Anna Chronaki is Professor in the field of Learning Technologies and Mathematics Education at the Department of Early Childhood Education, University of Thessaly (GR). She has completed her PhD in Mathematics Education at the University of Bath (UK) where she has also studied for her MEd in Educational Technologies. She is a graduate from the Department of Mathematics at the University of Patras (GR) and has worked at the University of Bath (UK) as researcher and parttime teaching staff, University of Aalborg (DK ) as visiting scholar, University of Athens (GR) as adjunct lecturer, Open University (UK) and Computer Technology Institute (GR) as researcher. Anna directs the LTME lab and is a member of the Museum Education and Research Lab. She teaches courses about mathematics education, technology mediated mathematical activity, gender issues, and ethnographic approaches to researching mathematics learning and technologyuse as sociocultural practices. At the same time, she has organized lifelong learning programs and teacher training as schoolbased or distance education courses.
Anna’s research focuses on mathematical practices and digital media use in formal and informal learning spaces. Her work has been influenced by interrelated perspectives in the broader field of social theory such as: cultural historical activity theory, anthropology, discourse theory and feminist/cultural studies. The theoretical strands she has pursued so far can be organized around the themes of: a) dialogicality, subjectivity, identities and images of mathematics in society; b) the design of technology mediated mathematical activity in a creative but, yet, critical optic; c) communication, meanings and the mathematics of a changing curriculum; d) gendered issues in mathematics and technology use, and e) issues related to technomathematics in everyday and school practices. Her publications include papers in Educational Studies of Mathematics, European Journal of Educational Psychology, Gender and Education, Learning, Media and Technology, Computers and Education, Journal of Research in Mathematics Education and other refereed journals as well as book chapters, and referred papers in conference proceedings. She has edited a book entitled ‘Challenging Perspectives on Mathematics Classroom Communication (IAP_press) and a volume on Mathematics, Technology and the 'Body' of Education: Gendered perspectives (UTHpress).
Recently, she has edited the translation of Valerie Walkerdine's book 'Counting Girls Out: Girls and Mathematics' and has authored a literature review on gender and digital media use.
Her specific research interests include a) the social study of mathematics education and technology use by children and adults, b) the study of gender and cultural diversity in contexts of formal and informal learning, c) the creative design of learning activity and playful learning, d) the interactivity within contexts of educational robotics, digital narratives, dynamic geometry and virtual reality, e) children's ideas and ways of expessing their relation of mathematics and technology.
Research Highlights
 The paper “Chronaki, A. 2000. Visions of school mathematics curriculum and maths teacher education programs: In search of a discourse?” has been translated in French by Stephane Lacroix and Daniel Martin and has been published in the Periodique Publie par l’ Association Canadiene d’ Education de Langue Francaise. (ACELF): Education et Francophonie: Revue Scientific Virtuelle. Vol. XXVIII, No.2, automnehiver 2000. pp. 125 (http://www.acelf.ca/revue/XXVIII2/articles/07Chronaki.html].
 The published book chapter “Chronaki, A. 2004. ‘Researching the School Mathematics Culture of ‘Others’: creating a selfother dialogue In P. Valero and R. Zevenbergen (eds.) Researching the SocioPolitical Dimensions of Mathematics Education. Kluwer Academic Publishers. pp. 14565” has been selected for republication from Routledge Major Works towards a celebration 4 volume handbook on Mathematics Education: This republication can be located in A. Bishop (ed.) 2009. Mathematics Education: Major Themes in Education (chapter 56, under the theme: cultural issues). Routledge/Taylor & Francis Group. Routledge Major Works. http://www.routledge.com/books/ details/9780415438742/. It consists of 96 papers in total that cover representative research during the last 5 decades in the field of mathematics education.
 The paper “Chronaki, A. 2000. Teaching Maths through ThemeBased Resources: Pedagogic Style, Theme and Maths in Lessons. Educational Studies in Mathematics. 42(4), 141163” has been selected as reading material for a course focusing on Teaching Mathematics to Elementary Children (http://students.ed.uiuc.edu/yhsiung/method/, see week 8 Connection from 2002).
 The book chapter “Chronaki, A. (2009). An entry to the dialogicality in the maths classroom: encouraging hybrid learning identities. In M. César & K.Kumpulainen (Eds.), Social interactions in multicultural settings (pp.117144). Rotterdam/Taipei: Sense Publishers" is part of the compulsory reading for the postgraduate program ‘Perspectives en psychologie et education’ directed by AnneNelly PerretClermont and Tania Zittoun, στο Institut de Psychologie et Education (MAPS: Maison D’Analyse des Processus Sociaux), Universite de Neuchatel, Switzerland.
 The book “Chronaki, A. & Christiansen, I.M. (Eds.). (2005). Challenging perspectives on mathematics classroom communication. Greenwich, CT: Information Age Publishing” has been selected as reading for the postgraduate program ‘Social Perspectives in Mathematics Education’ at the Department of Mathematics and Science Education, University of Stockholm, Sweden.
2013 today
Head of the Department of Early Childhood Education, University of Thessaly
2012 today
Professor in the area of ‘Mathematics Education and Learning Technologies’, Department of Early Childhood Education, University of Thessaly, Volos, GR
2006 2012
Associate Professor, Department of Early Childhood Education, University of Thessaly, Volos, GR
2005 2006
Invited Teaching Position, Department of Educational Sciences in Early Childhood, National Kapodistrian University of Athens, GR,
Undergraduate programma class: 'Development of mathematical thinking and modern research methods in mathematical education'
2004 2007
Adjunct Teaching at the graduate program ‘Educational Research in Practice’, School of Education, Hellenic Open University, GR
2001 2006
Assistant Professor, Department of Early Childhood Education, University of Thessaly, Volos, GR
1998 2001
Researcher (full time), School of Education, Open University, Milton Keynes, UK
1997 1998
Adjunct Lecturer, Department of Primary Education, University of Athens, Athens, GR
1996 1998
Researcher, Computer Technology Institute (CTI), Athens, GR
1994 1996
Researcher (full time), School of Education, University of Bath, Bath, UK
1993 1996
Teaching (part time), PGCE: Post Graduate Certificate in Education & BEd: Bachelor, School of Education. University of Bath. Bath. United Kingdom.
19921997
PhD in Mathematics Education, School of Education, University of Bath, UK,
Thesis: ‘Case Studies in the Teaching of Mathematics through the use of ArtBased Activities’. Supervised by Dr. Peter Gates and Prof. James Calderhead. Examined by Prof. Kenneth Ruthven, University of Cambridge
19891990
MEd in Educational Sciences with emphasis on Educational Technology and the Design of Educational Activities, School of Education, University of Bath, UK,
Thesis title: 'The Use of Drama in Mathematics Education'. Supervised by Peter Gates
1988
Seminars in Computer Sciences (Duaration: 12 months), ELKEPA (Hellenic Centre of Development), Athens, GR,
Diploma in Databases and Computer Programming basics
19871988
Seminars in Information Sciences (Duration: 12 months), Hellenic Mathematical Society, Athens, GR
19821987
Mathematical Sciences, Department of Mathematics, University of Patras, Patras, GR
1989
Teaching Accreditation, Department for Education and Employment (DfEE), UK ,
Ref No: RP96/05333
19941995
Scholarship. Esther Parkin Trust, University of Bath, Bath, UK. (Duration: 1 year)
19901993
Scholarship from the Hellenic State Scholarship Foundation (SSF), Athens, GR. (Duration: 3 years)
Greek (native), English (excellent/academic), French (communication)
2014 today: Cocordinator of the Mathematics and Language research group in the context of the CERME: Conference on European Research in Mathematics
Education. In collaboration with Nuria Planas, Frode Ronning and Marcus Shutte
2011  today: Cocoordinator of the Open Learning: Media, Environments and Cultureshttp://www.eera.de/networks/network6/, research network in the context of EERA: Εuropean Educational Research Association (http://www.eera.de/networks/network6/convenors/), In collaboration with Mart Laanpere, Brian Hudson, Yngve Nordkvelle, Kristen Snyder and Sonia Sousa.
1998  2005: Cocoordinator of the OPENnet: Οpen Contexts, Cultural Diversity, Democracy research unit for open education (Research Network for the Open and Distance Education) στο πλαίσιο του ΕERA: Εuropean Educational Research Association /ECER: European Conference on Educational Research. In collaboration with Prof. Brian Hudson and Prof. Hannele Niemi (http://www.eera.ac.uk και http://www.ece.uth.gr/OPENnet/index.htm)
Member of editorial and scientific committee of the journal ‘Learning with Technologies Edikyto. (http://mag.ediktyo.eu/), the journal «Critical Science and Education», Leader Books (http://www.hpdst.gr/el/publications/kritiki), the journal ENEDIM published by the society of Greek Researchers in Mathematics Education, Kedros (http://www.enedim.gr/index.php?option=com_content&view=frontpage&Itemid=59), International Journal of Media Technology and Life Long Learning (www.seminar.net),
European Journal of Psychology of Education (Springer)
 Day Conference on ‘Discourse Theory: Creative uses’. DECE. University of Thessaly. Volos. Member of scientific committee. May 2012.
 International Symposium. ‘Mathematics and Technology in the Body of Education: The Gender Perspective’ DECE. University of Thessaly. Volos. Chair of scientific committee) December 2007.
 Symposium. ‘Gender and School Mathematics/ Technology: an interdisciplinary approach’. DECE. University of Thessaly. Volos. Chair of scientific committee, October 2007.
 Symposium. ‘Access, Participation, Context: Issues of Gender in Practices of Mathematics and Technology’. DECE. University of Thessaly. Volos. Chair of scientific committee, May 2005
 6th International Conference for Technology in Mathematics Education. (in collaboration with the Department of Primary Education). Volos. October 2003.
 6^{th} Hellenic Conference on Informatics and Mathematics Education. (in collaboration with the Department of Primary Education). Volos. October 2003.
 EARLI 97 Research Students Conference. At the European Association for Research in Learning and Instruction (in collaboration with Αngelique Slaats and Alan Cliff) University of Athens. Athens. August 1997.
 ΕCER 95 / ΒΕRA 95. Εuropean Conference on Educational Research / British Conference on Educational Research, member of the local organizing committee, University of Bath, Bath, UK. September 1995.
 ΕERA/BERA 95 Research Students Conference. At the British /European Educational Research Association (in collaboration with James Calderhead) University of Bath, Bath, UK. Sep. 1995.
 Dafermakis M. and Chronaki A. (2011). What happens when socioculturalhistorical theory travels? Critical Perspectives from Greece and epistemological issues. Invited Regional Symposium for the ISCAR (Ιnternational Society for Cultural and Activity Research). ISCAR Congress, Rome, Italy, 510 September 2011 (Ψηφιακός Δίσκος).
 Black L., Chronaki A., Lerman S., Mendick H., Solomon Y. (2010). ‘Symposium proposal: Telling choices: mathematics, identity and social justice’. In Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 8992.
 Chronaki A., Planas N., Setati M. and Civil M. (2010). Use of multiple languages in mathematics learning and teaching. In Symposium ‘Same Question Different Countries: Use of Multiple Languages in Mathematics Learning and Teaching’ In Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 9396.
 Patronis, A., Pavlopoulou, K., Stathopoulou, Ch., Chasiotis, Ch., and Chronaki, A. (2003). Mathematical problem solving and marginalized children. Symposium in Proceedings of the 6^{th} Hellenic Conference in Mathematics Education and Informatics. Volos. [Πατρώνης, Τ., Παυλοπούλου, Κ., Σταθοπούλου, Χ., Χασιώτης, Χ., και Χρονάκη, Α. (2003) Το μαθηματικό πρόβλημα και τα παιδιά μειονοτήτων: Οικειοποιημένες τεχνικές, συμβολισμοί, επιχειρηματολογία και πολιτισμικά πλαίσια. Στα Πρακτικά του 6^{ου} Πανελλήνιου Συνεδρίου για την Διδακτική των Μαθηματικών και την Πληροφορική στην Εκπαίδευση. Oκτώβρης 2003. Βόλος, σελ. 414418.]
 Anastasiadis, P. Dimitrakopoulou, A, Emvalotis, A. Kaskalis, T. Komis, V. Drenogianni, E. Politis, P. and Chronaki, A. (2003). Education and ICT in the Educational Departments’ Programs of Study. Symposium in Proceedings of the 6^{th} Hellenic Conference in Mathematics Education and Informatics. Volos. [Αναστασιάδης, Π., Δημητρακοπούλου, Α., Εμβαλωτής, Α., Κασκάλης, Θ., Κόμης, Β., Ντρενογιάννη, Ε., Πολίτης, Π., και Χρονάκη, Α. (2003) Η Εκπαίδευση για τις Τεχνολογίες της Πληροφορίας και των Επικοινωνιών στα Παιδαγωγικά Τμήματα. Στα Πρακτικά του 6^{ου} Πανελλήνιου Συνεδρίου για την Διδακτική των Μαθηματικών και την Πληροφορική στην Εκπαίδευση. Οκτώβρης 2003, Βόλος, σελ. 419424.]
 Chronaki, A. with Moon B. (1999). Teaching as Learning in ‘Open Contexts’: ‘North’ and ‘South’ practices. Symposium in: Network 6: Open and Distance Education. Organised in the ECER99 (European Conference on Educational Research). September 1999, Lahti, Finland
2014 today: Cocordinator of the Mathematics and Language research group in the context of the CERME: Conference on European Research in Mathematics
Education. In collaboration with Nuria Planas, Frode Ronning and Marcus Shutte
2011  today: Cocoordinator of the Open Learning: Media, Environments and Cultureshttp://www.eera.de/networks/network6/, research network in the context of EERA: Εuropean Educational Research Association (http://www.eera.de/networks/network6/convenors/), In collaboration with Mart Laanpere, Brian Hudson, Yngve Nordkvelle, Kristen Snyder and Sonia Sousa.
1998  2005: Cocoordinator of the OPENnet: Οpen Contexts, Cultural Diversity, Democracy research unit for open education (Research Network for the Open and Distance Education) στο πλαίσιο του ΕERA: Εuropean Educational Research Association /ECER: European Conference on Educational Research. In collaboration with Prof. Brian Hudson and Prof. Hannele Niemi (http://www.eera.ac.uk και http://www.ece.uth.gr/OPENnet/index.htm)
Member of editorial and scientific committee of the journal ‘Learning with Technologies Edikyto. (http://mag.ediktyo.eu/), the journal «Critical Science and Education», Leader Books (http://www.hpdst.gr/el/publications/kritiki), the journal ENEDIM published by the society of Greek Researchers in Mathematics Education, Kedros (http://www.enedim.gr/index.php?option=com_content&view=frontpage&Itemid=59), International Journal of Media Technology and Life Long Learning (www.seminar.net),
European Journal of Psychology of Education (Springer)
2015
Chronaki, A. (2015). A Critique of the Ideology of Certainty’s Hegemony in Mathematics and Mathematics Education (in Greek). In Skoumbourdi, C. and Skoumios, M. (eds). Educational Design for STEAM. Conference Proceedings. University of the Aegean. Rh,
2013
Chronaki, A. (2013). ‘Identities and Mathematics Education’. In the 7th International Conference Mathematics Education and Society, 27 April 2013. University of Cape Town. Cape Town. South Africa.
2013
Chronaki, A. (2013). IdentityWork as a Political Space for Change: The case of mathematics teaching through technology use. In M. Berger, K. Brodie, Frith, V. and LeRoux, K. (Eds.)., Proceedings of the 7th International Conference Mathematics Education and Society. April 2013. University of Cape Town. Cape Town. South Africa (pp. 119).
2011
Chronaki, A. (2011). Gendered dimensions of digital media use and production with(in) educational practices, ΙΙΙ Conference organized by Collaborative Knowledge Building Group (CKGB) at the University of Bari. Italy, 68 April 2011,
http://www.ckbg.org/congresso2011
2011
Chronaki, A. (2011). Taking Fragility Seriously: the risks of representing, experimenting and performing with/in virtualphysical spaces, 29th eCAADE (Education and research in Computer Aided Architectural Design in Europe)
2011
Chronaki, A. (2011). Educational Robotics and Childhood: Opening up an emerging interdisciplinary field. Day Conference on Educational Robotics, March 2011, Volos. (http://www.sepdem.gr/anakoinoseis/epikairotita/53imeridagiatinekpaideytikirompot,
2010
Chronaki, A. (2010). Racism as Gazing Bodies: From ‘bodycolor’ epistemology to epistemic violence, Critical Reaction to the plenary of Daniel Martin at the 6th international congress on Mathematics Education and Society (MES). A response to: Notsostrange bedfellows: Racial projects and the mathematics education enterprise by Daniel Martin. March,
http://www.ewipsy.fuberlin.de/en/v/mes6/plenary/index.html.
2009
Chronaki, A. (2009). The Gaze, the Talk and the Silence: Communication in the context of researching and teaching mathematics. In proceedings of the 25th National Congress of Hellenic Mathematical Society. November 2008. Volos, GR.,
2008
Chronaki, A. (2008). Performing ‘learning identities’: Unraveling everyday action in multicultural mathematics classrooms, 16th Annual Conference of Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE)
2008
Chronaki, A. (2009). The Gaze, the Talk and the Silence: Communication in the context of researching and teaching mathematics. In proceedings of the 25th National Congress of Hellenic Mathematical Society. November 2008. Volos, GR.,
2008
Chronaki, A. (2008). Mathematics and Computers in Children’s Hands: Gendered and Cultural Diversities. Day Conference on Equity Issues. June 2008. Nea Ionia 10th Primary School. Volos.,
2008
Chronaki, A. (2008) Arithmetic Problem Solving and Cultural Diversity. Day Conference of Social Inequalities in Education. March 2008. Democritian University of Thrace. Alexandroupolis.,
2009
Chronaki, A. (2009). Digital Games and Learning: A relationhip at the limits, 1st Hellenic Conference on the Study of Internet Addiction. Larissa, 2729 Νοvember 2009,
2006
Chronaki, A. (2006). Art and Mathematics, at the exhibition at De Chirico Culture Centre, Volos (organization: Institut français de Thessalonique and University of Thessaly). November 2006.,
2004
Chronaki, A. (2004). New technologies in the classroom. New roles and old fears. , Day Seminar: Information Technology in Primary School: Development and implementation of educational software by the school teacher. Larissa's Art Gallery. Coordinators: Giannis Tzikas (School Councelor of Primary Education of the 5th Region of Laris
2003
Chronaki, A. (2003). Technology and interdisciplinarity through an Open Pedagogical Approach., Lecture at the Department of Architecture of University of Thessaly. Particular Course: Synthesis School Building, March 2003
2003
Chronaki, A. (2003). Mathematics through Crosscurricular Activities, Day Seminar: 'The greek Curriculum for Kindergarten'. Organised by the Department of Early Childhood Education and the School Counselor of Early Childhood Education of the 32nd District. Volos, 5 November 2003
2000
Chronaki, A. (2000). Understanding the culture of 'others': Researching maths teaching in a country different to your own, Invited research seminar at School of Education, University of Birmingham (invited by Prof. Leone Burton), May 2000
2010  today
Contemporary Technologies and Digital Media in the Early Years
Description:
Our research with contemporary technologies and digital media such as educational robotics, control technology, tangible user interfaces, digital games, and varied programming environments or programmable robots (e.g. Roamer, BeeBot, Probot or Lego NXT) focuses on how these technologies can be implemented and used with children in early learning. It concentrates on the pedagogic and didactical design so that to create conditions for the emergence of scientific ideas. Emphasis is placed, on the one hand, the analysis of the design process, and, on the other hand, the social study of the multiple ways of using such materiality with children and adults.
Publications:
 Zacharaki, Μ., Chronaki, Α. & Kourias, S. (2014). Examining a robot’s movement. Towards an unstrained contact with mathematical ideas. Proceedings of the 5th Researchers’ of Mathematics Teaching Conference. Florina. GR.
 Chronaki, A with the contribution of Kourias, S. (2012). Playing Robots, Playing with Robots. In S. Kafousi, C. Skoumbourdi & F. Kalavasis (Eds.). Proceedings of the 64th CIEAEM (Commission Internationale pour l'Etude et l' Amelioration de l' Enseignement des Mathematics http://www.cieaem.net/). Rhodes, Greece (http://ltee.org/cieaem64/) 2327 July 2012.
 Chaliabalias, R., Chronaki, A. (2012). Cumulative analysis and handling of material and immaterial obgjects via tangible user interfaces. Proceedings of ETPE Conference: Hellenic Scientific Union for ICT in Education. http://www.etpe.eu/new/conf?cid=19
 Chronaki, A, and Kourias, S. (2011). Children, Robots and Lego Mindstorms; mapping the start of an interactive relation. In C. Panagiotakopoulos (Ed.). Proceedings of the 2nd Hellenic Congress ‘Integrating ICT in Education’. Patras. pp. 10091022.
 Chronaki, A. & Alimisi, R. (2010). Engaging young children to ‘control’ technology: emotion, negotiation, agency In E. Menegatti (Ed.). 2nd International Conference on Simulation, Modeling and Programming for Autonomous Robots (SIMPAR) Proceedings, Darmstadt, pp.624638.
2005  today
IdentityWork, Diversity, Learning, School Mathematics and Technology Use
Description:
Our research on issues of learning and technology as they become localized inside and outside school contexts, explores aspects of identitywork, of cultural and gendered diversity, and of human subjectivity. Emphasis is given on the potential for dialogicality,
resistance and change towards more agentive positions.
Publications:
 Chronaki, A. (2013). ‘IdentityWork as a Political Space for Change: the case of mathematics teaching through technologyuse’. Invited Plenary in the 7th International Conference Mathematics Education and Society. 27 April 2013. University of Cape Town. Cape Town. South Africa. In M. Berger, K. Brodie, V. Frith and L. LeRoux (eds). Proceedings of the 7^{th} MES (pp. 119).
 Chronaki, A. (2013). Invited Plenary Lecture ‘Identities and Mathematics Education’ in the 7th International Conference Mathematics Education and Society. 27 April 2013. University of Cape Town. Cape Town. South Africa.
 Chronaki, A. & Matos, A. (2013). Integrating Technology into Teaching: Τeachers’ Narratives about Desiring/Resisting Identity Change.In Learning, Media and Technology. Vol. 38, Issue 5. pp. 119.
 Chronaki, A. (2012). Arithmetic Problem Solving as Space for Identity Work. The Greek Review of Social Research. 137138 Α'Β', 2012, pp. 173200.
 Chronaki, A. (2011). Gendered dimension of digital media use and production with(in) educational practices, III Conference organized by Collaborative Knowledge Building Group (CKGB) at the University of Bari. Italy, 68 April 2011, http://www.ckbg.org/congresso2011
 Chronaki, A. (2011). Talking Fragility Seriously: the risks of representing, experimenting and performing with(in) virtualphysical spaces, 29th eCAADE (Education and research in Computer Aided Architectural Design in Europe)
 Chronaki, A., & Matos, A. (2011). ICT and teaching practice: rewriting ‘mathematics’ and ‘language’ courses in a community of teachers. . In K. Glezou and N. Tzimopoulos (Eds.). Proceedings of the 6th Panellenic Congress in ICT in Education. Syros.
 Matos, A., & Chronaki, A. (2011). Teaching mathematics and language through ICT: subject cultures and new technologies. In C. Panagiotakopoulos (Ed.). Proceedings of the 2nd Hellenic Congress ‘Integrating ICT in Education’. Patras. pp. 511510.
 Chronaki, A., & Matos, A. (2011). Subject culture and ICT culture: renegotiating relations. Paper presented at the ISCAR (International Society for Cultural and Activity Research). ISCAR Congress. Rome. Italy. 510 September 2011.
 Chronaki, A., & Matos, A. (2010). Desiring/Resisting Identity Change Politics: Mathematics, Technology and Teacher Narratives. In Gellert, U., Jablonka, E., and Morgan, C. (Eds.). Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 219228.
 Chronaki, A. (2009). An Entry to Dialogicality in the Maths Classroom: Encouraging Hybrid Learning Identities. In M. César and K. Kumpulainen (Eds.). Social Interactions in Multicultural Settings. Sense Publishers Press, pp. 117143.
 Matos, A. & Chronaki, A. (2009). ‘Language teachers are not practical minds, but mathematics teachers are closer to technology…’. In Proceedings of the 1st Educational Conference on ICT in Teaching Practice. Volos. pp. 8287.
2002  today
Analysis and Design of Events, Activity and Materials for Mathematics in the Early Years
Description:
Our research distinguishes amongst events, activity and materials as pedagogic and didactic contexts in mathematics learning for the early years. It focuses on design processes that create conditions for mathematical ideas and concepts to emerge and become visible by supporting their expression and communication. Our design efforts are rooted in multicultural, multilingual and polyphonic classrooms, take into account their complexity and focus on creating potential ‘cracks’ as subtle disruptions of situated norms.
Publications:
 Γαβριηλίδου, Μ., & Χρονάκη, Α. (2011). Aφήγηση και Ψηφιακά Μέσα: ανασκόπηση μέσων και αφηγηματική δράση. Στο Κ. Γλέζου & Ν. Τζιμόπουλος (επιμ.), Πρακτικά Εργασιών 6ου Πανελλήνιου Συνεδρίου των Εκπαιδευτικών για τις ΤΠΕ «Αξιοποίηση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας στη Διδακτική Πράξη», Σύρος, 68 Μαΐου 2011 ψηφιακός δίσκος. ISBN 9789608975378)
 Χρονάκη, Α. και Γαβριηλίδου, Μ. (2011). Ψηφιακά αφηγηματικά μέσα και αλληλεπίδραση. Στο Παναγιωτακόπουλος, Χ.Θ. (Επιμ.) Πρακτικά του 2ου Πανελλήνιου Συνεδρίου"Ένταξη και χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία" της ΕΤΠΕ, Πάτρα, σελ 9991008.
 Chronaki, A., & Moutzouri, G. (2011). Early Competences of Arithmetic Literacy through a multivoiced narrative of a story. In N. Stellakis and M. Eftasiadou (Eds.). Proceedings of the European Congrees of OMEP. Nicosia. Cyprus. Pp. 870979
 Chronaki, A., & Moutzouri, G. (2011). Narrative and Mathematics in the Early Ages: multivoiced narratives and early arithmetic competences. In D. Chasapis (Ed.). 9th Dialogue in Mathematics Teaching.pp. 183202.
 Chronaki, A. (2009). An Entry to Dialogicality in the Maths Classroom: Encouraging Hybrid Learning Identities. In M. César and K. Kumpulainen (Eds.). Social Interactions in Multicultural Settings. Sense Publishers Press, pp. 117143.
 Chronaki, A., & Moutzouri, G. (2009). Narrative, Numbers and Symbolic Action. In F. Kalavais et. al (Eds.). Proceedings of the 3rd Hellenic Conference on Mathematics Education. Rhodes. pp. 425435
2012  2013
Street Mathematics: Urban (Re)presentation of Mathematical Ideas
Position: Project Coordinator and Member of the Research Team
Funding: General Secretariat for Research and Technology (GSRT). Innovation Voucher (Code: 4823573501000362 (GSRT) Num:4619 (Research Committee of University of Thessaly)
Description:
This research project studies the spatial representation of qualitative data focusing on cultural images and uses of mathematical ideas and tools in varied practices (e.g. arts, crafts, professions, games, constructions). Data consist of interviews, vignettes, text segments, movie episodes, artworks, constructions, games etc. Their representation is performed by means of a website (street mathematics) that provides a direct link to a VR model and an interactive DataBase through selected routes and scripts. The case of ‘routes and scripts of mathematics’ is an exemplary for the design, implementation and analysis as a nonlinear spatial narrative.

Coworkers:
Chronaki, A., Papatheochari, Th., Papasarantou, C., Giannikis, G., Zacharaki, M., Bourdakis, V., Koumbarelou, M.
Publications: Chronaki, A. (2014). Troubling ‘Old’ Narratives through ‘New Media: Τhe case of ‘street mathematics’. Paper Presentation at the International Digital Storytelling Conference. May 810. Athens. Greece.
 Chronaki, A. & Zacharaki, M. (2014). A Digital Narrative of how we might Relate to Mathematics: The case of ‘street mathematics. Paper Presentation at the Science and Literature International Conference. July 911. Athens. Greece.
 Chronaki, A., Papatheochari, T., Giannikis, G., Papasarantou, C., & Bourdakis, V. (2014). Synthesizing Digital Fragments of Knowledge: Discussing the design methodology of ‘street mathematics’. Paper Presentation at ECER: Εuropean Conference on Educational Research. September 15. Porto. Portugal.
2011  2013
Gender, Children and Digital Media: Α Literature Review
Funding: Greek Language Centre. ESPA and Ministry of Education (ΜΙS: 296579)
Description:
Τhe present research study focuses on a literature review concerning the relation amongst gender and technology as it evolves within the contexts of school and family. It starts with a discussion of the ways that gender is being defined and then concentrates on a synthesis of the available literature that studies the gendered dimensions of technology use and the ways educators and parents attempt to otherregulate children's behavior and time spent with computers.
Publications:
 Chronaki, A. (2013). Gender and Technology in Education: Synthesis of bibliography and methodological tools. The Greek Language Centre. (170 pages)  in greek.
2010  2013
Materials, Discourses, Gestures: Design Practices of Student Teachers in Early Years
Position: Scientific Responsible and Project Coordinator
Funding: The University of Thessaly Research Committee. Project Code 4088.07.05
Description:
Τhis project explores the relation amongst a) issues of pedagogical material design through using technology, b) classroom implementation with children in the early years and c) processes of learning and change from studentteachers’ perspective. Emphasis is given to the interactive relation that develops amongst materials, discourses and gestures. In addition, a website of materials and gestures has been developed to (re)present basic ideas and findings.
2010  2011
TechnoAnthropology: Bachelors and Graduate Study Program
Position: Participation at the proposal
Funding: Department of Learning and Philosophy. Aalborg University. Denmark
2009  2011
EnvKids: Environmental Sustainability Training for Children
Position: Research Consultant
Funding: Comenius Project: Code number: 502390LLP120091GRCOMENIUSCMP
Description:
2004  2009
Gender, Mathematics and Technology in the Body of Education
Position: Project Coordinator and Member of the Research Team
Funding: Research Grand for Issues of Gender and Equality. EPEAEK & Ministry of Education. Project Code: 52101.02
Description:
Τhis research project focuses on studying the relation amongst gender, mathematics and technology in the ‘body’ of education. It discusses the varied meanings of ‘gender’ and emphasizes the multiple ways in which specific gendered relations are embedded within basic structures in mathematics education and technology use.
Publications:
 Chronaki, Α., & Pechtelidis, Υ. (2012). 'Being Good' at Maths. Fabricating Gender Subjectivity. In REDIMAT: Journal for Research in Mathematics Education. Vol. 1, No. 3. pp. 246277.
 Chronaki, Α. (2012). Women in relation to school techonology and mathematics: reading hegemonic discourses via “cyborgs” and “subalterns”. Special Issue Edited by Benedetto Di Paola & Javier DiezPalomar. In Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012). pp.156161.
 Chronaki, A. (2009). Women writing for a school mathematics journal: belonging and becoming in a gendered network. In A. Chronaki. (ed). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Publication series, pp. 129135.
 Stamou, A., & Chronaki, A. (2009). Dominant discourses and gender dimensions in the writing of school mathematics: the case of the school magazine Euclid A. in A. Chronaki. (ed). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 137140.
 Chronaki, A. (2009). Technoscience in the ‘body’ of Education: Knowledge and Gender politics in A. Chronaki. (ed). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 727.
 Chronaki, Α. (2009). ‘Mathematics, Technologies, Education: The gender perspective’. University of Thessaly Press. (175 pages) ISBN – 9789608029880.
 Chronaki, Α. (2008). ‘Sciences entering the ‘body’ of education: Women’s experiences and masculine domains of knowledge’. In M. ChionidouMoskofoglou, A. Blunk, R. Sierpinska, Y. Solomon, R. Tanzberger (eds) Promoting Equity in Maths Achievement: The Current discussion. The University of Barcelona Press, pp. 97110.
 Vekiri, I., & Chronaki, A. (2008). Gender Issues in technology use: Perceived social support, computer selfefficacy and value beliefs, and computer use beyond school. In Computers and Education. Vol. 51, Issue 3, pp. 13921404.
 Stamou, A., Chronaki, A. & Zioga, A. (2007). Scientific Discourses and Gendered Representations at the School Mathematics Journal ‘Euclid A’. Research in Mathematics Teaching Vol. 1. Pp. 6389.
 Stamou, A., & Chronaki, A. (2007). How mathematics become written: scientific discourses and gendered dimensions in students’ journal Euclid A. Critical Science and Education. Vol. 5. pp. 2545.
 Chronaki, A. (2006). The Challenge of geometry and technology in the early ages. The medium and the message of the system humantechnologyactivity. Themes in Education. Vol. 7 (1). Pp. 2351.
2003  2005
ICT Implementation at the University Program of Studies and Connecting to the Community
Position: Responsible for specific actions
Funding: ESPA and Ministry of Education
2003  2004
Bilingualism and Mathematics in the Early Υears: Issues of Communication and Pedagogy
Position: Researcher
Funding: University of Thessaly Research Committee. Project Code: 2928
2000  2002
Mathematics Education and Cultural Diversity
Position: Scientific Responsible & Researcher
Funding: Open University, UK and Centre for Research in Learning Mathematics (Royal Danish School of Educational Studies, Roskilde University, Aalborg), Denmark
Description:
This research project explores the pedagogic and school based practices through which children of immigrants become included within the school community and within the mathematics classroom. The research project was based on capturing the ‘visual images’ of children’s presence in three public schools in the city of Copenhagen in Denmark.
Publications:
 Chronaki, A. with Jess, K. (2002). Visual images from the lives of immigrant pupils in mathematics classrooms. Ιn P. Valero and O. Skovsmose (Eds.). Proceedings of the 3rd Congress on Mathematics, Education and Society. pp. 7783.
2000  2001
Subject Cultures: Mathematics and Visual Arts
Position: Scientific Responsible
Funding: Research Centre for Teacher Education Open University. United Kingdom
1999  2001
IRIS:The Art of Mathematics and the Mathematics of Art
Funding: EPAEK and Ministry of Education. Nausika. Odysseia
Principal investigator: Cocoordinator and Researcher
Description:
The project focuses on studying the relation amongst arts and mathematics and on creating a webbased environment that provides access to digital material and artefacts that support a series of learning events and activities that support a shared crosscurricular and interdisciplinary experience of ideas in mathematics and the visual arts.
Publications:
 Kotsanis, I., Chronaki, A., Sampson, D., and Dapontes, N. (2003). Webbased Exploratory CrossCurricular Contexts. In D. M. Watson and J. Andersen (eds). Networking the Learner: Computers in Education. Kluwer Academic Press, pp. 363372. ΙSBN 1402071337.
 Chronaki, A., Kotsanis, I., and Taliadorou, L. (2000). Maths, Images and Themes: Α Dialogue across Disciplines. In the symposium organised by Anna Chronaki and Bob Moon 'Researching and Developing online Communities of Practice for Teachers and Learners' in the BERA (British Educational Research Association) conference. Cardiff, UK.
 Chronaki, A. Kotsanis, I. And Taliadorou, L. (2000). IRIS: The art of Mathematics and the mathematics of Art. In Proceedings of the Conference Informatics in Education. Thessaloniki.
1996  1998
YDEES: ΥΔΕΕΣ: Computers as a means for Investigating, Expressing and Communicating for all in the school
Position: Researcher
Funding: General Secretariat in Science and Technology. Project Code: 726
1996  1998
IMEL: Intercultural Microworld courseware for Exploratory Learning
Position: Researcher
Funding: European Union’s SOCRATES programme, ref # 25136CP1961GRODL
1996  1998
ODYSSEIA: Educational Use of New Technologies in Secondary School
Position: Researcher
Funding: EPEAEK & Ministry of Education
1996  1998
Preliminary Study of the Uses of ICT in selected private schools in the area of Athens
Position: Researcher
Funding: EPEAEK & Ministry of Education
1996  1998
ODYSSEIA: Educational Use of New Technologies in Secondary School
Position: Member of the Research Team
Funding: EPAEK & Ministry of Education
2001  today
at the Department of Early Childhood Education, University of Thessaly, Volos, GR
1. 'Developing Mathematical Thinking for the Early Ages and Teaching Practice'
2. 'Digital Mathematics: Design and Use of Educational Materials and Games'
3. 'Ethnographic Studies in Practices of TechnoMathematics'
4. 'Gender, Technologies and Mathematics in Education'
5. ‘Mathematics and Literature in the space of Education’
2005  2006
at the Department of Educational Sciences in Early Childhood, National Kapodistrian University of Athens, GR
Responsible for the course 'Developing Mathematical Thinking and Current Trends of Research in Mathematics Education'.
1998  1999
at the Department of Primary Education, University of Athens, Athens, GR.
Responsible for the courses
1. Human Sciences and Computer Use
2. Design and Evaluation of Educational Software
1993  1996
at the School of Education, University of Bath, UK. Seminars and lectures for courses related to ‘Educational Science' and 'Teaching Practice’
2005  today
at the Department of Early Childhood Education, University of Thessaly, Volos, GR.
1. 'Design and Evaluation of Digital Educational Material'
2. 'Interdisciplinary Approaches and Teaching Use of Digital Educational Material'
2004  today
at the Department of Early Childhood Education, University of Thessaly. Seminars on:
1. 'Digital Games and Learning: a boundary relation'
2. 'Digital, Haptic and Embodied Games: identities under negotiation'
3. 'Developing Mathematical Thinking and Designing Learning Experiences'
4. 'Ethnograpgic Approach and Research in Education'
2004  2007
at the Hellenic Open University, Patras, GR. Seminars and lectures for the course ‘Educational Research in Practice’
1995
Visiting Scholar at School of Mathematics, University of Aalborg, Aalborg, DK. Postgraduate program 'Mathematics Education' (Director: Prof. O. Skovsmose)
2011
Teaching at the ‘University Based TeacherTraining in ICT Use in Education’, University of Thessaly, Volos, GR
2011
Teaching at the ‘University Based TeacherTraining in ICT Use in Education’. University of the Aegean. Rhodes.
2008
PAKE: Inservice Training of Teachers for the ICT use in Teaching Practice
Funding: G KPS, EPEAEK, Ministry of Education, CTI, PI. Project Code: 3651
Position: Scientific Coordinator of the Maths Teachers’ Team, Teacher Trainer
2008  2009
'Intercultural Education and Sciences in the context of School'
Funding: Hellenic Association of Science. Project Code: 3692
Position. Scientific Responsible
2007  2008
'Ιntercultural Education in Sciences and Human Sciences at School'
Funding: Hellenic Association of Science. Code: 3498
Position: Scientific Responsible
2005  2006
School Based Inservice Teacher Training at the Larisa School of Second Chance
Funding: IDEKE. Larisa. GR.
2004  2005
Online Teacher Training for the Learning Community of Rhodes
Funding: University of the Aegean, Rhodes, GR
2002  2004
Inservice Training and Education for Early Childhood Teachers, University of Thessaly. Volos, GR
1997  1999
Teacher Training in ICT use. ODYSSEIA project. Ministry of Education, Athens, GR
2011 today
Tools + Spaces for Learning
Researchers: Chronaki, A., Papadimas, Ch., Zacharaki, M., Mathioudaki, E., Lazaridou, E. and DECE students.
Description:
2011
My Own Number
Funding: University of Thessaly Research Committee
Researchers: Chronaki, Α., Moutzouri, G., and DECE students
Description:
Funding: University of Thessaly Research Committee
Researchers: Chronaki, A., Moutzouri, G.
Description:
Publications:
 Chronaki, A., Moutzouri, G., and Magos, K. (in press). ‘Number in Cultures’ as a Playful Outdoor Activity: Making space for critical mathematics education. In the International Handbook of Mathematics Education (edited by U. Gellert and S. Kafousi)
 Chronaki, A. and Mountzouri, G. (2012). Playing with Numbers in Cultures: Beginning to Trouble Essentialist Views of Mathematical Knowledge re  production. Special Issue Edited by Benedetto Di Paola Javier DiezPalomar. In Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012). pp.9095.
2008
Μathematical Literacy in the Market
Funding: Program of Studies Reformation
Researchers: Chronaki, A., Skafida, E., Tsigkanoula, E.
Description:
File: Video
File: Video
2008
Women in the Sciences of Mathematics
Funding: InterDisciplinary Project on Issues of Gender and Equality
Researchers: Chronaki, A., Kermanidou, Th., Katsiampoura, G.
Description:
Publications:
 Chronaki, Α., Kermanidis, M., and Katsiaboura, G. (2008) Women in the Sciences of Mathematics; life stories and stories of mathematical knowledge production. University of Thessaly Press. (ΙSBN: 9789608029897). – in Greek.
2008
Animals in Space: Designing a Virtual Narrative
Researchers: Stoikos, I., Chronaki, A., & Bourdakis, V.
Description:
Publications:
 Chronaki, A., Bourdakis, V., Stoikos, I. (2012). Designing a VR interactive storytelling as a learning game: The case study of ‘animals in the planet of shapes’. Proceedings of ETPE Conference: Hellenic Scientific Union for ICT in Education. http://www.etpe.eu/new/conf?cid=19
2008
ANIMath: Butterflies and ‘Authentic Learning’
Researchers: Alimisi, R., & Chronaki, A.
Description:
Publications:
 Chronaki, A., & Alimisi, R. (2011). Mathematics, Authentic Learning and Digital Technology; the context of ANIMath. In K. Glezou and N. Tzimopoulos (eds.) Proceedings of the 6th Panellenic Congress in ICT in Education. Syros.
 Alimisi, R., Chalki, P., Christouli, E., & Chronaki, A. (2007). ANIMAth – a web based educational site for mathematics teaching. Proceedings of the 4th Conference on ICT in Education.
20072008
Mathematical Tools and Technologies in Artbased Practices
Funding: EPEAEK: Gender and Equality – Cross Departmental Curriculum, University of Thessaly
Researchers: Chronaki, A.
Description:
File: Video
20072008
Mathematical Tools and Technologies in CraftBased Practices
Funding: EPEAEK: Gender and Equality – Cross Departmental Curriculum, University of Thessaly
Researchers: Chronaki, A.
Description:
File: Video
2006
ΑΝΙΜΑ: Point – Line – Surface
Researchers: Staikou, K., Chasoula, C., and Xiradaki, E., & Chronaki, A.
Publications:
 Xiradaki, E, Staikou, K, Chasoula, Ch,, and Chronaki, A. (2007). PointLineSurface. Designing a digital context for visual arts. Proceedings of the 4th Conference on ICT in Education. Syros.
2005
Zoo
Researchers: Stoikos, I., Stergiou, E., Nousia, A., Chronaki, A., & Bourdakis, V.
20002001
IRIS: The Art of Mathematics and the Mathematics of Art
Researchers: Chronaki, A., Kotsanis, I., Taliadorou, L. and Bourdakis, V.
Description:
Publications:
 Chronaki, A. (2004). Thematic Contexts and School Mathematics: the critical encounter amongst plot, theme and mathematics. In M. Nikolakaki (ed.) Towards a ‘school for all’: crosscuriculum and inclusion in the primary school. Atrapos press. Pp. 151178.
 Kotsanis, I., Chronaki, A., Sampson, D., and Dapontes, N. (2003). Webbased Exploratory CrossCurricular Contexts. In D. M. Watson and J. Andersen (eds). Networking the Learner: Computers in Education. Kluwer Academic Press, pp. 363372. ΙSBN 1402071337
 Chronaki, A. Kotsanis, I. And Taliadorou, L. (2000). IRIS: The art of Mathematics and the mathematics of Art. In Proceedings of the Conference Informatics in Education. Thessaloniki.
 Chronaki, A., Kotsanis, I., and Taliadorou, L. (2000). Maths, Images and Themes: Α Dialogue across Disciplines. In the symposium organised by Anna Chronaki and Bob Moon 'Researching and Developing online Communities of Practice for Teachers and Learners' in the BERA (British Educational Research Association) conference. Cardiff, UK.
File: Video
1997
Running Pelta
Publications:
 Chronaki, A. (2004) Thematic Contexts and School Mathematics: the critical encounter amongst plot, theme and mathematics. In M. Nikolakaki (ed.) Towards a ‘school for all’: crosscuriculum and inclusion in the primary school. Atrapos press. Pp. 151178.
 Chronaki, A. (2000) Teaching maths through themebased resources: Pedagogic style, ‘theme’ and ‘maths’ in lessons. Educational Studies in Mathematics. Vol. 42. pp 141163.
 Chronaki, A. (2004) Thematic Contexts and School Mathematics: the critical encounter amongst plot, theme and mathematics. In M. Nikolakaki (ed.) Towards a ‘school for all’: crosscuriculum and inclusion in the primary school. Atrapos press. Pp. 151178.
 Chronaki, A. (1996) Using text materials: Listening to the Teacher’s Voice? In M. Kondyli and Y. Papamichael (editors). School Textbooks: Research and Evaluation. Entypo. The UNESCO Chair (UNITWIN) of Patras University in Learning, Teaching and Evaluation, pp. 130137.
 Chronaki, A. (1996) Conceptualising the use of artistic work in mathematics teaching. Paper presentation for the Working Group 14: Mathematics and the other subjects organised by F. Godfree. ICME8. The 8^{th} International Congress on Mathematics Education. 1421 July 1996, Seville, Spain.
 Chronaki, A. (1995) Using a Visual Resource to Teach Mathematics: Findings based on the Analysis of TeacherPupil Dialogues. In C. Mamana (ed.) Perspectives on the Teaching of Geometry for the 21st Century. Published by University of Catania Press, pp. 4254.
 Chronaki, Α. (1995) Teacher's evaluation of artbased curriculum materials in the mathematics classroom. Proceedings of the Hellenic Congress on Mathematics Teaching. 1012 November 1995, Heraklion, Crete, pp. 165174.
 Chronaki, Α. (1995) Physical Metaphors as the language of Visual Resources. What is their role in communicating mathematical knowledge from a constructivist perspective? Proceedings of the II Hellenic Congress in Mathematical Education and Information Technology in Education. (eds. Philippou, Kakou, Christou). April 1995. University of Cyprus. Nicosia, pp. 199207.
 Chronaki, A. (1992) Physical Metaphors in the Construction of Mathematical Knowledge. Proceedings of the BSRLM (British Society of Research into Learning Mathematics). 21st November 1992. Open University. UK, pp 1724.
Chronaki, A. (1997). ‘Case Studies in the Teaching of Mathematics through the use of ArtBased Activities’, Unpublished PhD thesis, University of Bath.
Chronaki, A. (1990). ‘Exploring the use of Drama in Mathematics Teaching in Lower Secondary School’. Unpublished MEd thesis, University of Bath.
Chronaki, A. (2013). Gender and Technology in Education: Synthesis of bibliography and methodological tools. Τhe Greek Language Centre. (176 pages)  in Greek.
Chronaki, Α. (1998). The Epistemology of Constructivism in Mathematics Education. Internal Publication. School of Education. University of Bath. Bath.
V. Walkerdine (2013). Counting Girls Out: girls and mathematics. (A. Chronaki, Trans.) Gutenberg Publication Press. – in greek
Chronaki, Α., Kermanidis, M., & Katsiaboura, G. (2008). Women in the Sciences of Mathematics; life stories and stories of mathematical knowledge production. University of Thessaly Press. (ΙSBN: 9789608029897). – in greek
Chronaki, Α. (2009). ‘Mathematics, Technologies, Education: The gender perspective’. University of Thessaly Press. (175 pages) ISBN – 9789608029880
Chronaki, A., & Christiansen, I.M. (Eds.). (2005). Challenging Perspectives in Mathematics Communication. Information Age Publishing Inc. USA. Paperback ΙSBN1593111517, Hardcover ΙSBN1593111525 (371 pages).
Chronaki, Α. (2008). Gender, Mathematics and Technology. An Interdisciplinary Approach. University of Thessaly Press. Volos.(24 pages) – in greek
Chronaki, A. (Ed.). (2005). Papers presented at the ΟpenNet between 19982004. OPENnet: Οpen Contexts, Cultural Diversity, Democracy: Research Network 6, EERA: European Educational Research Association. (CD ROM)
Triantafillidis,Τ., Chatzikiriakou, Κ., Politis,P., Chronaki, A. (Eds.). (2003). Proceedings of the 6th National Conference of Mathematics Teaching and Informatics in Education with international participation. University of Thessaly, Volos, GR. Gutenberg Publishing.] (425 pages) – in greek
Calderhead, J., Chronaki, A., & Taylor, K. (Eds.) (1995). Proceedings of ECER95 (European Conference on Educational Research). University of Bath, Bath, UK. (230 pages)
Chronaki, A. (1992). "A constructivist perspective on the use of physical metaphors for mathematical knowledge". Lecture at the research seminar of the Department of Education at the University of Bath, UK (Invited by Prof. James Calderhead). November 1992.
Chronaki, A. (under review). Mediating/Disrupting the ‘Rational’ Subject via Mathematics: artifacts, rhetoric, bodies. ETHOS: A journal of the American Anthropological Association.
Chronaki, A., Moutzouri, G., Zaharaki, M., Planas, N. (in press). Number words in ‘her’ language, dialogism, and identitywork: The case of little Marram. In B.,Greer & S., Mukhopadhyay (Eds.). Special Issue on Intercultural Education and Mathematics. The Journal of Intercultural Education.
Pechtelidis, Y., Kosma, Y., Chronaki, A. (2015). Between a rock and a hard place: Women and computer technology. Gender and Education. 27(2), pp. 164182
Chronaki, A. (2015). Mathematics With/in the Museum: London, Paris and New York. MuseumEd: Education and Research in Cultural Environments, 1. pp. 89113.
Chronaki, A. & Kynigos, C. (2015). Humor as a humble way to access the complexity of knowledge construction. Open Peer Commentary on ‘Amusement, Delight, and Whimsy: Humor has its reasons that reason can’t ignore’ by E. K. Ackerman. Constructivist Foundations, 10(3). pp. 4167
Dafermos, M., Kontopodis, M., & Chronaki, A. (2013). How Do SocioCulturalHistorical Approaches to Psychology and Education Travel? Translations and Implememtations in Greece and Epistemological Implications. Learning, Culture and Social Interaction, (in revision).
Stathopoulou, Ch., Chronaki, A., & Kotarinou, P. (2013). Establishing the use of ‘meter’ as a measure unit: An interdisciplinary approach for teaching mathematics. Teaching Mathematics and its Applications: International Journal of IMA (in press).
Chronaki, A., & Matos, A. (2014). Technology use and mathematics teaching: teacher change as a discursive identity work. Learning, Media and Technology, 39(1), pp. 107125.
Chronaki, A. & Pechtelidis, Y. (2012). 'Being Good' at Maths. Fabricating Gender Subjectivity. REDIMAT: Journal for Research in Mathematics Education. Vol. 1, No. 3. pp. 246277.
Chronaki, A., & Mountzouri. G. (2012). Playing with Numbers in Cultures: Beginning to Trouble Essentialist Views of Mathematical Knowledge re  production. Special Issue Edited by Benedetto Di Paola & Javier DiezPalomar. Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012). pp.9095.
Chronaki. (2012). Women in relation to school techonology and mathematics: reading hegemonic discourses via “cyborgs” and “subalterns”. Special Issue Edited by Benedetto Di Paola & Javier DiezPalomar. In Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012). pp.156161.
Vekiri, I., & Chronaki, A. (2008). Gender Issues in technology use: Perceived social support, computer selfefficacy and value beliefs, and computer use beyond school. Computers and Education. Vol. 51, Issue 3, pp. 13921404.
Chronaki, A. (2005). Learning about 'learning identities" in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education. European Journal of Psychology of Education: Special Issue on “The Social Mediation of Learning in Multiethnic Classrooms, Guest Editors: Guida de Abreu and Ed Elbers. Vol. XX, no 1, pp. 6174.
Chronaki, A. (2000). Teaching maths through themebased resources: Pedagogic style, ‘theme’ and ‘maths’ in lessons. Educational Studies in Mathematics., 42(2), pp 141163.
Chronaki, A. (2000). Visions of school mathematics curriculum and maths teacher education programs: In search of a discourse? (translated in French by Stephane Lacroix and Daniel Martin) [Periodique Publie par l’ Association Canadiene d’ Education de Langue Francaise. (ACELF): Education et Francophonie: Revue Scientific Virtuelle. Vol. XXVIII, No.2, automnehiver 2000. pp. 121147.
Chronaki, A. (1997). Constructivism as an energiser for thinking. In Chreods: Journal on Philosophical Issues of Mathematics Education, Special Issue on Mathematics Education and Society: Radical Visions and Socialist Perspectives. Vol. 11, pp. 1521. ISSN 1350  6781.
Chronaki, A., & Bourdakis, V. (1996). Educational Research and the Internet: Reality or Myth for Researchers? EERA Bulletin Vol.2, n.2, pp1216. (Renamed into European Educational Research Journal)
Chronaki, A. (2012). Arithmetic Problem Solving as Space for Identity Work. The Greek Review of Social Research. 137138 Α'Β', 2012, 173200.
Chronaki, A. (2009). Gender and Mathematics. Paper for the wiki GenderPaideia (FyloPaideia)
Stamou, A., Chronaki, A. & Zioga, A. (2007). Scientific Discourses and Gendered Representations at the School Mathematics Journal ‘Euclid A’. Research in Mathematics Teaching. Vol. 1. pp. 6389.
Stamou, A., & Chronaki, A. (2007). How mathematics become written: scientific discourses and gendered dimensions in students’ journal Euclid A. Critical Science and Education. Vol. 5. pp. 2545. in greek
Chronaki, A. (2006). The Challenge of geometry and technology in the early ages. The medium and the message of the system humantechnologyactivity. Themes in Education. Vol. 7 (1). Pp. 2351.
Chronaki, A. & Stergiou, E. (2005). The Computer in the early ages classroom: Children’s views and access to computer and technologyuse. Teaching in Sciences: Research and Practice. Vol. 13. pp. 4654.
Chronaki, A. (2000). Collaboration amongst students in groups: Teachers’ views. Contemporary Education. Vol. 112. Pp. 3849.
Chronaki, A. (2007). Book Review of Heather Mendick. 2006. ‘Masculinities’ Open University Press. In IOWME: Journal of the International Organisation of Women in Mathematics Education. Volume 21, No 1, pp. 2223.
Chronaki, A. (2003). Extended Book Review: Telling Tales on Technology: qualitative studies of technology and education by Neil Selwyn: Cardiff Papers in Qualitative Research. In Education, Communication, Information. Vol. 3, No 3, pp. 410413.
Chronaki, A. (2002). Human Learning and Electronic Pedagogy [Essay Review based on 3 books: a) Building Learning Communities in Cyberspacε: effective strategies for the online classroom by R. Palloff and K. Pratt, b) EModerating: the key to teaching and learning by G. Salmon, and c) Electronic Collaborators: learnercentered technologies for literacy, apprenticeship and discourse by C.J.Bonk and K. S. King]. In Education, Communication, Information. Vol. 1, No 1, pp 125131.
Chronaki, A. (2001). Subject Cultures or Cultures within Subjects? [Themed Book Review based on 2 books: a) Learning to Teach Art and Design in the Secondary School by N. Addison and L. Burgess and b) Learning to Teach Mathematics in the Secondary School by S. JohnstonWilder et al] British Journal for Educational Research. Vol. 27, No. 5, pp. 666669.
Chronaki, A. (1999). Headstart GCSE Mathematics CDROM: What maths can pupils learn and in what ways? In MicroMath. Vol. 15, No. 1, pp 4246.
Chronaki, A. (2002). Computers as play and learning in the early ages. Bridges. Vol 2. JanFeb. 2002. pp. 6671.
Chronaki, A. (2002). Looking in the company of a computer through the Reggio Emilia educational approach. Bridges. Vol. 3. MarApr. 2002. pp. 6871
Chronaki, A. (2001). Internet for teachers. Bridges. Vol. 1. NovDec. Pp. 6872
Chronaki, A. (1986). For …triangles. Euclid A. Vol. 1. HME: Hellenic Mathematical Society. Pp. 2527.
Chronaki, A. (1985). Division Criteria. Euclid A. Vol. 4. HME: Hellenic Mathematical Society. Pp. 1112.
Chronaki, A., Moutzouri, G., and Magos, K. (2015). ‘Number in Cultures’ as a Playful Outdoor Activity: Making space for critical mathematics education in the early years. In U. Gellert, J.G. Rodriguez, C. Hahn, & S. Kafousi (Eds.). Educational Paths to Mathematics: A C.I.E.A.E.M. sourcebook. Dordrecht: Springer. pp143160.
Chronaki, A. (2011). “Troubling” Essentialist Identities: Performative Mathematics and the Politics of Possibility’. In M. Kontopodis, C. Wulf, and B. Fichtner. (Eds.). Children, Development and Education: Cultural, Historical and Anthropological Perspectives. Spinger Science. The Series: International Perspectives on Early Childhood Education and Development, pp. 207227.
Chronaki, A. (2011). Disrupting development as the quality/equity discourse: Cyborgs and subalterns in school technoscience. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.). Mapping equity and quality in mathematics education. Dordrecht. Springer, pp. 321.
Chronaki, A. (2010). Revisiting mathemacy: A processreading of critical mathematics education. In H. Alro, O. Ravn, & P. Valero (Eds.). Critical Mathematics Education: Past, Present and Future. Rotterdam: Sense Publishers, pp. 3150.
Chronaki, A. (2009). Women writing for a school mathematics journal: belonging and becoming in a gendered network. In A. Chronaki. (Εd.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Publication series, pp. 129135.
Chronaki, A. and Kanellopoulos, P. (2009) Performing ‘beginnings’. In A. Chronaki. (ed). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 6175.
Stamou, A. and Chronaki, A. (2009) Dominant discourses and gender dimensions in the writing of school mathematics: the case of the school magazine Euclid A. in A. Chronaki. (ed). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 137140.
Vekiri, I., & Chronaki, A. (2009). Primary boys’ and girls’ math and computer selfefficacy beliefs and their relation to students’ socialization experiences beyond school in A. Chronaki. (Εd.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 9598.
Chronaki, A. (2009). Technoscience in the ‘body’ of Education: Knowledge and Gender politics. Ιn A. Chronaki. (Ed.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 727.
Chronaki, A. (2009). An Entry to Dialogicality in the Maths Classroom: Encouraging Hybrid Learning Identities In M. César and K. Kumpulainen (Eds.). Social Interactions in Multicultural Settings. Sense Publishers Press, pp. 117143.
Chronaki, A. (2008). ‘Troubling’ School Maths: the teaching experiment as a possibility to dialogicality. In M. Pourkos (Εd.). Perspectives and Limits of Dialogism in Mikhail Bakhtin: Applications in Psychology, Art, Education and Culture. University of Crete publishing series. Rethymnon, pp. 213231.
Chronaki, Α. (2008). ‘Sciences entering the ‘body’ of education: Women’s experiences and masculine domains of knowledge’. In M. ChionidouMoskofoglou, A. Blunk, R. Sierpinska, Y. Solomon, R. Tanzberger (Εds.). Promoting Equity in Maths Achievement: The Current discussion. The University of Barcelona Press, pp. 97110.
Chronaki, A., & Christiansen, I.M. (2005). Challenging Perspectives on Mathematics Classroom Communication: From Representations to Contexts, Interactions and Politics. In A. Chronaki and I. M. Christiansen (Eds.). Challenging Perspectives on Mathematics Classroom Communication. Information Age Publishers, pp. 345. ΙSBN 1593111517
Chronaki, A. (2004). Researching the school mathematics culture of ‘others’ Creating a selfother dialogue. In P. Valero and R. Zevenbergen (Eds.). Researching the SocioPolitical Dimensions of Mathematics Education: Issues of power in theory and methodology. Kluwer Academic Publishers. Netherlands. pp. 145165. ΙSBN 140207906
Kotsanis, I., Chronaki, A., Sampson, D., & Dapontes, N. (2003). Webbased Exploratory CrossCurricular Contexts. In D. M. Watson, & J. Andersen (Eds.). Networking the Learner: Computers in Education. Kluwer Academic Press, pp. 363372. ΙSBN 1402071337
Chronaki, A. (2000). Computers in Classrooms: Learners and Teachers in New Roles. In Bob Moon, Miriam BenPeretz and Sally Brown (Eds.). Routledge International Companion of Education. Routledge. London. Ch. 32, pp. 558572. ISBN041511814X.
Chronaki, A. (1998) Exploring the SocioConstructivist Aspects of Maths Teaching: Using ‘Tools’ in creating a Maths Learning Culture. In Ole Bjorkqvist (Ed.). Mathematics Teaching from a Constructivist Point of View (Reports from the Faculty of Education, Abo Akademi University, No. 3 1998), pp. 6184. ISBN 9521201517.
Chronaki, A. (1996). Using text materials: Listening to the Teacher’s Voice? In M. Kondyli and Y. Papamichael (Eds.). School Textbooks: Research and Evaluation. Entypo. The UNESCO Chair (UNITWIN) of Patras University in Learning, Teaching and Evaluation, pp. 130137.
Chronaki, A. (1995). Using a Visual Resource to Teach Mathematics: Findings based on the Analysis of TeacherPupil Dialogues. In C. Mammana (Ed.). Perspectives on the Teaching of Geometry for the 21st Century. Published by University of Catania Press, pp. 4254.
Chronaki, A. (2013). The ‘right’ for the right to education: learning from an ethnographic teaching experiment in school mathematics . In A. Lydaki (Εd.). Social Diversities in Greece: the case of Roma (series editor Prof. I Psimmenos) Alexandreia Press. Athens.
Chronaki, A. (2012). Disrupting Dominant Discourses around Development: cyborgs and subalterns in school technoscience. In S. AthanasopoulouKypriou et.al. (Εds.). To use different lenses, to view different. Moraitis School Press. Athens. pp. 91129.
Chronaki, A. (2010). The Teaching Experiment: the qualitative study of the learning approach as part of teaching. In M. Pourkos and M. Dafermos (Eds.). Qualitative Research in Psychology and Education. Topos Press. pp. 605628
Chronaki, A. (2007). Sciences in the ‘body’ of education: women experiences in masculine domains of knowledge. In E. Tressou, E. Drenogianni and F. Seroglou (Εds.). Gender and Education. Kaleidoskopio Press. pp. 307331.
Chronaki., A. (2006). The ‘teaching experiment’: studying the process of teaching and learning. In V. Svolopoulos (Εd.). Relating Educational Research and Practice. Atrapos Press. Athens. pp. 371401.
Chronaki, A. (2004). Thematic Contexts and School Mathematics: the critical encounter amongst plot, theme and mathematics. In M. Nikolakaki (Ed.). Towards a ‘school for all’: crosscuriculum and inclusion in the primary school. Atrapos press. pp. 151178.
Chronaki, A. (2004). Computers in the Classroom: learners and teachers in new roles. In I. Kekes (Ed.). New Technologies in Education. Issues of Design and Practice. Atrapos Press. Athens. pp. 79110.
Chronaki, A. & Papasarantou, C. (under review) Disrupting Mathematical Subjectivity with/in Urban Interventions: Opening up the ‘street mathematics’ container. Paper submitted for the AERA Symposium ‘Reinscribing the City in Design Studies of Critical STEAM Conceptual Practice’.
Planas, N. Chronaki, A., Ronning, F. and Schutte, M. (in press). Challenges and Research Priorities in the context of the ‘Mathematics and Language’ TWG. In the CERME Proceedings.
Chronaki, A., & Pechtelidis, Y. (2012, July). Following (or not) mathematics related paths as a gendered choice. In S. Kafousi, C. Skoumbourdi, & F. Kalavasis (Eds.). Proceedings of the 64th CIEAEM (Commission Internationale pour l'Etude et l' Amelioration de l' Enseignement des Mathematics http://www.cieaem.net/). Paper presented at Mathematics, Education and Democracy: learning and Teaching practices. Rhodes, Greece (http://ltee.org/cieaem64/).
Chronaki, A with the contribution of Kourias, S. (2012). Playing Robots, Playing with Robots. In S. Kafousi, C. Skoumbourdi & F. Kalavasis (Eds.). Proceedings of the 64th CIEAEM (Commission Internationale pour l'Etude et l' Amelioration de l' Enseignement des Mathematics http://www.cieaem.net/). Paper presented at Mathematics, Education and Democracy: Learning and teaching practices. Rhodes, 2327 July (http://ltee.org/cieaem64/)
Kotarinou, P., Stathopoulou, C.,& Chronaki, A. (2011). Establishing the ‘meter’ as citizens of French National Assembly during the French Revolution. In Pytlak, M., Rowland, T., & Swoboda, E. (Eds.). Proceedings of CERME7 (the 7th Congress of the European Society for Research in Mathematics Education), pp. 17101719.
Dafermakis M., & Chronaki A. (2011). What happens when socioculturalhistorical theory travels? Critical Perspectives from Greece and epistemological issues. Invited Regional Symposium for the ISCAR (Ιnternational Society for Cultural and Activity Research). ISCAR Congress, Rome, Italy, 510 September 2011
Bourdakis, V., & Chronaki, A. (2010). Control technology as a means for designing virtual interactive space: what could be learned from blender use in architectural education? In E. Menegatti (Ed.). 2nd International Conference on Simulation, Modeling and Programming for Autonomous Robots (SIMPAR) Proceedings, Darmstadt, pp. 606623.
Chronaki, A., & Alimisi, R. (2010). Engaging young children to ‘control’ technology: emotion, negotiation, agency. In E. Menegatti (Ed.). 2nd International Conference on Simulation, Modeling and Programming for Autonomous Robots (SIMPAR) Proceedings, Darmstadt, pp.624638.
Chronaki, A. (2010). Racism as Gazing Bodies: From ‘bodycolor’ epistemology to epistemic violence A response to: Notsostrange bedfellows: Racial projects and the mathematics education enterprise. Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin
Kotarinou, P., Chronaki, A., & Stathopoulou, C. (2010). Debating for ‘one measure for the world’: Sensitive Pendulum or Heavy Earth? In Gellert, U., Jablonka, E., & Morgan, C. (Eds.). Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 293300.
Chronaki, A., & Matos, A. (2010). Desiring/Resisting Identity Change Politics: Mathematics, Technology and Teacher Narratives. In Gellert, U., Jablonka, E., & Morgan, C. (Eds.). Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 219228.
Black L., Chronaki A., Lerman S., Mendick H., & Solomon Y. (2010). Symposium proposal: Telling choices: mathematics, identity and social justice. Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 8992.
Chronaki A., Planas N., Setati M., & Civil M. (2010). Use of multiple languages in mathematics learning and teaching. In Symposium ‘Same Question Different Countries: Use of Multiple Languages in Mathematics Learning and Teaching’. Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 9396.
Stamou, A., & Chronaki, A. (2007). Writing mathematics through dominant discourses: the case of a Greek school magazine. In D. PittaPantazi & G. Philippou (Εds.). Proceedings of the 5th Congress of the European Society for Research in Mathematics Education. 2226 Feb, 2007. Nicosia Cyprus, pp. 13111320.
Bourdakis, V., & Chronaki, A. (2005). Social and Gender issues emerging on utilizing a VR planning tool for public participation. In Vision and Visualisation, IX Iberoamerican Congress of Digital Graphic Proceedings. SiGRaDi, Peru. pp.526534.
Chronaki, A. (2003). Activity, Tools, Identity: Design Dimensions for Cyberspace Mathematics. In T. Triandafilidis and C. Chatziriakou (Eds.). Proceedings of the 6th International Conference on Technology in Mathematics Teaching. 1013 October 2003. University of Thessaly. Volos, pp. 100108.
Chronaki, A. (2003) Mathematical Learning as Social Practice: Basic Dimensions for the Design of an Online Context. In A. Gagatsis and S. Papastavridis (Eds.). Proceedings of the 3rd Mediterranean Congress on Mathematics Education, Athens. January 2003, pp. 705716.
Chronaki, A. with Jess, K. (2002). Visual images from the lives of immigrant pupils in mathematics classrooms. Ιn P. Valero and O. Skovsmose (Eds.). Proceedings of the 3rd Congress on Mathematics, Education and Society. March 2002. Helsingor, Denmark. pp. 7783.
Chronaki, A. (2000). School maths in ‘themes’: moving beyond ‘traditional’ and ‘progressive’ pedagogies? In J. F. Matos (Ed.). Proceedings of the Second International Mathematics Education and Society Conference. March 2000. Montechoro, Portugal. pp. 235250.
Chronaki, A., & Kynigos, C. (1999). Teachers’ views on pupil collaboration in computer based groupwork settings in the classroom. In O. Zaslavsky (ed.). Proceedings of the Psychology of Mathematics Education Conference. Haifa. Israel, (Volume 2), pp. 209216.
Chronaki, A. (1999). Language Use and Geometry Texts. Proceedings of the BSRLM (British Society of Research into Learning Mathematics). 27th February 1999. UK, pp. 95100.
Chronaki, A. (1999). 'Contrasting the 'SocioCultural' and 'SocioPolitical' Perspectives in Maths Education and Exploring their Implications for Teacher Education. International Conference on Mathematics Education into the 21st Century "Societal Challenges, Issues and Approaches'. November 1999. Cairo. Egypt, pp. 1827.
Chronaki, A. with Moon B. (1999). Teaching as Learning in ‘Open Contexts’: ‘North’ and ‘South’ practices. Symposium in: Network 6: Open and Distance Education. Organised in the ECER99 (European Conference on Educational Research). September 1999, Lahti, Finland.
Chronaki, A. (1992). Physical Metaphors in the Construction of Mathematical Knowledge. Proceedings of the BSRLM (British Society of Research into Learning Mathematics). 21st November 1992. Open University. UK, pp 1724.
Chronaki, A., & Alimisi, R. (2011). Mathematics, Authentic Learning and Digital Technology; the context of ANIMath. In K. Glezou & N. Tzimopoulos (Εds.). Proceedings of the 6th Panellenic Congress in ICT in Education. Syros.
Chronaki, A., & Matos, A. (2011). ICT and teaching practice: rewriting ‘mathematics’ and ‘language’ courses in a community of teachers. In K. Glezou & N. Tzimopoulos (Εds.). Proceedings of the 6th Panellenic Congress in ICT in Education. Syros
Gavriilidou, M., & Chronaki, A. (2011). Narrative and Digital Media: a review of narrative media. In K. Glezou and N. Tzimopoulos (Εds.). Proceedings of the 6th Panellenic Congress in ICT in Education. Syros
Chronaki, A., & Moutzouri, G. (2011). Narrative and Mathematics in the Early Ages: multivoiced narratives and early arithmetic competences. In D. Chasapis (Εd.). 9th Dialogue in Mathematics Teaching. pp. 183202.
Chronaki, A., & Moutzouri, G. (2011). Early Competences of Arithmetic Literacy through a multivoiced narrative of a story. In N. Stellakis & M. Eftasiadou (Εds.). Proceedings of the European Congrees of OMEP. Nicosia. Cyprus. Pp. 870979
Chronaki, A., & Chatzigeorgiou, M. (2011). Educational Robotics, early childhood education and play. In N. Stellakis, & M. Eftasiadou (Εds.). Proceedings of the European Congrees of OMEP. Nicosia. Cyprus. Pp. 880888
Gidari, S. Chronaki, A., Tzouvaras, N., & Tzouvara, M. (2011). Using a Logo type context in the early ages. In N. Alexandris et. al. (Εds.). Proceedings of the 3rd conference on ‘Informatics in Education’. pp. 104114.
Chronaki, A.,& Gavriilidou, M. (2011). Digital Narrative Nedia and Interaction. In C. Panagiotakopoulos (Εd.). Proceedings of the 2nd Hellenic Congress ‘Integrating ICT in Education’. Patras. pp. 9991008.
Chronaki, A., & Kourias, S. (2011). Children, Robots and Lego Mindstorms; mapping the start of an interactive relation. In C. Panagiotakopoulos (Εd.). Proceedings of the 2nd Hellenic Congress ‘Integrating ICT in Education’. Patras. pp. 10091022
Matos, A., & Chronaki, A. (2011). Teaching mathematics and language through ICT: subject cultures and new technologies. In C. Panagiotakopoulos (Εd.). Proceedings of the 2nd Hellenic Congress ‘Integrating ICT in Education’. Patras. pp. 511510.
Chronaki, A., & Moutzouri, G. (2009). Narrative, Numbers and Symbolic Action. In F. Kalavais et. al (Εds.). Proceedings of the 3rd Hellenic Conference on Mathematics Education. Rhodes. pp. 425435
Chronaki, A., & Dimoudis, D. (2009). The Boundaries of the relationship amongst Mathematics and Technology. In F. Kalavais et. al (Εds.). Proceedings of the 3rd Hellenic Conference on Mathematics Education. Rhodes. pp. 565574.
Matos, A. & Chronaki, A. (2009). ‘Language teachers are not practical minds, but mathematics teachers are closer to technology…’. In Proceedings of the 1st Educational Conference on ICT in Teaching Practice. Volos. pp. 8287.
Chronaki, A. (2008). Gazes, Utterances and Silences: Optics of ‘communication’ in the research context of mathematics education. In Proceedings of the 25th Conference on Mathematics Education: Mathematical Education and complexed reality of th 21st century. Hellenic Mathematical Society. Volos. pp. 130171.
Stamou, A., & Chronaki, A. (2007). ‘Traditional’ and ‘Progressive’ views for the production of school mathematics: the case of Euclid A’. In Ch. Sakonidis (Εd.). Proceedings of the 2nd Conference on Mathematics Education. Alexandroupolis. pp. 617624.
Xiradaki, E, Staikou, K, Chasoula, Ch., & Chronaki, A. (2007). PointLineSurface. Designing a digital context for visual arts. Proceedings of the 4th Conference on ICT in Education. Syros
Alimisi, R., Chalki, P., Christouli, E., & Chronaki, A. (2007). ANIMAth – a web based educational site for mathematics teaching. Proceedings of the 4th Conference on ICT in Education.
Chronaki, A. (2006). Mary, Maria and the others: Negotiating meaning at the digital context of Cabrigeometry. In D. Psylos (Εd.). Proceedings of the Hellenic Conference on ICT in Education.
Chronaki, A. (2006). Geometry Concepts and Technology in the Early Ages: Design and Evaluation in practice of a dynamic geometry microworld. In D. Kakana et.al. (Εds.). Evaluation in Education. Proceedings of OMEP. Volos.
Chronaki, A. (2006). Digital material, activity and action: Designing for children’s learning in a sociocultural context. In E. Stavridou and Ch. Solomonidou (Εds.). Digital Educational Material.Volos.
Chronaki, A., & Dimoula, M. (2005). Same and Different: Issues of understanding the notion of ‘triangle’ in early years of primary school. In C. Kynigos (Εd.). Proceedings of the 1st Conference in Mathematics Education. Athens.
Chronaki, A. (2005). The issue of ‘social’ as culturalhistorical and as ‘political’ in the contemporary study of mathematics education. In Proceedings of the 4th Dialogue in Mathematics Teaching. Thessaloniki.
Chronaki, A. (2003). Argumentation and Roma children: the passage from personal experiences to mathematical thinking. In D. Chasapis (Εd.). Argumentation and Proof in School Mathematics. Proceedings of the 2nd Dialogue in Mathematics Education. Thessaloniki.
Patronis, Τ., Pavlopoulou, Κ., Stathopoulou, C., Chasiotis, C., & Chronaki, Α. (2003). The mathematical problem for children from minority backgrounds. Acquired techniques, symbolisms, argumentation and cultural contexts. Proceedings of the 6th National Conference of Mathematics Teaching and Computers in Education. Volos. GR. October 2003. pp 414418.
Chronaki, Α. (1995). Teacher's evaluation of artbased curriculum materials in the mathematics classroom. Proceedings of the Hellenic Congress on Mathematics Teaching. 1012 November 1995, Heraklion, Crete, pp. 165174.
Chronaki, Α. (1995). Physical Metaphors as the language of Visual Resources. What is their role in communicating mathematical knowledge from a constructivist perspective? Proceedings of the II Hellenic Congress in Mathematical Education and Information Technology in Education. (Eds. Philippou, Kakou, Christou). April 1995. University of Cyprus. Nicosia, pp. 199207.
Chronaki, A. (in press). The ‘street’, the ‘body’ and the ‘move: A hybrid space design for knowledge urban circulation. 3rd International Conference Proceedings on Hybrid City: Data to the People. Athens. September 2015.
Chronaki, A. (2015). Recrafting Mathematical Subjectivity: bodies, movement, affect. 8th International Deleuze Studies Conference: Daughters of Chaos: Practice, Discipline, A Life. Stockholm: Architecture Department.
Gavriilidou, M. and Chronaki, A. (2015). Children’s narratives of their experience with digital games. In "Media – Knowledge – Education: Why Media Education?"  International Conference at the University of Innsbruck (February 2728, 2015).
Chronaki, A. & Zaharaki, M. (2014). A Digital Narrative of our Relation with Mathematics: The case of ‘street mathematics’. In 1st International Conference on Science and Literature Commission on Science & Literature: DHST/ IUHPST. 911 July. Athens, GR.
Chronaki, A. & Milionis, C. (2014). Mathematical Literature in Teachers’ Hands: What tool does ‘literature’ become for mathematics education? In 1st International Conference on Science and Literature Commission on Science & Literature: DHST/ IUHPST. 911 July. Athens, GR.
Chronaki, A., Papasarantou, C., Papatheochari, T., Giannikis, G., Zaharaki, M., & Bourdakis, V. (2014). Synthesizing Digital Fragments of Knowledge: The methodology of ‘street mathematics’. ECER conference, Porto.
Chronaki, A. (2013, April). Identitywork as a political space for change: The case of mathematics teaching through technology use. 7th International Conference Mathematics Education and Society. Invited Plenary Lecture conducted from University of Cape Town. Cape Town. South Africa.
Chronaki, A., & Stoikos, I. (2013, September). A Virtual Reality interactive narrative: a focus on design methods. Paper presented at Open Learning Environments Network at ECER: European Conference on Educational Research. Instabul.
Chronaki, Α. with the contribution of Kourias, S. (2012, July). Playing Robots, Playing with Robots. In S. Kafousi, C. Skoumbourdi & F. Kalavasis (Eds.). Proceedings of the 64th CIEAEM (Commission Internationale pour l'Etude et l' Amelioration de l' Enseignement des Mathematics). Paper presented at Mathematics Education and Democracy: Learning and teaching practice. Rhodes, Greece.
Chronaki, A., & Yiannis Pechtelidis. (2012). Following (or not) mathematics related paths as a gendered choice. In S. Kafousi, C. Skoumbourdi and F. Kalavasis (Eds.). Proceedings of the 64th CIEAEM (Commission Internationale pour l'Etude et l' Amelioration de l' Enseignement des Mathematics). Rhodes, Greece, 2327 July 2012.
Chronaki, A. (2012, July). Fragile Experiments with Mathematics and Technology: focusing into issues of teaching and learning. 64th International Conference of the International Commission for the Study and Improvement of Mathematics Education (CIEAEM). Invited Keynote Lecture conducted from University of the Aegean, Rhodes, Greece.
Chronaki, A.,& Matos, A. (2011). Subject culture and ICT culture: renegotiating relations. Paper presented at the ISCAR (Ιnternational Society for Cultural and Activity Research). ISCAR Congress, Rome, Italy, 510 September 2011.
Chronaki, A. (2011). Invited Keynote Lecture. Taking Fragility Seriously: the risks of representing, experimenting and performing with/in virtualphysical spaces. In the 29th eCAADE (Education and research in Computer Aided Architectural Design in Europe: http://www.ecaade.org/). Ljubljana, Slovenia, 2124 September 2011.
1. Chronaki, A. (2011). Invited keynote lecture. Gendered dimensions of digital media use and production with(in) educational practices. In the ΙΙΙ Conference organized by Collaborative Knowledge Building Group (CKGB) at the University of Bari, Italy. 68 April 2011
Chronaki, Α. (2010). Technologymediated mathematics teaching: digital interactions, tooluse and identitywork. EASST 2010: Track 15, Sociomaterial Assemblages in Education. EASST 2010 theme: Practicing Science and Technology: Performing the social. September 2nd4th 2010. University of TRendo. Trendo. Italy. EASST: European Association of the Social Study of Technology.
Chronaki, A. (2009). Mathematics learning in multicultural classrooms: a ‘teaching experiment’ methodology as a ‘passage’ to dialogicality. SIG21Learning and Teaching in Culturally Diverse Settings, Examining methodology approaches to understanding migrant and ethnic minority schooling, EARLI 2009 2529 August, Amsterdam, the Netherlands.
Chronaki, A. (2009). Technologyuse as artifactuse: semiotic mediation and scientific concept development in the mathematics classroom. SIG20 – Computer Supported Inquiry Learning, EARLI 2009 2529 August, Amsterdam, the Netherlands.
Chronaki, A. (2008). ‘School mathematical practices and identity/gender work’, Topic Study Group 32: Gender and mathematics education, ICME 11, Monterrey, Mexico, July 6  13, 2008.
Chronaki, A. (2008). ‘Technology use and geometry development in the early years an analysis based on the humanmediageometry unit’, Topic Study Group 1: New developments and trends in mathematics education at preschool level, ICME 11, Monterrey, Mexico, July 6  13, 2008.
Chronaki, A. (2008) ‘Performing ‘learning identities’ as material events by means of dialogicality and hybridity’, paper prepared for the session “Dialogical Self and Education”, The 5th International Conference on the Dialogical Self, Cambridge, UK, August 2008.
Tsitsos, V., Chronaki, A., & Stathopoulou, C. (2008). A deliberate transformation of an ‘artifact’ into a scientific and didactic ‘instrument’: the case of pinhole camera, 28th November 2008, History Museum of the University of Athens.
Chronaki, A. (2008) ‘Scientificknowledge production as identitywork; the interplay of gender, mathematics learning and technology use’, Submitted for the Symposium: Children & Otherness: What happens when anthropology of childhood, feminist studies and socioculturalhistorical psychology meet?, Ecologies of Diversities: The developmental and historical interarticulation of human mediational forms, ISCARInternational Society for Cultural and Activity Research, University of California San Diego, 813 September 2008
Chronaki Α. (2007) ‘Children Technology  Maths Activity as a Unit: Exploring the challenge of maths and technology in the early years’, EECERA 2007, 28th Aug1st Sep, 2007, Prague.
Chronaki, A., & Vekiri, I. (2007). The role of socialization and out of school experiences in primary school boys’ and girls’ motivation to learn about math and computers. In Beno Csapo and Csapa Csikos (Εds.). Developing Potentials for Learning: Abstract Proceedings of the 12th European Conference for Research in Learning and Instruction. August 2007, Budapest, pp. 746747.
Chronaki, A. (2004). Using Tools and Constructing Identities: Τhe Case of Two Gypsy Girls in School Arithmetic Practices. In S. Vosniadou et al (Εds.). Book of Abstracts: 4th European Symposium in Conceptual Change: Philosophical, Historical, Psychological and Educational Approaches. Delphi. Greece. May 2004. pp. 122123.
Chronaki, A. (2001). Teaching and Learning Mathematics in Contexts. In the 8th International Literacy and Education Research Network Conference on Learning (www.learningconference.com) July 2001, Spetses.
Chronaki, A., Kotsanis, I., & Taliadorou, L. (2000). Maths, Images and Themes: Α Dialogue across Disciplines. In the symposium organised by Anna Chronaki and Bob Moon 'Researching and Developing online Communities of Practice for Teachers and Learners' in the BERA (British Educational Research Association) Conference. Cardiff, UK.
Chronaki, A. (1999). 'The epistemology of socioconstructivism’. Lecture at the Department of Mathematics at University of Aalborg, Denmark (Invited by Prof. Iben Christiansen). March 1999.
Chronaki, A. (1999). Linking innovative and traditional 'contexts' in creating a maths learning culture. EARLI (European Association for Research in Learning and Instruction). August 1999. Goteborg, Sweden
Chronaki, A. (1998). 'Issues in accessing and interpreting data in a microethnographic study of maths teaching' Ethnography and Education Conference. September 1998. Oxford. UK.
Chronaki, A. (1997). Issues of designing educational material for school mathematics. Presentation at the research seminar of the Department of Education, University of Bath, UK (Invited by Carol Morgan). March 1997.
Chronaki, A. (1997). "The sociocultural perspective of knowlegde according to Jean Lave". Lecture at the research seminar of Department of Education at University of Bath. Bath. UK. (Invited by Sue Martin). January 1997.
Chronaki, A. (1996). Seminar: ‘Teachers’ actions and intentions whilst interacting with pupils’. University of Reading. Reading. UK. (Invited by Prof. Clem Adelman). June 1996.
Chronaki, A. (1995). What might be a constructivist argument on the use of visual resources in the maths class? Considering the communication of mathematics. In S. Vosniadou (Ed.). Proceedings of the IV European Congress of Psychology. July 1995. University of Athens. Athens. Greece.
Chronaki, A. (1995). "The potential of an artbased environment for teaching geometry". Lecture following workshop for the M.Ed. students at Centre for Mathematics Education, Agder College, Kristiansand, Norway (Invited by Prof. Leiv Storesletten). April 1995.
Chronaki, A. (1995). ‘Researching the potential of an art based environment in teaching symmetry’. Διάλεξη στο Centre for Mathematics Education, Αgder College, Kristiansand, Norway (Invited by Prof. Leiv Storesletten). April 1995.
Chronaki, A. (1995). What might be a constructivist argument on the use of visual resources in the maths class? Considering the communication of mathematics. In S. Vosniadou (ed.) Proceedings of the IV European Congress of Psychology. July 1995. University of Athens. Athens. Greece.
Chronaki, A. (1995). Establishing good relations with the teachers and pupils. Is it merely good luck? 1995. In the ECER95 Symposium ‘Ethical issues and methodological problems in qualitative research: Is data collection and analysis a smooth process?’ ECER (European Conference on Educational Research). Bath. UK.
Chronaki, A. (1994). "The teaching of symmetry using an art pattern: The experience of a teacher". Lecture at the research seminar of the Department of Education at University of Bath. UK (Invited by Prof. James Calderhead). May 1994.
Chronaki, A. (1991). "Possible relations between art and mathematics education". Presentation at the research seminar of the Department of Education, University of Bath, UK (Invited by Peter Gates). October 1991.
Chronaki, A., Kotsanis Y., Taliadorou, L. (1999). Technical Annex. IRIS: The Art of Mathematics and the Mathematics of Art. EPEAEK/NAYSIKA Project.
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