The consortium

Michael Kleine is a teacher of maths and physics in secondary schools and a school psychologist. He has been working as a university lecturer at Bielefeld University since 2012 and his research focuses on basic concepts of mathematical content, enactive approaches to mathematical content and the diagnosis and development of mathematical skills.

Andrea Peter-Koop is a Professor in Mathematics Education at Bielefeld University in Germany since 2011. After her initial teacher training, she moved to Melbourne, Australia to do research for her PhD thesis on mathematics teacher professional learning processes. Her current research interests and expertise include the development of assessment tools to be used by classroom teachers and the prevention of mathematical learning difficulties.

Samuel Coronado Álvarez works at the Institute of Mathematics Education at Bielefeld University as a project coordinator and supervisor of project applications to various third-party funding bodies. From 2018 to 2023, he was the technical and financial coordinator of several Erasmus+ projects (SOLIDARIS, EnLeMaH, ASYMPTOTE and SAPIENS) and is now responsible for the implementation and coordination of the DiToM project and the EnaMath project of the Fact Finding Mission (2023-DAAD). Since October 2023, he has been the overall coordinator of the LFB-Labs-Digital project (BMBF).

Rachel Berg is studying to become a teacher of maths and sport at Bielefeld University. As a student assistant, she supports the DiToM project with the coordinative and technical tasks.

Karin Sällström is a primary school teacher. She works as alecture in. matematics education at Linneaus University.

Håkan Sollervall finished his Ph.D. in mathematics in 1989. He has been teaching mathematics since 1985, mostly at university level but also at upper secondary school. He is now associate professor in mathematics and mathematics education at Linnaeus university in Sweden. He has authored textbooks in mathematics for teacher students and engineering students. His research interests include task design and design of lessons, with focus on supporting teachers’ orchestration of the designed lessons.

Pilar Sabariego Arenas has a degree in Mathematical Sciences from the University of Seville and a PhD from the University of Cantabria. Since 2008 she has been a Secondary School teacher, a job she has combined with that of associate professor in the area of Didactics of Mathematics at the University of Cantabria, where she has collaborated in several research projects on the teaching and learning of mathematics in students with autism spectrum disorder. She is currently working as a technical advisor in the Department of Education, Vocational Training and Universities of the Government of Cantabria.

Françoise Chenevotot has been a teacher-researcher at the University of Lille's and the Laboratoire de Didactique André Revuz for some twenty years. Her research in mathematics didactics focuses on the use of ICT in teaching, the analysis of teaching practices relating to the use of ICT, the analysis of the teaching practices of primary school teachers and the understanding of problem-solving activities in elementary schools.

Brigitte Grugeon-Allys has been an emeritus professor at the Laboratoire de Didactique André Revuz at the University of Paris-Est-Créteil for about thirty years. Her research in the didactics of mathematics focuses on the teaching of elementary algebra in secondary schools, the design of online learning platforms, the assessment of student learning, and the analysis of teaching practices.

Eric Mounier has been a teacher-researcher at the Université Paris-Est-Créteil in the Laboratoire de Didactique André Revuz for thirteen years. His research in mathematics didactics focuses on teaching and learning in elementary schools : written and oral numeration, problem solving and textbook analysis. 

Julia Pilet has been a teacher-researcher at the Université Paris-Est-Créteil in the Laboratoire de Didactique André Revuz for the past ten years. Her research in mathematics didactics focuses on the teaching and learning of elementary algebra in middle schools, the assessment of student learning and the analysis of teaching practices. 

Konstantinos Tatsis is a Professor of mathematics education at the Department of Primary Education at the University of Ioannina in Greece. He studied mathematics and then did his Ph.D. in mathematics education. He is currently teaching mathematics and mathematics education to preservice primary school teachers and he is the Director of the Laboratory of Research in Mathematics Teaching at the University of Ioannina. His research interests include the analysis of problem solving and problem posing interactions, with a special focus on linguistic and communicational aspects.

Andreas Moutsios-Rentzos is Assistant Professor of Mathematics Education at the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens (NKUA). He holds a Degree in Mathematics (NKUA), and an MSc and a PhD in Mathematics Education (University of Warwick). He teaches undergraduate and postgraduate courses related to didactics of mathematics, educational engineering, and research methodology. His research focusses on exploring the complexity of the teaching–learning phenomena with multifaceted interdisciplinary approaches.

Stavroula Prantsoudi is a post-doc researcher at the University of the Aegean and a Computer Science teacher in secondary education. She holds a degree in Computer Science, a Master’s in Information Systems, a Master’s in Interdisciplinary Didactics of Mathematics, Science, and ICT in Education and a PhD in Computer Science Didactics. Her research interests lie on computational thinking, interdisciplinary education, curriculum design and teacher’s training.

Frangiskos Kalavasis is Professor of Didactic of Mathematics and Educational Engineering at the Faculty of Humanities of University of the Aegean in Rhodes and Associated Researcher at the LAREQUOI (Laboratoire des Recherches en Qualité, Organisation, Intelligences) of Université Paris-Saclay, UVSQ in France.

Konstantinos Perdikaris is a MSc researcher at the University of the Aegean and Mathematics teacher in secondary education. He holds a degree in Applied Mathematics Department (University of Crete) and a Master’s in Didactics of Mathematics, Science, and ICT in Education: Interdisciplinary Approach. His research interests lie on computational and systemic thinking, computational modeling, interdisciplinary education, curriculum design and teacher’s training.

Argeroula Petrou holds a B.Sc. and a M.Sc. from the Informatics and Telecommunications department of the National & Kapodistrian University of Athens. She has also and a PhD in Special Education and Informatics Didactics from the University of the Aegean where she serves as an associate researcher. Her research interests include Computer Science Education, Special Education, Assistive Technology, Computational Thinking, e/m-learning, ICT design for learning, Bioinformatics, Biotechnology and Biomedical Engineering

Assistant Professor

She has been teaching Mathematics Education and Methodical practice in mathematics of the Graduate study programme. She has created and organized workshops for pupils in elementary and high schools. She has been participating in organizing and conducting competitions for high school pupils, as well as conducting activities for the popularization of science. She participated in the Erasmus + project EnLeMaH (Enactive Learning in Mathematics at Home) with the aim to create a teacher training course regarding enactive learning.

Ana Grbac is Senior Assistant at the Faculty of Mathematics, University of Rijeka. She has been teaching methodical courses of the Graduate study programme in Mathematics since 2008. She has created and organized educational workshops for primary school students and math teachers.

Sanja Rukavina is Full Professor at the Faculty of Mathematics, University of Rijeka. She has been teaching (at university level) methodologies of teaching mathematics and supervising students' teaching practice in schools since 1990. Moreover, she is author/co-author of workshops for math teachers and pupils, and of textbooks for High/Secondary schools (1996-2005), member of Commision for professional exams for Mathematics Teachers (Appointed by Croatian Education and Teacher Training Agency) since 2004, and invited speaker at many professional seminars for math teachers. She was a leader at the Faculty of Mathematics (partner) Erasmus + project EnLeMaH (Enactive Learning in Mathematics at Home) (2021-2023).

Miglena Asenova has been researcher in Mathematics Education at the Free University of Bozen-Bolzano since 2021. Previously she was a secondary school mathematics teacher involved in a PhD program in Mathematics with thesis in Mathematics Education. Her research interests are related to the epistemology of Mathematics Education, the use of logic as research tool, and the role of semiotics in teacher training.