ΙΛΙΑΔΑ ΗΛΙΑ
ΗΛΙΑ ΙΛΙΑΔΑ
ELIA ILIADA
...
ΑΝΑΠΛΗΡΩΤΗΣ/ΡΙΑ ΚΑΘΗΓΗΤΗΣ/ΡΙΑ
Τμήμα Επιστημών της Αγωγής
Θεοφανίδης
Δράμας 11-13
512
22892952
22894488
-

Προσωπικό Προφίλ

Βασικές σπουδές στο Πανεπιστήμιο Κύπρου (Τμήμα Επιστημών της Αγωγής-Δημοτική Εκπαίδευση, 1998). Μεταπτυχιακές σπουδές στο Πανεπιστήμιο Κύπρου (Μ.A. 2003 στις Επιστήμες της Αγωγής, PhD 2006 στη Μαθηματική Παιδεία). Μεταδιδακτορική έρευνα στο Freudenthal Institute, Utrecht University, Ολλανδία (2007-2009). Επισκέπτρια Ερευνήτρια στο Freudenthal Institute, Utrecht University, Ολλανδία (2009-2010, 2012-2015).
Σημειωτική προσέγγιση στη μάθηση των μαθηματικών με έμφαση στην προσχολική εκπαίδευση, κατανόηση γεωμετρικού σχήματος, ανάπτυξη της μαθηματικής σκέψης στην προσχολική ηλικία, επίλυση μαθηματικού προβλήματος
Elia, I. (2020). Word problem solving and pictorial representations: Insights from an exploratory study in kindergarten. ZDM Mathematics Education, 52(1), 17-31.
Van den Heuvel-Panhuizen, M., & Elia, I. (in press). Mapping kindergartners’ quantitative competence. ZDM Mathematics Education.
Panaoura, A., Michael-Chrysanthou, P., Gagatsis, A., Elia, I., & Philippou, A. (2017). A structural model related to the understanding of the concept of function: definition and problem solving. International Journal of Science and Mathematics Education, 15(4), 723-740.
Elia, I., Özel, S., Gagatsis, A., Panaoura, A., Yetkiner-Özel, Z.E. (2016). Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles. ZDM Mathematics Education, 48(6), 895-907.
Kuzniak, A., Tanguay, D., & Elia, I. (2016). Mathematical Working Spaces in schooling: An introduction. ZDM Mathematics Education, 48(6), 721-737.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners' mathematics performance. Educational Psychology, 36(2), 323-346.
Deliyianni, E., Gagatsis, A., Elia, I., & Panaoura, A. (2016). Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. International Journal of Science and Mathematics Education, 14, 397-417.
Gagatsis, A., Deliyianni, E., Elia, I., Panaoura, A., & Michael-Chrysanthou, P. (2016). Fostering representational flexibility in the Mathematical Working Space of rational numbers. Bolema: Boletin de Educacao Matematica, 30(54), 287-307.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2015). Kindergartners' performance in two types of imaginary perspective taking. ZDM Mathematics Education, 47, 345-362.
Elia, I., Evangelou, K., Hadjittoouli, K., & Van den Heuvel-Panhuizen M. (2014). A kindergartner's use of gestures when solving a geometrical problem in different spaces of constructed representation. Revista Latinoamericana de Investigacion en Matematica Educativa-RELIME, 17(4-I), 199-220.
Elia, I., & Evangelou, K. (2014). Gesture in a kindergarten mathematics classroom. European Early Childhood Education Research Journal, 22, 45-66.
Elia, I., Gagatsis, A., & Van den Heuvel-Panhuizen, M. (2014). The role of gestures in making connections between spatial and verbal representations in the early years: Findings from a case study. Mathematics Education Research Journal, 26, 735-761.
Van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17-47.
Elia, I. (2011). Le rôle de la droite graduée dans la résolution de problémes additives. Annales de didactique et de sciences cognitives, 16, 45-66.Van den Heuvel-Panhuizen, M., & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM - The International Journal on Mathematics Education, 43, 621-635.
Elia, I., Van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of picture books on children’s cognitive engagement with mathematical phenomena. European Early Childhood Education Research Journal, 18, 125-147.
Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2010). A model on the cognitive and affective factors for the use of representations at the learning of decimals. Educational Psychology, 30(6), 713-734.
Deliyianni, E., Monoyiou, A., Elia, I., Georgiou, Ch., & Zannettou, E. (2009). Pupils’ visual representations in standard and problematic problem solving in mathematics: Their role in the breach of the didactical contract. European Early Childhood Education Research Journal, 17(1), 95-110.
Elia, I. (2009). L’utilisation d’images dans la resolution de problemes additifs : quel type d’image et quel role? Annales de didactique et de sciences cognitives, 14, 5-29.
Elia, I., Van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in Mathematics. ZDM - The International Journal on Mathematics Education, 41, 605-618.
Elia, Ι., Gagatsis, Α., Panaoura, Α., Zachariades, Τ., & Zoulinaki, F. (2009). Geometric and algebraic approaches in the concept of limit and the impact of the 'didactic contract'. International Journal of Science and Mathematics Education, 7(4), 765-790.
Pantziara, M., Gagatsis, A., & Elia, I. (2009). Using diagrams as tools for the solution of non-routine mathematical problems. Educational Studies in Mathematics, 72, 39-60.
Elia, I., Panaoura, A., Gagatsis, A., Gravvani, K., & Spyrou, P. (2008). Exploring different aspects of the understanding of function: Toward a four-facet model. Canadian Journal of Science, Mathematics and Technology Education, 8(1), 49-69.
Elia, I., Gagatsis, A., & Demetriou, A. (2007). The effects of different modes of representation on the solution of one-step additive problems. Learning and Instruction, 17, 658-672.
Gagatsis, A., Sriraman, B., Elia, I., & Modestou, M. (2006). Exploring young children’s geometrical strategies. Nordic Studies in Mathematics Education, 11(2), 23-50.
Elia, I., & Gagatsis, A. (2003). Young children’s understanding of geometric shapes: Τhe role of geometric models. European Early Childhood Education Research Journal, 11(2), 43-61.

Profile Information

Undergraduate studies at the University of Cyprus (Department of Education, 1998). Graduate studies at the University of Cyprus (M.A. 2003 in Education, PhD in Mathematics Education, 2006). Postdoctoral researcher at the Freudenthal Institute, Utrecht University, The Netherlands (2007-2009). Guest researcher at the Freudenthal Institute, Utrecht University, The Netherlands (2009-2010, 2012-2015).
Semiotic approach in the learning of mathematics with emphasis on the early years education, understanding of geometrical figures, development of mathematical thinking in early childhood, mathematical problem solving

Elia, I. (2020). Word problem solving and pictorial representations: Insights from an exploratory study in kindergarten. ZDM Mathematics Education, 52(1), 17-31.

Van den Heuvel-Panhuizen, M., & Elia, I. (in press). Mapping kindergartners’ quantitative competence. ZDM Mathematics Education.

Panaoura, A., Michael-Chrysanthou, P., Gagatsis, A., Elia, I., & Philippou, A. (2017). A structural model related to the understanding of the concept of function: definition and problem solving. International Journal of Science and Mathematics Education, 15(4), 723-740.

Elia, I., Özel, S., Gagatsis, A., Panaoura, A., Yetkiner-Özel, Z.E. (2016). Students’ mathematical work on absolute value: focusing on conceptions, errors and obstacles. ZDM Mathematics Education, 48(6), 895-907.

Kuzniak, A., Tanguay, D., & Elia, I. (2016). Mathematical Working Spaces in schooling: An introduction. ZDM Mathematics Education, 48(6), 721-737.

Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners' mathematics performance. Educational Psychology, 36(2), 323-346.

Deliyianni, E., Gagatsis, A., Elia, I., & Panaoura, A. (2016). Representational flexibility and problem-solving ability in fraction and decimal number addition: a structural model. International Journal of Science and Mathematics Education, 14, 397-417.

Gagatsis, A., Deliyianni, E., Elia, I., Panaoura, A., & Michael-Chrysanthou, P. (2016). Fostering representational flexibility in the Mathematical Working Space of rational numbers. Bolema: Boletin de Educacao Matematica, 30(54), 287-307.

Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2015). Kindergartners' performance in two types of imaginary perspective taking. ZDM Mathematics Education, 47, 345-362.

Elia, I., Evangelou, K., Hadjittoouli, K., & Van den Heuvel-Panhuizen M. (2014). A kindergartner's use of gestures when solving a geometrical problem in different spaces of constructed representation. Revista Latinoamericana de Investigacion en Matematica Educativa-RELIME, 17(4-I), 199-220.

Elia, I., & Evangelou, K. (2014). Gesture in a kindergarten mathematics classroom. European Early Childhood Education Research Journal, 22, 45-66.

Elia, I., Gagatsis, A., & Van den Heuvel-Panhuizen, M. (2014). The role of gestures in making connections between spatial and verbal representations in the early years: Findings from a case study. Mathematics Education Research Journal, 26, 735-761.

Van den Heuvel-Panhuizen, M., & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17-47.

Elia, I. (2011). Le rôle de la droite graduée dans la résolution de problémes additives. Annales de didactique et de sciences cognitives, 16, 45-66.

Van den Heuvel-Panhuizen, M., & Elia, I. (2011). Kindergartners’ performance in length measurement and the effect of picture book reading. ZDM - The International Journal on Mathematics Education, 43, 621-635.

Elia, I., Van den Heuvel-Panhuizen, M., & Georgiou, A. (2010). The role of picture books on children’s cognitive engagement with mathematical phenomena. European Early Childhood Education Research Journal, 18, 125-147.

Panaoura, A., Gagatsis, A., Deliyianni, E., & Elia, I. (2010). A model on the cognitive and affective factors for the use of representations at the learning of decimals. Educational Psychology, 30(6), 713-734.

Deliyianni, E., Monoyiou, A., Elia, I., Georgiou, Ch., & Zannettou, E. (2009). Pupils’ visual representations in standard and problematic problem solving in mathematics: Their role in the breach of the didactical contract. European Early Childhood Education Research Journal, 17(1), 95-110.

Elia, I. (2009). L’utilisation d’images dans la resolution de problemes additifs : quel type d’image et quel role? Annales de didactique et de sciences cognitives, 14, 5-29.

Elia, I., Van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in Mathematics. ZDM - The International Journal on Mathematics Education, 41, 605-618.

Elia, Ι., Gagatsis, Α., Panaoura, Α., Zachariades, Τ., & Zoulinaki, F. (2009). Geometric and algebraic approaches in the concept of limit and the impact of the 'didactic contract'. International Journal of Science and Mathematics Education, 7(4), 765-790.

Pantziara, M., Gagatsis, A., & Elia, I. (2009). Using diagrams as tools for the solution of non-routine mathematical problems. Educational Studies in Mathematics, 72, 39-60.

Elia, I., Panaoura, A., Gagatsis, A., Gravvani, K., & Spyrou, P. (2008). Exploring different aspects of the understanding of function: Toward a four-facet model. Canadian Journal of Science, Mathematics and Technology Education, 8(1), 49-69.

Elia, I., Gagatsis, A., & Demetriou, A. (2007). The effects of different modes of representation on the solution of one-step additive problems. Learning and Instruction, 17, 658-672.

Gagatsis, A., Sriraman, B., Elia, I., & Modestou, M. (2006). Exploring young children’s geometrical strategies. Nordic Studies in Mathematics Education, 11(2), 23-50.

Elia, I., & Gagatsis, A. (2003). Young children’s understanding of geometric shapes: Τhe role of geometric models. European Early Childhood Education Research Journal, 11(2), 43-61.