vosniadou
Journal of Numerical Cognition 4 (1), 84-106, 2018
Individual Differences in Students' Knowing and Learning about Fractions: Evidence from an In-Depth Qualitative Study.
M Bempeni, X Vamvakoussi
Frontline Learning Research 3 (1), 18-35, 2015
The transition from natural to rational number knowledge
J Van Hoof, X Vamvakoussi, W Van Dooren, L Verschaffel
Acquisition of complex arithmetic skills and higher-order mathematics …, 2017
Nurturing conceptual change in mathematics education
B Greer, L Verschaffel, S Vosniadou, A Baltas, X Vamvakoussi
Elsevier; Amsterdam, 2007
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