Dr Theodosia Prodromou

Senior Lecturer, Mathematics Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Theodosia Prodromou

Phone: +61 2 6773 3237

Email: theodosia.prodromou@une.edu.au

Biography

Dr Theodosia Prodromou is a Cypriot-Australian mathematician, statistician and mathematics educator, who joined the University of New England in July 2009 to lecture in Mathematics Education. She taught primary and secondary Mathematics in different countries of Europe, and Australia.She has experience of teaching mathematics education to pre-service teachers and in-service teachers within primary and secondary and post-graduate programs.
She is involved in European and International funded and unfunded projects.
She is a chair of the GeoGebra Institute in Australia and at the University of New England, NSW.
Dr Prodromou is keen to discuss PhD and Masters supervision with potential candidates.

Qualifications

Graduate Certificate in Tertiary Education, School of Education, University of New England, Australia
PhD in Mathematics Education, Centre for Education Studies, University of Warwick, United Kingdom
Postgraduate DipTeach in Secondary Mathematics Education, University of Cyprus and Pedagogical Institute of Cyprus
Master of Science in Statistics, Department of Statistics, University of Warwick, United Kingdom
Bachelor of Mathematics (Hons), School of Pure Sciences, Department of Mathematics, Aristotle University of Thessaloniki, Greece.

Teaching Areas

EDME369 (Off campus) Unit Coordinator (T2, T3)

Awards for Teaching Excellence

17 October 2013 Unit Monitoring Commendation for the unit EDME931 Primary Mathematics 2: Pedagogy across the Strands (external mode) from Professor James Barber, Vice-Chancellor and CEO.

30 March 2011 Unit Monitoring Commendation for the unit EDUC 321 Curriculum Planning and Assessment 2 (internal mode) from Graham Webb, the Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Academic).

Research Interests

My interests include all aspects of mathematics education but in research. My principal research interests focus on:

  • the relationship between technology and mathematical thinking
  • Integrating digital technologies in the teaching of mathematics, students’ learning of mathematics with the use of technologies
  • Professional development of pre-service and in-service mathematics teachers
  • Big data in statistics education, statistical literacy, statistical thinking including probability, data analysis and perceptions of chance
  • STEM education
  • Big data in Educational settings
  • Augmented reality in Educational settings
Research Grants

2016−2017 EOI Excellence and Equity in Maths project fund, Amount: $19,850 AUD, Title of project: “Switched On: A UNE Indigenous STEM Program”

2015−2016 International Education Association of Australia (IEAA)/Tony Adams Research Project in International Education Grant, Amount: $3,000AUD

2016 School of Education, University of New England (UNE), Amount: $3,000AUD

2013−2015 European Union and the Hungarian Government (Scheme: EU – TAMOP-3.1.12-12/1-2013-000), Amount: $10 million USD, Title of project: “GeoMatech project: Integrating technology-supported STEM activities for year 1-12 mathematics and physics classes in Hungary

2011 UNE International Conference Travel Grant ($3,000 AUD)

2010−2012 UNE Internal Research Grant, Amount: $4,000AUD, Title of project: “Implementing the Australian Curriculum: Mathematics- A Local Case Study”

Award for Research Excellence

2015 Tony Adams Fund/Award provided by the International Education Association of Australia (IEAA) for my work about the Internalisation of the Mathematics Curriculum through the use of technologies and progressive pedagogies.

Publications

Keynote speaker

Prodromou, T. (2018). Big Data in (Mathematics) education and research. Mathematics Education Forum across Taiwan Straits–EARCOME8 (MEFATS), Tapei, Taiwan, May 11, 2018.

Prodromou, T. (2018). Examples of creativity from microworlds, simulations to Big Data. Creativity in STEAM Education Conference. Johannes Kepler University, Linz, Austria, April 20, 2018.

Books

Prodromou, T. (2018/in press). Big Data in Education: Pedagogy and Research. New York: Springer.

Prodromou, T. (2018/in press). Augmented reality in educational settings. Leiden, (The Netherlands): Brill | Sense.

Prodromou, T. (2017). Data Visualization and Statistical Literacy for Open and Big Data. Hershey: IGI Global.

Book Chapters

Prodromou, T. & Lavicza, Z. (2018/in press). Inquiry-based learning in statistics when students engaged with challenging problems in STEM disciplines. In T. Barkatsas, N. Carr & G. Cooper (Eds.), STEM Education: An emerging field of inquiry. Leiden, (The Netherlands): Brill | Sense.

Etkind, M., Shafir, U., & Prodromou, T. (2008/in press). Enhancing learning outcomes with big data evidence based pedagogy for conceptual thinking and Meaning Equivalence Reusable Learning Objects (MERLO). In T. Prodromou (Ed.), Big Data in Education: Pedagogy and Research. New York: Springer.

Monteiro, C., Martins, N. M., & Prodromou, T. (2008/in press). Analysing aspects of Brazilian Curricula for teaching Statistics involving Big Data. In T. Prodromou (Ed.), Big Data in Education: Pedagogy and Research. New York: Springer.

Kenett, R., & Prodromou, T. (2008/in press). Big data, analytics and the education process: challenges, opportunities and example. In T. Prodromou (Ed.), Big Data in Education: Pedagogy and Research. New York: Springer.

Prodromou, T., & Dunne, T. (2017). Data visualisation and statistics education in the future. In T. Prodromou (Ed.), Data Visualization and Statistical Literacy for Open and Big Data, pp. 1-28. Hershey: IGI Global. doi: 10.4018/978-1-5225-2512-7.ch001

Martins, N. M., Monteiro, C, & Prodromou, T. (2017). Teachers analyzing sampling with Tinkerplots: Insights for teacher education. In T. Prodromou (Ed.), Data Visualization and Statistical Literacy for Open and Big Data, pp. 194-222. Hershey: IGI Global. doi: 10.4018/978-1-5225-2512-7.ch008

Prodromou, T., Meletiou-Mavotheris, M., & Kyriakides, O. A. (2015). Students’ kinaesthetic interactions with a touch-enabled virtual mapping tool. In Meletiou-Mavrotheris, K. Mavrou & E. Paparistodemou (Eds.), Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, pp. 1-23. Hershey: IGI Global. doi: 10.4018/978-1-4666-8714-1.ch001

Kyriakides, O. A., Meletiou-Mavotheris, M., & Prodromou, T. (2015). Changing children’s stance towards mathematics through mobile teaching: The case of robot A.L.E.X. Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, pp. 125-149. Hershey: IGI Global. doi: 10.4018/978-1-4666-8714-1.ch006

Prodromou, T. (2014). Developing a modelling approach to probability using computer-based simulations. In E. J. Shernoff & B. Sriraman (Eds.), Probabilistic Thinking: Presenting Plural Perspectives, pp. 417-439. New York, NY: Springer. doi: 10.1007/978-94-007-7155-0_22

Prodromou, T. (2013). Connecting Probability to Statistics using simulated phenomena. In J Madden & R. Smith (Eds.), International Teacher Education Dialogue, pp. 59-70. New South Wales: The Primrose Hall Publishing Group.

Journal publications - refereed

Prodromou, T., Robutti, O., & Panero M. (2017/online first Article). Making sense out of the emerging complexity inherent in professional development. Mathematics Education Research Journal.

Prodromou, T., & Lavicza, Z. (2017). Integrating technology into mathematics education in an entire educational system – reaching a critical mass of teachers and schools. International Journal for Technology in Mathematics Education, 24(3) 130-135.

Prodromou, T. (2017). Model-Based informal inference. International Journal of Statistics and Probability, 6(5), 140-147.

Prodromou, T., & Dunne, T. (2017). Statistical literacy in data revolution era: building blocks and instructional dilemmas. Statistics Education Research Journal,16(1), 38-43.

Prodromou, T. (2016). Secondary School students’ reasoning about conditional probability, samples and sampling procedures. Statistics Education Research Journal,15(2), 106-125.

Meletiou-Mavotheris, M., & Prodromou, T. (2016). Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning. Technology, knowledge and learning, 21(3), 379-399. doi: 10.1007/s10758-016-9275-y

Kyriakides, O. A., Meletiou-Mavotheris, M., & Prodromou, T. (2016). Mobile technologies in the service of students' learning of mathematics: The example of game application A.L.E.X. in the context of a primary school in Cyprus. Mathematics Education Research Journal, 28(1), 53-78. doi: 10.1007/s13394-015-0163-x

Prodromou, T. (2016). Helping students interpret large-scale data tables. Australian Mathematics Teacher, 72(2), 16-24.

Prodromou, T., Lavicza, Z., & Koren, B. (2015). Increasing students’ involvement in technology-supported mathematics lesson sequences. International Journal of Technology in Mathematics Education, 22(4), 169-177. doi: 10.1564/tme_v22.4.05

Prodromou, T. (2015). Teachers’ technological pedagogical statistical knowledge. Australian Mathematics Teacher, 71(3), 32-40.

Prodromou, T. (2015). Students’ emerging reasoning about data of large-scale data. International Journal of Statistics and Probability, 4(3), 181-197. doi: 10.5539/ijsp.v4n3pxx

Prodromou, T., & Lavicza, Z. (2015). Encouraging Students’ Involvement in Technology-Supported Mathematics Lesson Sequences. Education Journal. 4(4),  175-181. doi: 10.11648/j.edu.20150404.16

Prodromou, T. (2015). Adults’ perception of risk in the big data era. The Mathematics Enthusiast, 12(1), Article 28. Available at: http://scholarworks.umt.edu/tme/vol12/iss1/28

Prodromou, T. (2014). GeoGebra in Teaching and Learning Introductory Statistics. Electronic Journal of Mathematics and Technology, 8(5), 363-376.

Prodromou, T. (2014). GeoGebra in Teaching and Learning Introductory Statistics. Journal of the International Society for Teacher Education (ISFTE), 18(1), 53-66.

Prodromou, T. (2014). Semiotic resources in the development of early probabilistic thinking when teaching mathematics as storytelling. International Journal of Elementary Education, 3(6), 115-120.

Prodromou, T. (2014). GeoGebra in Teaching and Learning Introductory Statistics. The Research Journal of Mathematics and Technology, 3(2), 17-30.

Prodromou, T. (2014). Drawing inference from data visualisations. International Journal of Secondary Education, 2(4), 66-72.

Prodromou, T. (2013). A Modelling approach to probability-analysing students’ conceptual structures. NOMAD - NordicStudies in Mathematics Education, 18(4), 101-124.

Prodromou, T., & Pratt, D. (2013). Making Sense of stochastic Variation and Causality in a Virtual Environment. Technology, knowledge and learning, 18(3), 121-147. doi: 10.1007/s10758-013-9210-4

Prodromou, T. (2013). Informal Inferential Reasoning Using a Modelling Approach within a Computer-Based Simulation. Special Issue of World Academy of Science, Engineering and Technology. Vol. 78, pp. 1761-1766.

Prodromou, T. (2013). Informal Inferential Reasoning: Interval Estimates of Parameters. International Journal of Statistics and Probability, 2(2), 136-152. doi: 10.5539/ijsp.v2n2p136

Prodromou, T. (2013). Estimating Parameters from Samples: Shuttling between Spheres. International Journal of Statistics and Probability, 2(1), 113-124. doi: 10.5539/ijsp.v2n1p113

Prodromou, T. (2012). Connecting experimental probability and theoretical probability. International Journal on Mathematics Education (ZDM), 44(7), 855-868. doi: 10.1007/s11858-012-0469-z

Prodromou, T. (2012). Students’ construction of meanings about the co-ordination of the two epistemological perspectives on distribution. International Journal of Statistics and Probability, 1(2), 283-300. doi: 10.5539/ijsp.v1n2p283

Prodromou, T., & Pratt, D. (2006). The role of causality in the Co-ordination of the two perspectives on distribution within a virtual simulation. Statistics Education Research Journal, 5(2), 69-88. Available at: http://iase-web.org/documents/SERJ/SERJ5(2)_Prod_Pratt.pdf

Conference papers – refereed

Prodromou, T. (2017). Using a flipped classroom approach in the teaching of mathematics: a case study of a pre-service teachers class. Proceedings of the Tenth Congress of European Research in Mathematics Education, pp. 2454-2461. Dublin, Ireland: CERME10.

Robutti, O., Arzarello, F., Carante, P., Kenett, R., Prodromou, T., & Shafrir, U. (2016). Meaning Equivalence: a methodological tool for assessing deep understanding. Proceedings of the International Technology, Education and Development Conference, pp. 7358-7367. Valencia, Spain: INTED.

Arzarello, F., Kenett, R.S., Robutti, O., Shafrir, U., Prodromou, T., & Carante, P. (2015). Teaching and assessing with new methodological tools (MERLO): a new pedagogy? In M.A. Hersh & M. Kotecha (Eds.), Proceedings of the First IMA International Conference on Barriers and Enablers to Learning Maths: Enhancing Learning and Teaching for All Learners, pp. 1-8. Glasgow, Scotland.

Prodromou, T. (2014). Multidirectional modelling for fostering students’ connections between real context and data, and probability distributions. In K. Makar, B. de Sousa, & R. Gould (Eds.), Sustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014), Flagstaff, Arizona, USA. Voorburg, The Netherlands: International Statistical Institute. Available at:  http://icots.info/9/proceedings/pdfs/ICOTS9_6E3_PRODROMOU.pdf

Prodromou, T. (2013). GeoGebra in Teaching and Learning Introductory Statistics. Proceedings of the 18th Asian Technology Conference in Mathematics, pp. 236-245. Mumbai, India: ATCM.

Prodromou, T. (2013). Students' emerging expressions of uncertainty while making informal statistical inferences about data. Proceedings of the joint IASE/IAOS international conference of Statistics Education for progress organised by the International association of Statistics Education (IASE) and the International Association for Official Statistics (IAOS), In S. Forbes and B. Phillips (Eds). Macau, China: IASE/IAOS. Online: http://iase-web.org/documents/papers/sat2013/IASE_IAOS_2013_Paper_1.2.4_Prodromou.pdf

Prodromou, T. (2013). Data Visualisation and Statistics from the Future. Proceedings of the 59th ISI World Statistics Congress (Data visualization for youth appeal Sponsoring Association(s)) (Paper 3), p. 1-6. Hong Kong, China: International Statistical Institute (ISI).

Prodromou, T. (2013). Informal Inferential Reasoning Using a Modelling Approach within a Computer-Based Simulation. In A. M. Lindmeier & H. Aiso (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 57-64. Kiel, Germany: PME.

Prodromou, T. (2013). How pre-service teachers integrate knowledge of students' difficulties in understanding the concept of the arithmetic mean into their pedagogy. In V. Steinle, L. Ball & C.Bartini (Eds.), Mathematics education: Yesterday, today and tomorrow, (Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia), pp. 546-553. Melbourne, Australia: MERGA, Inc.

Prodromou, T. (2013). Informal Inferential Reasoning Using a Modelling Approach within a Computer-Based Simulation. World Academy of Science, Engineering and Technology Vol. 78, (Article# 301), pp. 1739-1744, Paris, France: ICAPBS.

Prodromou, T. (2012). The Classicist and the frequentist approach to probability within a Tinkerplots2 Combinatorial Problem. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, eBook, p. 410-417). Singapore: MERGA, Inc.

Prodromou, T. (2012). Developing a modeling approach to probability using computer-based simulations. Proceedings of the 12th International Congress on Mathematical Education, Topic Study Group 11, pp. 2394-2403. COEX, Seoul, Korea: ICME.

Prodromou, T. (2012). The Interplay between semiotic means of objectification used in probability experiments. In Tso, T.Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 321-328.Tapei, Taiwan: PME.

Prodromou, T. (2012). Drawing Connections from modeling distribution to data-centric distribution. Proceedings of the 2nd International STEM in Education Conference Science, Teachnology, Engineering and Mathematics Education, pp. 217-224. Beijing, CHINA: STEM.

Prodromou, T. (2012). Connecting Probability to Statistics using Simulated Phenomena. Proceedings of the 17th Asian Technology Conference in Mathematics, pp. 367-276. Bangkok, Thailand: ATCM.

Prodromou, T. (2011). Making connections between the sample space and the probability of an event. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 401-408. Ankara, Turkey: PME.

Prodromou, T. (2011). Students' emerging inferential reasoning about samples and sampling. In Clark, J., Kissane, B., Musley, J., Spencer, T. & Thornton, S. (Eds.). Proceedings of the 34th Annual Conference of the Mathematics Education Research Group of Australasia, p. 640-648. Alice Springs, Australia: MERGA34.

Prodromou, T., & Reading, C. (2011). Reasoning about sampling in the context of making informal statistical inferences. In Baker, A. (Ed.). Proceedings of the 7th Seventh International Collaboration for Research on Statistical Reasoning, Thinking and, Literacy (SRTL-7), pp. 66-85. Texel Island, Netherlands: SRTL-7.

Prodromou, T. (2011). Connecting Experimental and Theoretical Perspectives. Proceedings of the Seventh Congress of the European society for Research in Mathematics, p. 640-648.Rzeszow, Poland: CERME7.

Prodromou, T., & Pratt. D. (2010). Discriminating "Signal" and "Noise" in Computer-Generated Data. In Pinto, M. F. & Kawasaki, T. F. (Eds.). Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 57-64, Belo Horizonte: PME.

Prodromou, T., & Pratt, D. (2009). Student's causal explanations for distribution, In V. Durand-Guerrier, S. Soury-Lavergne and F. Arzarello, (Eds), Proceedings of the Sixth Conference of the European Society for Research in Mathematics Education, 394-403, Lyons, France.

Prodromou, T., & Pratt, D. (2008). The emergence of stochastic causality. Proceedings of the Thirty Second Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, pp. 137-144) Morelia, Mexico.

Prodromou, T. (2007). Making connections between the two perspectives on distribution. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education, (pp. 801-810). Larnaca, Cyprus.

Pratt, D., Jones, I., & Prodromou, T. (2006). An elaboration of the design construct of phenomenalisation. 7th International Conference on Teaching Statistics, Brazil.
Online : http://iase-web.org/documents/papers/icots7/7F1_PRAT.pdf

Prodromou, T. & Pratt, D. (2006). Towards the design of tools for the organization of the stochastic. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, (pp. 619-628). Sant Feliu de Guixols, Spain.

Prodromou, T., & Pratt, D. (2005). Harnessing the causal to illuminate the stochastic. In D. Hewitt & A. Noyes (Eds.), Proceedings of the Sixth British Congress of Mathematics Education, 25(1), (pp. 136-143). University of Warwick, UK.

Prodromou, T. (2004). Distribution as emergent phenomenon. Proceedings of the British Society for Research into Learning Mathematics, 24(1), pp. 49-54.