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PUBLICATIONS
PhD Thesis
D. Potari, "Learning Approaches in Mathematics", Ph.D.Thesis, University of
Edinburgh, 1987.
A. International Journals
1. Leach, T., Potari, D., Searl, J. & Shannon, P. (1987).
Practical Activities.
Mathematics in School, Vol.16, No5. (English journal)
2. Potari, D. & Searl,J. (1989). Creating a Learning Environment for 16+
Mathematics. Teaching Mathematics and Its Applications, Vol.8, No.2.
3. Potari, D & Searl, J. (1990). Creating a Learning Environment for 16+
Mathematics. Int. J. Math. Educ. Sci. Technol., Vol.21, No.2.
4. Potari, D. & Spiliotopoulou,V. (1992). Could you construct a solid?.
Mathematics Teaching 138.
5. Potari, D & Spiliotopoulou (1992). Children's Representations of the
development of solids. For the Learning of Mathematics, Vol.12, No.1.
6. Panoutsopoulos, A. & Potari, D. (1995). Applying short computer programs to
elementary mathematics. Int. J. Math. Educ. Sci. Technol., Vol.26, No. 1, 1995.
7. Potari, D. & Spiliotopoulou, V. (1996). Children's Approaches to the Concept
of Volume. Science Education, Vol. 80, No. 3.
8. Kordaki, M. & Potari,D. (1998). Children's Approaches to Area Measurement
through Different Contexts. Journal of Mathematical Behavior, 17(3).
9. M. Kordaki & D. Potari, "A learning environment for the conservation of area
and its measurement: a computer microworld", Computers & Education,
Vol. 31.
10. Patronis, T., Potari, D. & Spiliotopoulou, V. (1999). Students'
argumentation in decision-making on a socio-scientific issue: implications for
teaching. International Journal of Science Education, Vol.21, No.7.
11. Potari, D. & Spiliotopoulou, V. (2001). Patterns in Children's Drawings and
Actions while Constructing the Nets of Solids: The case of the Conical Surfaces.
Focus on Learning Problems in Mathematics, Vol.23, No.4.
12. Potari, D. (2001). Primary Mathematics Teacher Education in Greece: Reality
and Vision. Journal of Mathematics Teacher Education, 4.
13. Kordaki, M. & Potari, D. (2002). The Effect of Area Measurement Tools on
Student Strategies: The Role of a Computer Microworld, International Journal of
Computers for Mathematical Learning, 7(1).
14. Potari, D. & Jaworski, B. (2002). Tackling Complexity in Mathematics
Teaching Development: Using the Teaching Triad as a Tool for Reflection and
Analysis. Journal of Mathematics Teacher Education, 5(4).
15. Potari, D. & Georgiadou-Kabouridis, B. (2009). A primary teacher's
mathematics teaching: the development of beliefs and practice in different
supportive contexts. Journal of Mathematics Teacher Education, Vol. 12.
16. Jaworski, B.& Potari, D.(2009). Bridging the micro- and the macro- divide:
using an activity theory model to capture sociocultural complexity in
mathematics teaching and its development.
Educational Studies in Mathematics, 72.
17. Triantafillou, Ch. & Potari, D. (2010). Mathematical practices in a
technological workplace: the role of tools.
Educational Studies in Mathematics. 74, 275-294.
18. Potari, D, Sakonidis, Ch, Chatzigoula, R & Manaridis, A. (2010). Teachers's
and Researchers' collaboration in analyzing mathematics teaching: A context for
professional development and reflection.
Journal of Mathematics Teacher Education. 13, 473-485.
19. Giannakoulias, E. Mastorides, E. Potari, D. & Zachariades, T. (2010).
Studying teachers' mathematical argumentation in the context of refuting
students' invalid claims.
The Journal of Mathematical Behavior. 29, 160-168.
20. Palla, M. Potari, D. & Spirou, P. (2012). Secondary school students'
understanding of Mathematics Induction: Structural characteristics and the process of
proof construction.
International Journal of Mathematics and Science Education, 10, 1023-1045
.
21. Petropoulou G., Potari D. & Zachariades T. (2013). Investigating university mathematics
teaching. Mediterranean Journal for Research in Mathematics Education, 12, 23-37.
22.Potari, D. (2013). The relationship of theory and practice in mathematics teacher professional
development: An activity theory perspective.
ZDM: The International Journal of Mathematics Education, 45, 507-519.
23. Paparistodemou, Potari, D. & Pitta-Pantazi, D. (2014). Prospective teachers' attention
on geometrical tasks. Educational Studies in Mathematics, 86, 1-18.
24. Sakonidis, Ch. & Potari, D. (2014). Mathematics teacher educators'/researchers' collaboration
with teachers as a context for professional learning.
ZDM: The International Journal of Mathematics Education, 46,
293-304.
25. Triantafillou, C. & Potari, D. (2014). Revisiting the place value concept in the workplace context: the issue
of transfer development.
Educational Studies in Mathematics, 86(3), pp. 337-358.
26. Torner, G., Potari, D & Zachariades, T. (2014). Calculus in European Classrooms: curriculum and teaching in
different educational and cultural contexts.
ZDM: The International Journal of Mathematics Education, 46(4), 549-560.
27. Markopoulos, Ch., Potari, D., Boyd, W., Petta, K. & Chaseling, M. (2015). The development of primary school students’
3D geometrical thinking within a dynamic transformation context.
Creative Education, 6(14), 1508-1522.
28. Metaxas, N., Potari, D. & Zachariades, T. (2016). Analysis of a teacher’s pedagogical arguments using Toulmin’s
model and argumentation schemes. Educational Studies in Mathematics, 23(3), 383-397.
29. Triantafillou, Ch., Spiliotopoulou, V. & Potari, D. (2016).
The nature of argumentation in mathematics and
physics texts: The case of periodicity.
International Journal of Mathematics and Science Education, 14, 681-699.
30. Stouraitis, K., Potari, D. & Skott, J. (2017). Contradictions, dialectical oppositions and shifts in teaching
mathematics. Educational Studies in Mathematics, 95(2), 203-217.
31. Abboud, M.,Goodchild, S., Jaworski, B, Potari, D. Robert, A. & Rogalski, J. (2018). Use of Activity Theory to
make sense of mathematics teaching: A dialogue between perspectives. Annals de Didactique et de sciences cognitives
(special issue), 61-92.
32. Potari, D., Psycharis, G., Sakonidis, Ch., & Zachariades, T. (2019). Collaborative design of a reform-oriented
mathematics curriculum: Contradictions and boundaries across teaching,
research, and policy. Educational Studies in Mathematics, 102(3), 417-434.
33. Bakogiani, D & Potari, D. (2019). Re-sourcing secondary mathematics teachers’ teaching of statistics in a context
of a community of practice.
The Journal of Mathematical Behavior, 56 (online first).
34. Mass, K., Cobb, P. Krainer, K. & Potari, D. (2019). Different ways to implement innovative teaching approaches
at scale. Educational Studies in Mathematics 102(3), 303-318.
35. Petropoulou, G., Jaworski, B. Potari, D. & Zachariades, T. (2020). Undergraduate mathematics teaching in first
year lectures: Can it be responsive to student learning needs?.
International journal of research in undergraduate mathematics education,
6, 347-374.
36. Jaworski, B., & Potari, D. (2021).
Implementation of a developmental model of teachers'
and didacticians’ learning through inquiry: design,
operationalisation and outcomes.
ZDM–Mathematics Education, 53(5), 1073-1084.
37. Sakonidis, C., Potari, D., & Zachariades, T. (2022).
Meeting the challenges of re-designing two mathematics
curricula reforms in uncertain times.
Research in Mathematics Education, 24(2), 150-169.
38. Potari, D., Jaworski, B., & Petropoulou, G. (2022).
Theorizing university mathematics teaching:
the Teaching Triad within an Activity Theory perspective.
Educational Studies in Mathematics, 1-16.
B. International Conferences
39. Potari, D. (1988). Assessing Mathematical knowledge at 12+.
Proceedings of the Conference Mathematics Teaching 1988,
Edinburgh Centre for Mathematical Education.
40. Potari, D. (1990). A mathematics curriculum for prospective Primary
Teachers in Greece. Proceedings of CIEAM 42, Poland.
41. Potari, D. & Spiliotopoulou, V. (1996). Children's Common-Sense
Understanding of Shape. In C. Keitel, U. Gellert, E. Jablonka, M. Muller (eds.)
Mathematics (Education) and Common Sense, Proceedings of the 47th CIEAEM
Meeting, Freie Universitat Berlin.
42. Markopoulos, Ch. & Potari, D. (1996). Thinking about Geometrical Shapes in a
Computer-based Environment. In L. Puig & A. Gutierrez (eds.) Proceedings of the
20th Conference of the International Group for the Psychology of Mathematics
Education, Vol. 3, Universitat de Valencia.
43. Spiliotopoulou, V. & Potari, D. (1997). The Concept of Shape and Entities
in Biology. Proccedings of the First Mediterranean Conference Mathematics and
Applications, Cyprus.
44. Potari, D. & Triadafillidis, T. (1997). Studying children's argumentation by
incorporating different representational media", In E. Pehkonen (eds.)
Proceedings of the 21st Conference of the International Group for the Psychology
of Mathematics Education, Vol. 4, University of Helsinki.
45. Jaworski, B. & Potari, D. (1998). Characterising Mathematics Teaching using
the Teaching Triad. In A. Olivier & K. Newstead (eds.) Proceedings of the 22nd
Conference of the International Group for the Psychology of Mathematics
Education, Vol. 3, University of Stellenbosch, South Africa, 1998.
46. Georgiadou, B. & Potari, D. (1998). Exploring Prospective Primary School
Teachers' understanding of Mathematics Through the Development of their
Pedagogical Knowledge. Proceedings of the International Conference on the
Teaching of Mathematics, Samos, 1998.
47. Georgiadou, B. & Potari, D. (1999). The Development of Prospective Primary
Teachers' Conceptions about Teaching and Learning Mathematics in different
contexts, Proceedings of the 8th European Workshop on Research on Mathematical
Beliefs, Nicosia, 1999.
48. Markopoulos, Ch. & Potari, D. (1999). Forming relationships in
three-dimensional geometry through dynamic environments, In Zaslavsky (ed.)
Proceedings of the 23rd Conference of the International Group for the Psychology
of Mathematics Education, Vol. 3, Israel Institute of Technology, Haifa.
49. Georgiadou, B. & Potari, D. (2000). The development of two primary teachers'
thinking during their first year of mathematics teaching. In A. Gagatsis & G.
Makrides (eds.) Proceedings of the 2nd Mediterranean Conference on Mathematics
Education, Vol.1, Nicosia.
50. Markopoulos, Ch. & Potari, D. (2000). Dynamic Transformations of Solids in
the Mathematics Classroom. In Nakahara and Koyama (eds.) Proceedings of the 24th
Conference of the International Group for the Psychology of Mathematics
Education, Vol. 3, Hiroshima, Japan.
51. Spiliotopoulou, V. & Potari, D. (2002). Prospective primary teachers'
experiences as learners, designers and users of open mathematical tasks.
Proceedings of the International Conference on Teaching of Mathematics,
Crete, Greece.
52. Georgiadou- Kabouridis, B. & Potari, D. (2002). From University to school: A
longitudinal study of a teacher's professional development in mathematics
teaching. In A. Cockburn & E. Nardi (eds.) Proceedings of the 26th Conference of
the International Group for the Psychology of Mathematics Education, Vol. 2,
Norwich, U.K.
53. Potari, D., Diakogiorgi, K & Zanni, E. (2003). Similes as a tool for
exploring children's thinking about geometrical shapes. Proceedings of the Third
Conference of the European Research in Mathematics Education, Bellaria, Italy.
54. Kouranou, M. & Potari, D. (2003). Children's approaches to the concept of
volume through dynamic environments. In T. Triantafillidis & K. Hatzikiriakou
(Eds.) Technology in Mathematics Education, Proceedings of the 6th International
Conference, University of Thessaly, Volos, Greece.
55. Georgiadou, B., Markopoulos, Ch. Potari, D & Spiliotopoulou, V.(2004).
Balancing teachers' and researchers' objectives in a collaborative study of the
transition from primary to secondary education. Proceedings of the 10th
International Congress on Mathematical Education, ICME10
http://www.icme-organisers.dk/tsg23/, Copenhagen, Denmark, 2004.
56. Markopoulos, Ch. & Potari, D. (2005). Using dynamic transformations of
solids to promote children's geometrical reasoning", Proceedings of the Third
Conference of the European Research in Mathematics Education. CERME 4: WG7 (pp. 756-765).
Sant Feliu de Guixols, Spain.
57. Alston, A., Potari, D. & Myrtil, T. (2005). An Analysis of Teachers'
Mathematical and Pedagogical Activity as Participants in Lesson Study.
Proceedings of PME27-NA.
58. Paparistodemou, E., Potari, D., Pitta, D. (2006). Prospective Teachers'
Awareness Of Young Children's Stochastic Activities. 7th International
Conference of Teaching Statistics (ICOTS7), Salvador, Brazil
59. Triantafillou, C. & Potari, D. (2006). Mathematical Activity in a
Technological Workplace:Results from an ethnographic study. In Novotna, H.
Moraova, H. Kratka, M. & Stehlikova, N. (Eds.) Proceedings of the 30th
Conference of the International Group for the Psychology of Mathematics
Education, Vol. 5, pp. 297 - 304. Prague: PME
60. Potari, D., Zachariades, T., Christou, C., Kyriazis, G.,
& Pitta-Pantazi, D. (2006).
Teachers’ Mathematical and Pedagogical Awarness in Calculus Teaching.
In S. Alatorre, J. L. Cortina, M. Saiz, and Mendez, A.(Eds)
Proceedings of the 28th conference of the North American
Chapter of the International Group for the Psychology
of Mathematics Education (PME-NA),
2, 846-848. Merida, Mexico.
61. Paparistodemou, E., Potari, D., Pitta, D. (2007). Looking for randomness in
tasks of prospective pre-primary teachers. Fifth Conference of European Society
for Research in Mathematics Education (CERME 5), Larnaca, Cyprus.
62. Markopoulos, Ch., Potari, D. & Schini, E. (2007).
The process of composition
and decomposition of geometric figures within the frame of dynamic
transformations,
Proceedings of the Fifth Conference of European Society for
Research in Mathematics Education (CERME 5),
Larnaca, Cyprus
63. Potari, D.,Zachariades, T., Christou, C., Kyriazis, G., & Pitta-Pantazi, D.
(2007). Teachers' mathematical knowledge and pedagogical practices in the
teaching of derivative. Proceedings of the 5th Conference of European Research
in Mathematics Education (CERME), 1955-1964. Larnaca, Cyprus. Available at:
http://ermeweb.free.fr/CERME5b/WG9.pdf
64. Triantafillou, C. & Potari, D. (2008) Students' Interpretations of authentic
representations of a function in the workplace. In Figueras, O. Cortina, J.
Alatorre, S. Rojano & T. Sepulveda, A. (Eds.) Proceedings of the 32th Conference
of the International Group for the Psychology of Mathematics Education, Vol. 4,
pp. 329 - 336: Morelia, Mexico. PME
65. Zachariades, T, Potari, D., Pitta-Pantazi., D., & Christou, C. (2008).
Aspects of teacher knowledge for Calculus teaching. In O. Figueras & A.
Sepúlveda (Eds.), Proceedings of the 32nd Conference of the International Group
for the Psychology of Mathematics Education (PME), 4, 449 -455. Morelia,
Michoacán, México.
66. Kynigos, C., Philippou, G., Potari, D., Sakonidis, C. Research in
mathematics education in Greece and Cyprus, Proceedings of the 33rd Conference
of the International Group for the Psychology of Mathematics Education Tzekaki,
M., Sakonidis, B., Kaldrimidou, M. (Eds), Aristotle University, Thessaloniki,
Greece, vol. 1, 303-324, 2009.
67. Triantafillou, C. & Potari, D. (2009). Students’ Interpretations of Place
Value Representations in the Workplace Context.
In Tzekaki, M. Kaldrimidou, M. & Sakonidis, H. (Eds.).
Proceedings of the 33rd Conference of the International Group
for the Psychology of Mathematics Education,
Vol. 1. pp. 478: Thessaloniki, Greece. PME.
68. Metaxas, N., Potari, D., & Zachariades, T.(2009). Studying teachers'
pedagogical argumentation. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C.
(Eds.). Proceedings of the 33rd Conference of the International Group for the
Psychology of Mathematics Education (PME) (Vol. 4, pp. 121-128). Thessaloniki,
Greece: PME.
69. Potari, D., Zazlavsky, O., & Zachariades, T. (2009, in press).
Mathematics teachers' reasoning for refuting students' invalid claims.
Proceedings of the 6th Conference of
European Research in Mathematics Education (CERME). Lyon, France.
70. Potari, D. (2010) Making Connections in two differ4ent settings: The role of
tools. In M. Pinto & T. Kawasaki (Eds.) Proceedings of PME34 (Paper presented in
the plenary panel), Brazil.
71. Petropoulou, G., Potari, D. & Zahariades, T. (2011). Inquiring Mathematics Teaching at the
University Level. In B. Ubuz (Ed.) Proceedings of the 35th Conference of the International Group
for the Psychology of Mathematics Education, Vol. 3, pp. 386-392. Ankara, Turkey: PME.
72. Potari, D., Psycharis, G., Kouletsi, E.,& Diamantis, M. (2011). Prospective Mathematics Teachers'
Noticing of classroom practice through critical events. Proceedings of the 7th Conference of European
Research in Mathematics Education (CERME7), Rzeszow, Poland.
73. Mali, A., Biza, I., Kaskadamis, M, Potari, D & Sakonidis, Ch. (2013). Integrating technology into
teaching: New challenges for the classroom mathematical meaning construction,
Proceedings of the Eighth
Congress of the European Society for Research in Mathematics Education,
pp. 3177-3186. Antalya, Turkey: CERME.
74. Triantafillou, C., Spiliotopoulou, V. & Potari, D. (2013). The nature of argumentation in school texts
in different contexts. In Ubuz, B., Haser, C., & Mariotti, M. A. (Eds.).
Proceedings of the Eighth Congress of the European Society for
Research in Mathematics Education, pp. 256-265. Antalya, Turkey: CERME.
75. Bakogianni, D., Potari, D. & Paparistodemou, E. (2013). Integrating statistics in mathematics teaching:
Teachers' understandings related to sample and sampling notions, In A. M. Lindmeier & A. Heinze (Eds.)
Proceedings of PME 37, Vol.2, pp. 57-62. Kiel, Germany:PME.
76. Triantafillou, C., Spiliotopoulou, V. & Potari, D. (2013). Periodicity in textbooks. Reasoning and visual
representations. In Lindmeier, A. M. & Heinze, A. (Eds.).
Proceedings of the 37th Conference of the International
Group for the Psychology of Mathematics Education,
Vol. 4, pp. 297-304. Kiel, Germany: PME.
77. Triantafillou, C., Spiliotopoulou, V. & Potari, D. (2014). How undergraduate students make sense out of
graphs: the case of periodic motions. Proceedings of the 38th Conference of the International Group for the
Psychology of Mathematics Education. Vancouver, Canada: PME.
78. Bakogianni, D., Paparistodemou, E. & Potari, D. (2015). Transforming Media Items into Classroom Tasks in
the Context of a Study Group. In K. Makar (Ed.), Sustainability in Statistics Education. Proceedings of the
Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014),
Flagstaff, Arizona, USA.
79. Petropoulou, G., Jaworski, B., Potari, D. & Zachariades, Th. (2015). How do research mathematicians teach
calculus? Proceedings of the Ninth Congress of the European Society
for Research in Mathematics Education (to appear)
80. Stouraitis, K.. Potari, D. & Skott, J. (2015). Contradictions and shifts in teaching with a new curriculum:
The role of mathematics. Proceedings of the Ninth Congress of the European
Society for Research in Mathematics Education.
81. Potari, D., Psycharis, G., Spiliotopoulou, V., Triantafillou, C. & Zachariades, T. (2015). Integrating
inquiry-based tasks and the world of work in mathematics and science teacher education. In K. Maass, G. Toerner,
D. Wernisch, E. Schaefer & K. Reitz-Koncebovski (Eds.),
Conference Proceedings "Educating the educators:
Conference on international approaches to scaling-up professional development in mathematics and science
education" (pp. 240-254). Essen, Germany.
82. Doorman, M., Garcia, J., Potari., D., Zsombori, G., &
Andras, S., (2015). The potential of a task
for professional development across national context.
In K. Maass, G. Toerner, D. Wernisch, E. Schaefer &
K. Reitz-Koncebovski (Eds.), Conference Proceedings
"Educating the educators: Conference on international
approaches to scaling-up professional development in mathematics and
science education" (pp. 216-227). Essen, Germany.
83. Potari, D.,Psycharis, G., Spiliotopoulou V., Triantafillou, Ch., Zachariades, T. &Zoupa, A. (2016). Mathematics
and science teachers' collaboration: Searching for common grounds.
Proceedings of the 40th Conference of the
International Group for the Psychology of Mathematics Education.
Szeged, Hungary.
84. Jaworski, B., Potari, D., Rasmussen, C., Oates, G. & Known, O. N. (2016). Mathematics learning at
University Level (Researh forum). Proceedings of the 40th Conference of the International Group for the
Psychology of Mathematics Education. Szeged, Hungary.
85. Triantafillou, C., Psycharis, G., Potari, D., Zachariades, T. & Spiliotopoulou, V., (2016). Aspects
of secondary teachers' attempts to integrate workplace in teaching.
In Conference Book "Educating the
Educators II: Conference on international approaches to scaling-up professional development in mathematics
and science education" (pp. 82-84). Freiburg, Germany.
86. Jaworski, B., Potari, D. & Petropoulou, G. (2017). Theorising university mathematics teaching: The teaching triad
within an activity theory perspective. In Y. Doonley and Gueudet, G. (Eds.). Proceedings of the Tenth Congress of the
European Society for Research in Mathematics Education (CERME 10, February 1-5, 2017). Dublin, Ireland: DCU Institute
of Education and ERME.
87. Psycharis, G. & Potari, D. (2017). Critical incidents as a structure promoting prospective secondary mathematics
teachers' noticing. In Y. Doonley & Gueudet, G. (Eds.). Proceedings of the Tenth Congress of the European Society
for Research in Mathematics Education (CERME 10, February 1-5, 2017). Dublin, Ireland: DCU Institute of Education and ERME.
88. Triantafillou, C., Psycharis, G., Bakogianni, D. & Potari, D. (2018). Enactment of inquiry-based teaching and
learning: The case of statistical estimation. In E. Bergqvist,
M. Osterholm, C. Granberg, & L. Sumpter (Eds.).
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
(PME 42) (Vol. 4, pp. 291-298). Umea, Sweden: PME.
89. Psycharis, G., Potari, D., Triantafillou, C., & Zachariades, T. (2019, February). Teachers' attempts to
address both mathematical challenge and differentiation in whole class
discussion. In Eleventh Congress of
the European Society for Research in Mathematics Education (No. 27).
Freudenthal Group; Freudenthal Institute; ERME.
90. Stouraitis, K., & Potari, D. (2019, February).
Contradictions in prospective mathematics teachers' initial
classroom teaching as sources for professional learning.
In Eleventh Congress of the European Society for
Research in Mathematics Education (No. 32).
Freudenthal Group; Freudenthal Institute; ERME.
91. Karavi, T., Potari, D., & Zachariades, T. (2020, September).
Proof Teaching at the University Level:
the case of a lecturer who is mathematician and mathematics educator.
In INDRUM 2020.
92. Gourdeau, F., Potari, D., Qi, C., Ruiz, A., & Sluch, M.(2020).
Plenary Panel 1 Actors for Math Teacher Education:
Joint Actions versus Conflicts, ICME
93. Choutou, C., & Potari, D. (2022, February).
Boundaries between mathematics and visual art teaching communities.
In Twelfth Congress of the European Society
for Research in Mathematics Education (CERME12). ERME
94. Ayalon, M., Potari, D., Psycharis, G., & Nama, S. (2022).
Transforming critical events through script writing in
mathematics teacher education.
PME45 Proceedings, Vol.2, Alicante, Spain.
95. Kourti, S. K., & Potari, D. (2022, February).
Emotions and decision-making in handling pivotal teaching moments.
In Twelfth Congress of the European Society for
Research in Mathematics Education (CERME12).
96. Kourti, S. K. & Potari, D. (2023).
In the moment teacher decision making and emotions.
PME46 Proceedings, Vol.3, Haifa, Israel.
C. Book chapters
97. Athanasopoulos, T., Patronis, T., Potari, D., Spanos, D. & Spiliotopoulou,
V. (1993). Constructing a Village: A cross-curricular activity in Primary
school. In T. Breiteig, I. Huntley & G. Kaiser-Messmer (eds.) "
Teaching and Learning Mathematics in context", Ellis Horwood Ltd).
98. Potari,, D. (1993). Mathematization in a real life investigation.
In J.de Lange, I. Huntley, C. Keitel, M. Niss (eds.)
Innovation in Maths Education by
Modelling and Applications, Ellis Horwood.
99. Potari, D. (2000). Becoming a teacher-researcher in a constuctivist
teaching experiment. In L. Steffe and P. Thompson (eds.)
Radical Constructivism in
Action: Building on the Pioneering work of Ernst von Glasersfeld,
Routledge.
100. Georgiadou, B. & Potari, D. (2004). Mathematics Teacher Training
in Greece. International Monographs on Mathematics Teaching Worldwide:
Monograph 2.
101. Potari, D. (2004). Kassel Project in Greece. International Monographs
on Mathematics Teaching Worldwide: Monograph 3.
102. Georgiadou, B. & Potari, D. (2004). Mathematics Teaching in Greece. (Country
report), International Monographs on Mathematics Teaching Worldwide:
Monograph 4.
103. Triantafillidis, T. & Potari, D. (2005). Integrating different
representational media in Geometry classrooms. In A. Chronaki & I. Christiasen
(eds.), L. Burton (series editor)) Challenging ways of viewing maths classroom
communication. Greenwich, CT: Information Age Publishing.
104. Potari, D.,Zachariades, T., Christou, & Pitta-Pantazi, D. (2008). The
relationship between teachers' knowledge and teaching in Calculus. In M.
Menghini, F. Furinghetti, L. Giacardi, F. Arzarello (Eds.), The First Century of
the International Commission on Mathematical Instruction (1908-2008). Reflecting
and Shaping the world of Mathematics Education, Rome 2008.
105. Potari, D. (2011) Response to section II: Emerging issues from lesson
study approaches in prospective mathematics teacher education.
In L. Hart, A. Alston & A. Murata (Eds.).
Lesson Study Research and Practice in Mathematics
Education: Learning Together, Springer.
106. Potari, D. & Ponte, J. (2016).
Current Research on Prospective Secondary Mathematics.
Teachers' Knowledge. In Struchens et al. (Eds.)
The Mathematics Education of Prospective
Secondary Teachers around the world. Springer.
107. Psycharis, G. & Potari, D. (2017).
Mathematics Teachers' Learning at the Boundaries of Teaching and Workplace.
In G. Stillman, W. Blum, & G. Kaiser (Eds.) Mathematical Modelling
and Applications: Crossing and Researching Boundaries
in Mathematics Education. ICTMA Series, Springer.
108. Potari, D. & Psycharis, G. (2018).
Prospective Mathematics Teachers' Argumentation while Interpreting
Classroom Incidents.
In M. E. Strutchens, R. Huang, L. Losano & D. Potari (Eds.)
Monograph on the Pre-service Mathematics Education of Secondary Teachers.
Springer.
109. Potari D. & Stouraitis, K. (2019).
Teacher Decision Making: Developments in Research and Theory.
In D. Potari & O. Chapman (Eds.).
2nd International Handbook in Mathematics Teacher Education, Volume 1:
Teacher knowledge, beliefs and indentity in mathematics teahing and
its development (pp. 303-325). Brill Sense.
110. Potari, D. (2019). Publishing in the Journal of Mathematics Teacher
Education. In G. Kaiser & N. Presmeg (Eds.)
Compendium for Early Career Researchers in Mathematics Education
(ICME-13 Monographs). Springer.
111. Potari, D., & Stouraitis, K. (2019). Teacher Decision Making:
Developments in Research and Theory.
In International Handbook of Mathematics Teacher Education:
Volume 1 (pp. 303-325). Brill Sense.
112. Triantafillou, C., & Potari, D. (2021).
Studying Apprentice Students’ Transferring Process: The Case of a Functional
Relation. In Transfer of Learning: Progressive Perspectives
for Mathematics Education and Related Fields, 335-359.
113. Bakogianni, D., Potari, D., Psycharis, G., Sakonidis, C.,
Spiliotopoulou, V., & Triantafillou, C. (2021).
Mathematics teacher educators’ learning in supporting teachers to link
mathematics and workplace situations in classroom teaching.
The Learning and Development of Mathematics Teacher Educators:
International Perspectives and Challenges, 281-299.
114. Jaworski, B., & Potari, D. (2023).
Developing Mathematics Teaching in University Tutorials: An Activity Perspective.
In Practice-Oriented Research in Tertiary Mathematics Education
(pp. 245-263). Cham: Springer International Publishing.
115. Chrissavgi Triantafillou, Vasiliki Spiliotopoulou-Papantoniou,
and Potari, D. (2023). The International Handbook of Physics Education
Research: Teaching Physics.
116. Potari, D., & Psycharis, G. (2023).
Introduction to How Digital Resources Alter Design Landscape.
In Handbook of Digital Resources in Mathematics Education (pp. 1-10).
Cham: Springer International Publishing.
117. Psycharis, G., Potari, D., & Skott, C. K. (2023).
Addressing Collective and Individual Aspects of Teacher Design with
Digital Resources in Collaborative Settings.
In Handbook of Digital Resources in Mathematics Education (pp. 1-27).
Cham: Springer International Publishing.
I also have a number of Publications in Greek Journals and Conferences (32)
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