Chronis Kynigos
Biographic Data
| ID | 9494103 |
|---|---|
| NAME | Chronis Kynigos |
| GIVEN NAMES | Chronis |
| FAMILY NAME | Kynigos |
| SIGNATURE | KYNIGOS C |
| AFFILIATIONS | National and Kapodistrian University of Athens |
| ORCID | 0000-0002-7412-0422 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Mathematical Metaphors in Locomotion for Angle Measurement Understanding
Researchers in Mathematics Education have consistently found that the concept of angle poses a persistent challenge for students. This study examines how combining physical navigation with its simulation through programming supports the conceptualization of angles as turns and measures. Employing design-based research methodology, we engaged a class of 12-year-old primary students in two navigational activities. Initially, they physically navigat…
Socio-Constructionist Design Thinking
Design Thinking (DT) has been widely promoted as a creative, human-centred approach for engaging students with real-world problems. Yet, research consistently shows that DT in mainstream schooling often struggles with ambiguity, superficial engagement with socio-scientific issues, weak integration of disciplinary knowledge, and epistemological tensions with school learning. In this paper, we examine whether DT can become more effective and educat…
Embedding Mathematics in Socio-Scientific Games
This paper discusses the ways in which digitally enabled transformation in mathematics education could envisage a role for rationality in post-normal science and wicked problems. The scene is set firstly by reviewing the ways in which digital media have been designed and used in transformative mathematics education as a rationale for thinking about such media for wicked problem education. The problem is set in epistemological terms: can normal sc…
Bridging disciplinary aesthetics
In this article, we discuss the way students’ aesthetic experiences can shape the learning of mathematics at higher school levels. We designed a learning environment based on three main design principles: (1) Mathematics as Artistic, where mathematics is used for open artistic creation; (2) Aesthetically rich mathematical experiences, that enable students to appreciate mathematical beauty and aesthetic experiences of wondering, imagining, conject…
Code the mime
In this paper, we discuss the need for new approaches to research regarding coding to support students in developing practices in computational thinking, such as abstraction and decomposition, in multidisciplinary contexts. We explore students’ activities with a tool integrating constructionist textual programming activity with game‐based learning and specifically game modding. In this context, we designed a programmable ‘design‐to‐play’ game dev…
Social Creativity in the Education Sector
In this paper we discuss social creativity in a particular professional context, that of education. We studied how collaborative design of educational digital resources inspired social creativity and the influencing factors during this collaboration amongst a group of designers made up of mathematics teachers, teacher educators and researchers with diverse expertise. The research was carried out in the framework of the MC2 European project (http:…
Modifying games with ChoiCo
Although there is wide rhetoric that programming should be learnt by all as an element of computational thinking (CT), in practice, it is mostly implemented narrowly as an end in itself consisting of routine practice and traditional testing of the ability to code. This paper discusses a way in which programming could be seen through a wider integrated pedagogical approach as jointly cultivating meaning making of computational concepts in conjunct…
No prominent works on this page.
Social Creativity in the Education Sector
In this paper we discuss social creativity in a particular professional context, that of education. We studied how collaborative design of educational digital resources inspired social creativity and the influencing factors during this collaboration amongst a group of designers made up of mathematics teachers, teacher educators and researchers with diverse expertise. The research was carried out in the framework of the MC2 European project (http:…
Modifying games with ChoiCo
Although there is wide rhetoric that programming should be learnt by all as an element of computational thinking (CT), in practice, it is mostly implemented narrowly as an end in itself consisting of routine practice and traditional testing of the ability to code. This paper discusses a way in which programming could be seen through a wider integrated pedagogical approach as jointly cultivating meaning making of computational concepts in conjunct…
Code the mime
In this paper, we discuss the need for new approaches to research regarding coding to support students in developing practices in computational thinking, such as abstraction and decomposition, in multidisciplinary contexts. We explore students’ activities with a tool integrating constructionist textual programming activity with game‐based learning and specifically game modding. In this context, we designed a programmable ‘design‐to‐play’ game dev…
Bridging disciplinary aesthetics
In this article, we discuss the way students’ aesthetic experiences can shape the learning of mathematics at higher school levels. We designed a learning environment based on three main design principles: (1) Mathematics as Artistic, where mathematics is used for open artistic creation; (2) Aesthetically rich mathematical experiences, that enable students to appreciate mathematical beauty and aesthetic experiences of wondering, imagining, conject…
Embedding Mathematics in Socio-Scientific Games
This paper discusses the ways in which digitally enabled transformation in mathematics education could envisage a role for rationality in post-normal science and wicked problems. The scene is set firstly by reviewing the ways in which digital media have been designed and used in transformative mathematics education as a rationale for thinking about such media for wicked problem education. The problem is set in epistemological terms: can normal sc…
Mathematical Metaphors in Locomotion for Angle Measurement Understanding
Researchers in Mathematics Education have consistently found that the concept of angle poses a persistent challenge for students. This study examines how combining physical navigation with its simulation through programming supports the conceptualization of angles as turns and measures. Employing design-based research methodology, we engaged a class of 12-year-old primary students in two navigational activities. Initially, they physically navigat…
Socio-Constructionist Design Thinking
Design Thinking (DT) has been widely promoted as a creative, human-centred approach for engaging students with real-world problems. Yet, research consistently shows that DT in mainstream schooling often struggles with ambiguity, superficial engagement with socio-scientific issues, weak integration of disciplinary knowledge, and epistemological tensions with school learning. In this paper, we examine whether DT can become more effective and educat…
Computer Science (5 works) · Affordance (3 works) · Artificial Intelligence (3 works) · Constructionism (3 works) · Educational Games and Gamification (3 works) · Mathematics education (3 works) · Teaching and Learning Programming (3 works) · Artificial Intelligence (2 works) · Computational Thinking (2 works) · Context (archaeology) (2 works)