Dallas, M. (in press). Argumentation in the mathematics classroom. Proceedings of the 8th National Conference of the Greek Association of Researchers in Mathematics Education; Contemporary approaches in teaching mathematics. Nicosia, Cyprus: G.A.R.M.E
Dallas, M. (2019). Towards an interactional perspective on argumentation in school mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Retrieved from https://hal.archives-ouvertes.fr/hal-02398089/
Dallas, M. (2017). From intuitive to mathematical reasoning: Argumentation process at 6th graders during teaching equations. Proceedings of the 2nd National Conference of School Life and Educational Museum, National Center of Research & Preservation of School Material; Education in the 21st century; From theory to practice - Searching an attractive and effective school, (vol.1, pp. 340-352). Piraeus, Greece.
Dallas, M. (2015). Metacognitive strategies of 3rd grade pupils in solving a math problem. In D. Desli, I. Papadopoulos, & M. Tzekaki (Eds.), Proceedings of the 6th National Conference of the Greek Association of Researchers in Mathematics Education; Mathematics with distinction and without discrimination, (pp. 419-428). Thessaloniki, Greece: G.A.R.M.E.
Dallas, M. (2015). Teaching Scenario: First and best with difference of fraction! In. In D. Kolokotronis, D. Liovas, V. Stefanidis, K. Stathopoulos, I. Liakos, A. Kontogeorgiou, & S. Degleri, Proceedings of 1st National Conference of the Greek Scientific Association for the Promotion of Educational Innovation, (vol.3, pp. 756-784). Larisa, Greece: E.E.P.E.K.
Dallas, M. (2015). Theories of learning and teaching in Mathematics Education: Relation of cognitive and behavioral approaches with theoretical approaches in situated learning. In I. Papadatos, S. Polychronopoulou, & A. Mpastea, Proceedings of 5th National Conference in Science Education (pp. 427-435). Athens, Greece: Study Centre Psychophysiology and Education of the University of Athens.
Antonopoulos, M., Dallas, M., & Kouvela, E. (2014). Mathematics in the workplace; A case study of a taxi driver and a mechanical engineering. Proceedings of the 5th National Conference of the Greek Association of Researchers in Mathematics Education. Florina, Greece: G.A.R.M.E.
Κεφάλαιο σε βιβλίο
Vos, P., Dallas, M., Poudel, A.B., & Shults, F. L. (2020). Using social simulations in interdisciplinary primary education - an expert appraisal. In H. Verhagen, M. Borit, G. Bravo, & N. Wijermans (Eds.), Advances in social simulation-Looking in the mirror (pp. 451-456). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-34127-5_45.
Dallas, M. (2014). Metacognitive strategies employed by third graders at primary school during the process of solving a math problem (Master's thesis, National and Kapodistrian University of Athens, Greece). Retrieved from https://pergamos.lib.uoa.gr/uoa/dl/frontend/en/browse/1318919
Dallas, M., Mesinezi, T., & Nizami, A. (2011). The ways in which pupils of fifth and sixth grade of primary school perceive the meaning of fraction (Unpublished bachelor's thesis). Democritus University of Thrace, Alexandroupolis, Greece.
Έκθεση πρακτικής άσκηση
Dallas, M. (2011). Internship report (unpublished). School of Education Sciences, Department of Primary Education, Democritus University of Thrace, Alexandroupolis.
Dallas. M. (2020). Norms, participation patterns and argumentation discourse in the mathematics classroom: An interactional perspective. Colloquium, Mathematics Education Faculty, Department of Mathematics and Statistics, University of New Hampshire, Durham, NH, USA.
Dallas. M. (2020). Interactional perspective on argumentation: The mathematics classroom norms. Graduate Students Seminar, Department of Mathematics and Statistics, University of New Hampshire, Durham, NH, USA.
Dallas. M. (2019). Primary mathematics classroom argumentation context. Monday Seminars of MERGA, University of Agder, Kristiansand, Norway.
Dallas, M. (2019). Early stages of the PhD process leading to First Year Seminar: Preparation, presentation, feedback and reflection. MatRIC PhD-seminar, Fevik and Froland, Norway.
Dallas, M. (2019). Interactional perspective on argumentation in a primary mathematics classroom environment. First Year PhD Seminar, University of Agder, Kristiansand, Norway.