Current position and research project
Markos Dallas is a PhD Research Fellow in Mathematics Education at the Department of Mathematical Sciences, Faculty of Engineering and Science at the University of Agder (UiA), since September 2017. Also, he is a member of the "Mathematics Education Research Group Agder" (MERGA).
The working title of his research project is "Argumentation and Participation in Primary Mathematics Classrooms". Markos investigates the development of the argumentation process in primary mathematics classrooms, considering the norms, interactions and role of participants in the learning and teaching practice. Supervisors of his doctoral dissertation are Professor Kenneth Ruthven and Associate Professor Per Sigurd Hundeland.
Short curriculum vitae
Markos Dallas received his bachelor degree (BEd) with honors ("Excellent" 9.04/10) in Education Sciences for Primary Education from the Department of Primary Education at the Democritus University of Thrace, Greece. Due to his excellent studies in the third academic year, he was granted an award and a scholarship from the Greek State Scholarships Foundation (IKY). Supervisor of his bachelor's dissertation was Professor Charalampos Sakonidis.
Markos completed his military service in the Hellenic Army.
Also, he holds a master degree (MSc) with distinction ("Excellent" 8.50/10) in Mathematics Education (Didactics and Methodology of Mathematics) from the Department of Mathematics at the National and Kapodistrian University of Athens, Greece. Due to his overall performance, he was granted a scholarship from the Greek State Scholarships Foundation (IKY) for the completion of his studies. Supervisor of his master's dissertation was Professor Despina Potari.
Markos worked as a school teacher at the Primary School of Greek-French School "Jeanne d' Arc" in Piraeus, Greece.
Academic and research interests
Markos specializes in Research in Mathematics Education. He is passionate about what he does. His research interests include the following topics:
Social and cultural dimensions in mathematics education. Gender and mathematics.
Theories of learning and teaching in mathematics education focusing on sociocultural perspectives.
Mathematics in and out of school. Formal and informal mathematics.
Classroom argumentation and participation.
Metacognitive skills during the process of solving math problems.
Pupils' reasoning and understanding of mathematical concepts.
In 2013 he successfully completed an attempt to create the website called "Mathematics Education" aiming to inform on issues related to learning and teaching mathematics, which is developing and is visited by a considerable number of people.
Given his research interest in issues of mathematics education, he carries on participating in conferences presenting research and also as a reviewer or member of the organizing and scientific committee. Also, he attends online courses and he is actively contributing in scientific communities.