Name: Vamvakousi Xanthi
Academic Rank: Assoc. Professor
GG: 442/Γ/28-03-2019
Phone./Fax: 2651005837
Office: 4th floor, Preschool Education Dept.
  • Conceptual change in mathematics learning
  • Rational number learning and teaching
  • The development of number sense in early childhood
  • Mathematics Degree, Dept. of Mathematics, NKUA
  • Masters in Teaching and Methodology of Mathematics, Department of Mathematics, NKUA
  • PhD in Basic and Applied Cognitive Science, Department of Methodology, History and Theory of Science, NKUA
  1. Vamvakoussi, X., Van Dooren, W., & Verschaffel, L. (2013). Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study. Educational Studies in Mathematics, 82(2), 323-330.
  2. Vamvakoussi, X. & Vosniadou, S. (2012). Bridging the gap between the dense and the discrete. The number line and the “rubber line” bridging analogy. Mathematical Thinking and Learning, 14, 265–284.
  3. Vamvakoussi, X., Van Dooren, W., & Verschaffel, L. (2012). Naturally biased? In search for reaction time evidence for a natural number bias in adults. Journal of Mathematical Behavior, 31, 344-355.
  4. Vamvakoussi, X., Christou, K.P., Mertens, L., & Van Dooren, W. (2011). What fills the gap between the discrete and the dense? Greek and Flemish students’ understanding of density. Learning & Instruction, 21, 676-685.
  5. Vamvakoussi, Χ. & Vosniadou, S. (2010). How many decimals are there between two fractions? Aspects of secondary school students’ reasoning about rational numbers and their notation. Cognition & Instruction, 28(2), 181-209.
  6. Kollias V.P., Mamalougos N., Vamvakoussi X., Lakkala M., & Vosniadou S. (2005). Teachers’ attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation. Computers & Education, 45(3), 295-315.
  7. Vamvakoussi, X. & Vosniadou, S. (2004). Understanding the structure of the set of rational numbers: A conceptual change approach. Learning and Instruction, 14, 453-467.