{"id":174,"date":"2017-07-23T08:01:40","date_gmt":"2017-07-23T08:01:40","guid":{"rendered":"http:\/\/ltee.aegean.gr\/kafousi\/?page_id=174"},"modified":"2019-09-18T14:41:26","modified_gmt":"2019-09-18T14:41:26","slug":"%ce%b4%ce%b7%ce%bc%ce%bf%cf%83%ce%b9%ce%b5%cf%8d%cf%83%ce%b5%ce%b9%cf%82-%cf%83%ce%b5-%ce%b4%ce%b9%ce%b5%ce%b8%ce%bd%ce%ae-%cf%80%ce%b5%cf%81%ce%b9%ce%bf%ce%b4%ce%b9%ce%ba%ce%ac","status":"publish","type":"page","link":"http:\/\/ltee.aegean.gr\/kafousi\/el\/%ce%b4%ce%b7%ce%bc%ce%bf%cf%83%ce%b9%ce%b5%cf%8d%cf%83%ce%b5%ce%b9%cf%82-%cf%83%ce%b5-%ce%b4%ce%b9%ce%b5%ce%b8%ce%bd%ce%ae-%cf%80%ce%b5%cf%81%ce%b9%ce%bf%ce%b4%ce%b9%ce%ba%ce%ac\/","title":{"rendered":"\u0394\u03b7\u03bc\u03bf\u03c3\u03b9\u03b5\u03cd\u03c3\u03b5\u03b9\u03c2 \u03c3\u03b5 \u03b4\u03b9\u03b5\u03b8\u03bd\u03ae \u03c0\u03b5\u03c1\u03b9\u03bf\u03b4\u03b9\u03ba\u03ac"},"content":{"rendered":"<div class=\"fusion-one-full fusion-layout-column fusion-column-last fusion-spacing-yes\" style=\"margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"fusion-one-full fusion-layout-column fusion-column-last fusion-spacing-yes\" style=\"margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper\"><ul>\n<li>Moutsios-Rentzos, A., Chaviaris, P., &amp;<strong> Kafoussi, S.<\/strong> (2015). School socio-cultural identity and perceived parental involvement about mathematics learning in Greece.<em> REDIMAT<\/em>,<em> 4<\/em>(3), 234-259. doi: 10.4471\/redimat.2015.1527<\/li>\n<li><strong>Kafoussi, S.<\/strong> (2014). Can preschool children collaborate in mathematical tasks productively? <em>International Journal for Mathematics in Education (HMS i JME) <\/em>, vol. 6, 106-119.<\/li>\n<li>Mokos, E. &amp; <strong>Kafoussi, S<\/strong>. (2013). Elementary students\u2019 spontaneous metacognitive functions in different types of mathematical problems. <em>Journal of Research in Mathematics Education<\/em> (<em>REDIMAT)<\/em>, 2(2), 242-267.<\/li>\n<li>Fesakis, G., <strong>Kafoussi, S.<\/strong> &amp; Malisiova, \u0395. (2011). Intuitive conceptions of kindergarten children about the two dice sum problem, through the use of a microworld. The <em>International Journal for Technology in Mathematics Education, <\/em>18(2), 61-70.<\/li>\n<li>Kalavasis, F., <strong>Kafoussi, S.<\/strong>, Skoumpourdi, C. &amp; Tatsis, K. (2010). Interdisciplinarity and Complexity (I-C) in Mathematics Education: A proposal for their systematic implementation and the role of an international scientific community. <em>Revue de l\u2019Interdisciplinarite Didactique<\/em>, 1(1), 31-40.<\/li>\n<li>Kafoussi, S., Chaviaris, P. &amp; Dekker, R. (2009-2010). Factors that influence the development of students\u2019 regulating activities as they collaborate in mathematics. <em>International Journal for Mathematics in Education (HMS i JME), <\/em>2, 46-74.<\/li>\n<li>Chaviaris, P. &amp; <strong>Kafoussi, S.<\/strong> (2010). Developing students\u2019 collaboration in a mathematics classroom through dramatic activities<em>. International Electronic Journal of Mathematics Education, <\/em>5(2), 91-110.<\/li>\n<li>Skoumpourdi, C., <strong>Kafoussi<\/strong>, &amp; Tatsis, K. (2009). Designing Probabilistic Tasks for kindergartners. <em>Journal of Early Childhood Research, <\/em>7(2), 155-174<em>.<\/em><\/li>\n<li>Tatsis, K., <strong>Kafoussi, S.<\/strong> &amp; Skoumpourdi, C. (2008). Kindergarten children discussing the fairness of probabilistic games: The creation of a primary discursive community. <em>Early Childhood Education<\/em> <em>Journal, <\/em>36 (3), 221-226.<\/li>\n<li>Chaviaris, P., <strong>Kafoussi, S.<\/strong> &amp; Kalavassis, F. (2007). Pupils\u2019 meta-discursive reflection on mathematics: a case study. Teaching Mathematics and Computer Science, 5(1), 147-169.<\/li>\n<li><strong>Kafoussi, S.<\/strong> (2004). Can kindergarten children be successfully involved in probabilistic tasks? <em>Statistics Education Research Journal (SERJ)<\/em>, 3(1), 29-39.<\/li>\n<li><strong>Kafoussi, S.<\/strong> &amp; Ntziahristos, E. (2001).\u00a0 In-service teachers\u2019 training: the case of fractions. <em>Mathematics, Informatics &amp; Physics<\/em>, 1, 127-138.<\/li>\n<\/ul>\n<div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-clearfix\"><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-174","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/pages\/174","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/comments?post=174"}],"version-history":[{"count":3,"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/pages\/174\/revisions"}],"predecessor-version":[{"id":257,"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/pages\/174\/revisions\/257"}],"wp:attachment":[{"href":"http:\/\/ltee.aegean.gr\/kafousi\/wp-json\/wp\/v2\/media?parent=174"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}