Anna Chronaki comes from the island of Crete and today is a Professor at the Department of Early Childhood Education, University of Thessaly at the city of Volos. Currently, she is a Visiting Professor at the University of Malmo, Sweden. She holds a mathematics degree from the University of Patras and postgraduate degrees -MEd in educational technology and PhD in mathematics education- from the University of Bath, UK where she studied under a scholarship from SSF (State Scholarship Foundation). She has worked at the University of Bath (UK), Open University (UK), University of Aalborg (DK), NKUA (National Kapodestrian University of Athens) as teaching staff, and CTI (Computer Technology Institute) as researcher. During the last 15 years, she has participated in a number of projects concerning the processes involved in teaching marginalised groups (e.g. Roma children), in technology use and ICT implementation in schools (e.g. educational robotics, digital media etc) and teacher education, in issues related to early years mathematics, as well as, the study of mathematics education as a sociopolitical practice.
She has published in international journals such as Educational Studies in Mathematics, the European Journal of Educational Psychology, Computers and Education, Journal of Philosophy in Mathematics Education etc and in referred conference proceedings such as MES, PME, ISCAR and ΕΑRLI. She has authored a monograph on the ‘Εpistemology of Constructivism’ and has edited two books ‘Challenging Perspectives on Mathematics Classroom Communication (IAP_press) and ‘Mathematics, Technology and the ‘Body’ of Education: Gendered perspectives (UT_ press). She is a member of the editorial board of journals such as the International Journal of Media, Technology and Life Long Learning (www.seminar.net), the Journal Research in Mathematics Teaching (Kedros), the Journal Critical Sciences and Education (Nisos), and the web-journal Learning with Technologies (e-diktyo). She is a member in a number of academic and organizing committees and an active member of international associations such as PME, MES, GEA, EARLI, EERA, ISCAR, ΙCME, IOWEA as well as national ones such as ETPE, e-diktyo, GARME etc. Anna Chronaki reviews in international journals and conferences, book series, and research funding bodies. She has been invited for keynote lectures in international and national conferences, for organizing workshops in local and international associations and does research consultancy for national and international funded projects. In the last ten years, she teaches courses (at a graduate and postgraduate level) focusing on the development of mathematical thinking in the early ages, the implementation and use of technologies in the school community, the design and evaluation of digital media and the interdisciplinary space amongst the Arts and TechnoMathematics. In parallel, she has been active in organizing and teaching long term seminars for life-long learning at the levels of primary, secondary and tertiary education.
Edited Books and Monographs
- Anna Chronaki (2014). Gender and Digital Media in Education: A review of literature (170 pages) Centre of Greek Language.
- Editing the translation of V. Walkerdine. 2013. Counting Girls Out: Girls and Mathematics [Αποκλείοντας τα Κορίτσια: Κορίτσια και μαθηματικά. Αθήνα. Εκδόσεις Gutenberg Publications].
- Anna Chronaki. 2009. (ed.). ‘Mathematics, Technologies, Education: The gender perspective’. University of Thessaly Press. (175 pages) ISBN – 978-960-8029-88-0
- Anna Chronaki and Iben Maj Christiansen (eds) (2005) 'Challenging Perspectives in Mathematics Communication'. Information Age Publishing Inc. USA. Paperback ΙSBN-1-59311-151-7, Hardcover ΙSBN-1-59311-152-5 (371 pages).
- Anna Chronaki. 1998. The Epistemology of Constructivism in Mathematics Education. Internal Publication. School of Education. University of Bath. Bath. (50 σελίδες).
Chronaki, A. (2015). The ‘street’, the ‘body’ and the ‘move: A hybrid space design for knowledge urban circulation. In I. Theona and D. Charitos (eds). Hybrid City 2015: Data to the People. (pp. 353-360).
Chronaki, A. & Papasarantou, C. (under publication, accepted) Disrupting Mathematical Subjectivity with/in Urban Interventions: Opening up the ‘street mathematics’ container. Paper submitted for the AERA Symposium ‘Re-inscribing the City in Design Studies of Critical STEAM Conceptual Practice’.
Planas, N. Chronaki, A., Ronning, F. and Schutte, M. (in press). Challenges and Research Priorities in the context of the ‘Mathematics and Language’ TWG. In the CERME Proceedings.
Chronaki, A., Moutzouri, G., Zaharaki, M.,Planas, N. (in press). Number words in ‘her’ language, dialogism, and identity-work: The case of little Marram. In B.,Greer & S., Mukhopadhyay (eds) Special Issue on Intercultural Education and Mathematics. The Journal of Intercultural Education.
Pechtelidis, Y., Kosma, Y., Chronaki, A. (2015). Between a rock and a hard place: Women and computer technology. Gender and Education. Vol. 27, Issue 2, pages 164-182
Chronaki, A. (2015) Recrafting Mathematical Subjectivity: bodies, movement, affect. 8th International Deleuze Studies Conference: Daughters of Chaos: Practice, Discipline, A Life. Stockholm: Architecture Dept.
Chronaki, A. (2015). Mathematics With/in the Museum: London, Paris and New York. MuseumEd: Education and Research in Cultural Environments. Vol. 1, pp. 89-113.
Chronaki, A., Moutzouri, G., and Magos, K. (2015). ‘Number in Cultures’ as a Playful Outdoor Activity: Making space for critical mathematics education in the early years. In U. Gellert, J.G. Rodriguez, C. Hahn, & S.Kafousi (Eds.). Educational Paths to Mathematics: A C.I.E.A.E.M. sourcebook. Dordrecht: Springer. pp143-160.
Chaviaris, P., Kafousi, S., and Chronaki, A. (2015). Students’ and Parents’ Communicative Practices with
Statistics. In 31st National Mathematical Society Conference. Veroia, GR.
Chronaki, A. & Kynigos, C. (2015). Humor as a humble way to access the complexity of knowledge construction. Open Peer Commentary on ‘Amusement, Delight, and Whimsy: Humor has its reasons that reason can’t ignore’ by E. K. Ackerman. Constructivist Foundations. Vol 10, No3, pp. 416-7.
Gavriilidou, M. and Chronaki, A. (2015). Children’s narratives of their experience with digital games. In "Media – Knowledge – Education: Why Media Education?" - International Conference at the University
of Innsbruck (February 27-28, 2015).
Chronaki, A. & Zaharaki, M. (2014). A Digital Narrative of our Relation with Mathematics: The case of ‘street mathematics’. In 1st International Conference on Science and Literature Commission on Science & Literature: DHST/ IUHPST. 9-11 July. Athens, GR.
Chronaki, A. & Milionis, C. (2014). Mathematical Literature in Teachers’ Hands: What tool does ‘literature’ become for mathematics education? n 1st International Conference on Science and Literature Commission on Science & Literature: DHST/ IUHPST. 9-11 July. Athens, GR.
Chronaki, A. Papasarantou, C, Papatheochari, T., Giannikis, G., Zaharaki, M. and Bourdakis, V. (2014). ‘Synthesizing Digital Fragments of Knowledge: The methodology of ‘street mathematics’. ECER conference. Porto. September 2014.
Chronaki, A., & Matos, A. (2013). Integrating Technology into Teaching: Τeachers’ Narratives about Desiring/Resisting Identity Change. Learning, Media and Technology. Vol. 38, Issue 5. pp. 1-19.
Chronaki, A. (2013). Gender, Children and Digital Media Use: A Report on Current Bibliography (in greek). Τhe Greek Language Centre. (170 pages).
Chronaki, A. Bourdakis, V. & Stoikos, I. (2013). A Virtual Reality Interactive Narrative for Spatial Navigation: A focus on design methods. Paper presented in Open Learning Environments Network in ECER:European Conference on Educational Research. Instabul. September 9-10. 2013.
- Stathopoulou, C., Chronaki, A. and Kotarinou, P. (υπό δημοσίευση) Establishing the use of ‘meter’ as a measure unit: An interdisciplinary approach for teaching mathematics. Teaching Mathematics and its Applications: International Journal of IMA. Oxford UP.
- Chronaki, A. and Matos, A. (2013) Integrating Technology into Teaching: Τeachers’ Narratives about Desiring/Resisting Identity Change.In Learning, Media and Technology. Vol. 38, Issue 5. pp. 1-19.
- Chronaki, A. and Y. Pechtelidis. 2012. 'Being Good' at Maths. Fabricating Gender Subjectivity. In REDIMAT: Journal for Research in Mathematics Education. Vol. 1, No. 3. pp. 246-277.
- Chronaki, Α. and G. Mountzouri. 2012. Playing with Numbers in Cultures: Beginning to Trouble Essentialist Views of Mathematical Knowledge re - production. Special Issue Edited by Benedetto Di Paola & Javier Diez-Palomar. In Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012). pp.90-95.
- Chronaki, Α. 2012. Women in relation to school techonology and mathematics: reading hegemonic discourses via “cyborgs” and “subalterns”. Special Issue Edited by Benedetto Di Paola & Javier Diez-Palomar. In Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012). pp.156-161.
- Chronaki, A. 2011. ‘“Troubling” Essentialist Identities: Performative Mathematics and the Politics of Possibility’. In M. Kontopodis, C. Wulf, and B. Fichtner. (eds) Children, Development and Education: Cultural, Historical and Anthropological Perspectives. Spinger Science. The Series: International Perspectives on Early Childhood Education and Development, pp. 207-227.
- Chronaki, A. 2011. Disrupting development as the quality/equity discourse: Cyborgs and subalterns in school technoscience. In B. Atweh, M. Graven, W. Secada and P. Valero (eds.). Mapping equity and quality in mathematics education. Dordrecht. Springer, pp. 3-21.
- Chronaki, A. 2010. Revisiting mathemacy: A process-reading of critical mathematics education. In H. Alro, O. Ravn and P. Valero (eds) Critical Mathematics Education: Past, Present and Future. Rotterdam: Sense Publishers, pp. 31-50.
- Chronaki, A. 2009. Technoscience in the ‘body’ of Education: Knowledge and Gender politics in A. Chronaki. (ed). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 7-27.
- Chronaki, A. 2009. An Entry to Dialogicality in the Maths Classroom: Encouraging Hybrid Learning Identities In M. César and K. Kumpulainen (eds.) Social Interactions in Multicultural Settings. Sense Publishers Press, pp. 117-143.
- Chronaki, Α. 2008. ‘Sciences entering the ‘body’ of education: Women’s experiences and masculine domains of knowledge’. In M. Chionidou-Moskofoglou, A. Blunk, R. Sierpinska, Y. Solomon, R. Tanzberger (eds) Promoting Equity in Maths Achievement: The Current discussion. The University of Barcelona Press, pp. 97-110.
- Chronaki, A. 2008. ‘Troubling’ School Maths: the teaching experiment as a possibility to dialogicality. In M. Pourkos (ed.). Perspectives and Limits of Dialogism in Mikhail Bakhtin: Applications in Psychology, Art, Education and Culture. University of Crete publishing series. Rethymnon, pp. 213-231.
- Chronaki, A. and Christiansen, I.M. 2005. Challenging Perspectives on Mathematics Classroom Communication: From Representations to Contexts, Interactions and Politics. In A. Chronaki and I. M. Christiansen (eds). Challenging Perspectives on Mathematics Classroom Communication. Information Age Publishers, pp. 3-45. ΙSBN- 1-59311-151-7
- Chronaki, A. 2004. Researching the school mathematics culture of ‘others’- Creating a self-other dialogue. In P. Valero and R. Zevenbergen (Eds.). Researching the Socio-Political Dimensions of Mathematics Education: Issues of power in theory and methodology. Kluwer Academic Publishers. Netherlands. pp. 145-165. ΙSBN 1-4020-7906
- Vekiri, I. and Chronaki, A. 2008. Gender Issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. In Computers and Education. Vol. 51, Issue 3, pp. 1392-1404.
- Chronaki, A. 2005 Learning about 'learning identities" in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education. In the European Journal of Psychology of Education: Special Issue on “The Social Mediation of Learning in Multiethnic Classrooms” Guest Editors: Guida de Abreu and Ed Elbers. Vol. XX, no 1, pp. 61-74.
- Chronaki, A. 2000. Teaching maths through theme-based resources: Pedagogic style, ‘theme’ and ‘maths’ in lessons. Educational Studies in Mathematics. Vol. 42. pp 141-163.
- Chronaki, A. 2000. Visions of school mathematics curriculum and maths teacher education programs: In search of a discourse? (translated in French by Stephane Lacroix and Daniel Martin) [Periodique Publie par l’ Association Canadiene d’ Education de Langue Francaise. (ACELF): Education et Francophonie: Revue Scientific Virtuelle. Vol. XXVIII, No.2, automne-hiver 2000. pp. 121-147 (http://www.acelf.ca/revue/XXVIII-2/articles/07-Chronaki.html)