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
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
Re-framing the conceptual change approach in learning and instruction
2004 European Symposium on Conceptual Change 4th, Delphi Greece
Elsevier, 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
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
Proportional Reasoning. Educational Practices Series 30.
W Van Dooren, X Vamvakoussi, L Verschaffel
UNESCO International Bureau of Education, 2018
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