Δέσποινα Δεσλή ΠΤΔΕ ΑΠΘ

Desli Despoina

Associate Professor

Department of Sciences & New Technologies
Didactics of Mathematics

 Office 909

Monday 10:00 – 12:00, Tuesday 12:00 – 14:00

 +30 2310 991234

 ddesli@eled.auth.gr

Dr Despina Desli is currently Associate Professor in “Didactics of Mathematics” at the School of Primary Education, Department of “Science and IT”. She has graduated from the Aristotle University of Thessaloniki, School of Education and has an MA and a PhD from the University of London, Institute of Education, UK. Prior to her current position, she had been appointed as Assistant Professor in Mathematical Reasoning at the Democritus University of Thrace, School of Education Sciences in Pre-School Age.

Her publications include book chapters, articles in scientific journals as well as articles in international and Greek conferences. She has numerous oral presentations at conferences in Greece and abroad. She has worked on research projects in both primary and secondary schools concerned with mathematics education and in-service teacher training. She is a member of scientific associations and a member of scientific journals’ editorial board.

Her main research interests concentrate on mathematics learning and teaching, mathematical reasoning (children’s conceptions and strategies), mathematical creativity, manipulative use in teaching mathematics, and teacher mathematics education.

  • Δεσλή, Δ., & Δήμτσα, Ε. (2018). Διερεύνηση της δημιουργικότητας των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης στα Μαθηματικά με τη χρήση υλικού. Στο: Χ. Σκουμπουρδή & Μ. Σκουμιός (επιμ.). Πρακτικά 3ου Πανελληνίου Συνεδρίου με Διεθνή Συμμετοχή: «Εκπαιδευτικό υλικό Μαθηματικών και Φυσικών Επιστημών: διαφορετικές χρήσεις, διασταυρούμενες πορείες μάθησης» (σελ. 257-271). Ρόδος.
  • Desli, D. & Giakoumi, M. (2017). Children’s length estimation performance and strategies in standard and non-standard units of measurement. International Journal for Research in Mathematics Education, 7(3), 61-84.
  • Δεσλή, Δ. & Γαϊτανέρη, Δ. (2017). Η κατανόηση των μαθηματικών μοτίβων από παιδιά Γ’ και Δ’ τάξης δημοτικού σχολείου και οι στρατηγικές σκέψης τους. Προσχολική και Σχολική Εκπαίδευση, 5(1), 63-83.
  • Desli, D. (2015). Cooperative learning in primary school mathematics: Identifying teachers’ and children’s interactions for creating classroom communities. In: G. Grollios, A. Liambas & P. Pavlidis (Eds.). Proceedings of the IV International Conference on Critical Education ‘Critical Education in the Era of Crisis’ (Vol. 2, pp. 180-189). Available: http://www.eled.auth.gr
  • Desli, D. & Zioga, M. (2015). Looking for creativity in primary school mathematical tasks. In: Krainer & N. Vondrova (Eds.). Proceedings of the 9th Congress of the European Society for Research in Mathematics Education (pp. 989-995). Czech Republic: Prague.
  • Desli, D. & Dimitriou, A. (2014). Teaching mathematics and science in early childhood: Prospective kindergarten and primary school teachers’ beliefs. Review of Science, Mathematics and ICT Education, 8(2), 25-48.
  • Desli, D. & Loukidou, H. (2014). Addition and subtraction word problems in Greek Grade A and Grade B mathematics textbooks: distribution and children’s understanding. International Journal for Mathematics Teaching and Learning. Available:cimt.plymouth.ac.uk/journal/desli
  • Anestakis, P. & Desli, D. (2014). Computational estimation in the Greek primary school: tasks proposed for its teaching. MENON: Journal of Educational Research, 1st Thematic Issue on ‘Behaviour of students, teachers and future teachers in mental calculation and estimation’, 75-89. Available: http://www.uowm.gr/site/menon
  • Desli, D. (2011). The use of inversion principle by young children as evidence for conceptual understanding in additive problems. In: Proceedings OMEP European Conference 2011 (pp. 82-89). Nicosia, Cyprus.
  • Howe, C., Nunes, T., Bryant, P., Bell, D. & Desli, D. (2010). Intensive quantities: Towards their recognition at primary school level. British Journal of Educational Psychology – Monograph Series ΙΙ, Number 7, Understanding Number Development and Difficulties, 101-118.
  • Desli, D. (2010). Young children’s organization and understanding of data in everyday mathematics situations. In: B. Maj, E. Swoboda & K. Tatsis (Eds.). Motivation via natural differentiation in mathematics (pp. 259-267). Rzeszowskiego: Wydawnictwo Universytetu.
  • Nunes, T., Desli, D. & Bell, D. (2003). The development of children’s understanding of intensive quantities. International Journal of Educational Research, 39, 651-675.
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