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.
Τhe present symposium is an attempt to rethink gender in mathematics education research beyond th... more Τhe present symposium is an attempt to rethink gender in mathematics education research beyond the box, and specifically the box of binaries. We consider the importance in contemporary neoliberal t ...
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.
The outcome of designing and navigating virtual space abstractions cannot be perceived as a neutr... more The outcome of designing and navigating virtual space abstractions cannot be perceived as a neutral process for re-imagining or re-presenting what is indented by the mind’s eye or the body’s hand a ...
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...
The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek... more The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek village that tends to challenge the neoliberal and capitalist politics of economic austerity in the ...
In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp... more In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp contrast to the 'maths for all' discourse of contemporary mathematics education reforms. Le Guin writes of ...
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...
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...
Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics... more Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics Education and Life at Times of Crisis, vol. 2
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.
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 d... more “Mathematics is bad for society” : Reasoning about mathematics as part of society in a language diverse middle school classroom
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...
Τhe present symposium is an attempt to rethink gender in mathematics education research beyond th... more Τhe present symposium is an attempt to rethink gender in mathematics education research beyond the box, and specifically the box of binaries. We consider the importance in contemporary neoliberal t ...
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.
The outcome of designing and navigating virtual space abstractions cannot be perceived as a neutr... more The outcome of designing and navigating virtual space abstractions cannot be perceived as a neutral process for re-imagining or re-presenting what is indented by the mind’s eye or the body’s hand a ...
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...
The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek... more The purpose of this paper is to discuss a pedagogic experimentation in the rural scape at a Greek village that tends to challenge the neoliberal and capitalist politics of economic austerity in the ...
In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp... more In the early 1960s, Ursula Le Guin wrote 'The Masters', a short novel that offers a sharp contrast to the 'maths for all' discourse of contemporary mathematics education reforms. Le Guin writes of ...
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...
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...
Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics... more Proceedings of the Ninth International Mathematics Education and Society Conference : Mathematics Education and Life at Times of Crisis, vol. 2
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.
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 d... more “Mathematics is bad for society” : Reasoning about mathematics as part of society in a language diverse middle school classroom
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...
The research concerns the uses of drama in mathematics education in the realm of teaching and lea... more The research concerns the uses of drama in mathematics education in the realm of teaching and learning. It focuses on interviews with experienced teachers and reports case studies from schools in the UK.
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