George Philippou
University of Cyprus
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Archive | 2002
George Philippou; Constantinos Christou
The affective domain has in recent years attracted much attention from the mathematics research community; empirical data seem to increasingly support expert opinion that affect plays a decisive role in the process of cognitive development. One of the less researched dimensions of the affective domain is teachers’ beliefs about the efficacy of their mathematics teaching. Though there are studies examining efficacy-beliefs with respect to mathematics learning, we have not been able to locate any study related to efficacy-beliefs with respect to teaching mathematics. Belief in one’s ability to overcome obstacles and bring about a predetermined outcome may be decisive in motivation to undertake the endeavour, and to put in time and resources. In this chapter, based on a sample in Cyprus, we examine primary school teachers’ efficacy-beliefs with respect mathematics teaching. From an analysis of self-reported questionnaires and interview data, it was found that teachers feel quite competent to teach mathematics, and that the level of efficacy improves, after diminishing during the initial career period. The preservice program seemed to make a difference to beliefs about the efficacy of their mathematics teaching; however, in general the teachers seemed to be critical about the preservice program they passed through. The findings of this study might have important implications for teacher preparation and teacher development in general.
The Journal of Mathematical Behavior | 2001
Constantinos Christou; George Philippou
Abstract The purpose of this study was two-fold. First, to find out students’ informal understanding of proportional problems, and discuss their solution strategies. Second, to investigate how the intuitions developed by students influence their strategies to solve proportional problems. To this end, we interviewed 16 students in Grades 4 and 5, while they were solving proportional problems. It was found that students intuitively used the unit-rate strategy indicating an attempt to transfer the knowledge resulted by their experience with solving simple multiplicative problems. Fourth and fifth graders tended to shift from the unit-rate strategy to other strategies if there was no easy way to calculate the unit-value directly from the context of the problems. Since fifth graders were more comfortable than fourth graders in calculating the unit-value, they felt less the need to invent other solution strategies.
Educational Research and Evaluation | 1997
George Philippou; Constantinos Christou
ABSTRACT The purpose of this study, which is part of a larger research program, was to investigate teachers’ conceptions about assessment. A mailed questionnaire sent to 5th and 6th grade teachers in Cyprus and Greece produced a rather optimistic picture about the investigated issues. However, some semi‐structured interviews, which followed, showed that teachers in both countries seemed to have a rather vague understanding of relevant key concepts. ∗We thank the reviewers for their constructive comments, which resulted to improve the initial version of this paper.
Archive | 2015
George Philippou; Marilena Pantziara
Teacher efficacy beliefs refer to beliefs about one’s capacity to organize and execute courses of action to accomplish a specific task. After almost 40 years of intensive research on teacher efficacy beliefs, and despite the impressive support of the claim that teacher efficacy beliefs constitute an important influence on teacher behaviour and student achievement, motivation and beliefs, the construct remains under serious criticism. It is not a surprise that after this huge effort of the international educational community, researchers expected more safe theoretical and practical outcomes.
Educational Studies in Mathematics | 1998
George Philippou; Constantinos Christou
Educational Studies in Mathematics | 2008
Charalambos Y. Charalambous; George Philippou; Leonidas Kyriakides
Educational Studies in Mathematics | 2004
Constantinos Christou; Maria Eliophotou‐Menon; George Philippou
Archive | 2004
Markku S. Hannula; Jeff Evans; George Philippou; Rosetta Zan
Educational Studies in Mathematics | 2009
Charalambos Y. Charalambous; Areti Panaoura; George Philippou
Journal of Mathematics Teacher Education | 2007
Gabriel J. Stylianides; Andreas J. Stylianides; George Philippou