Constantinos Christou

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This Monograph aims to contribute to the information processing, the differential, and the developmental modeling of the mind, and to work these into an integrated theory. Toward this aim, a longitudinal study is presented that investigates the relations between processing efficiency, working memory, and problem solving from the age of 8 years to to the age(More)
Designing successful learning environments entails drawing on theoretical perspectives on learning while, at the same time, being cognisant of the affordances and constraints of the technology. This paper reports on the development of a software environment called 3DMath, a dynamic three-dimensional geometry microworld aimed at enabling learners to(More)
The purpose of this study was to modify and extend Technology Acceptance Model to assess secondary school teachers' intention to use Cabri in geometry teaching. We developed a measurement-structural model and enriched TAM by integrating in the model a new significant parameter, " perceived pedagogical-learning fit " , which refers to evaluating the(More)
This article focuses on the construction, description and testing of a theoretical model for the structure of 3D geometry thinking. We tested the validity and applicability of the model with 269 students (5 th to 9 th grade) in Cyprus. The results of the study showed that 3D geometry thinking can be described across the following factors: (a) recognition(More)
While, commonly across the world, selected key ideas of the Calculus are introduced to students in the final years of schooling, and are thence built upon as students take a full course in Analysis at University, there remains much to learn about how best to introduce such ideas and how to develop and expand the ideas at University level. This paper reports(More)
Mathematical modelling is a complex mathematical activity, and the teaching and learning of modelling and applications involves many aspects of mathematical thinking and increasing number of mathematics education researchers have begun focusing their research efforts on mathematical modelling, especially at the school level. It is not simply a case of(More)
The present study investigates the ability of Down Syndrome (DS) adults to reason: (a) deductively with transitivity (linear and reverse relations) and categorical syllogisms (all-some relations); (b) inductively with classical verbal analogies and non-verbal analogical reasoning (Raven's Coloured Progressive Matrices); and (c) to retain information in(More)
In this paper we investigated the difficulty levels of the identification of functions in different representations of mathematical relations. The relative difficulties associated with functions and developmental levels were examined through a written test administered to 38 first year undergraduate students. The results appear to support the assumption(More)
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