| Analysing the relationship between the problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers P Andrews, C Xenofontos Journal of Mathematics Teacher Education 18, 299-325, 2015 | 61 | 2015 |
| Defining mathematical problems and problem solving: Prospective primary teachers’ beliefs in Cyprus and England C Xenofontos, P Andrews Mathematics Education Research Journal 26, 279-299, 2014 | 53 | 2014 |
| Greek-Cypriot elementary teachers’ epistemological beliefs about mathematics C Xenofontos Teaching and teacher education 70, 47-57, 2018 | 50 | 2018 |
| Opportunities of learning through the history of mathematics: the example of national textbooks in Cyprus and Greece C Xenofontos, C Papadopoulos International Journal for Mathematics Teaching and Learning 16, 2015 | 32 | 2015 |
| Teachers’ beliefs about mathematical problem solving, their problem solving competence and the impact on instruction: A case study of three Cypriot primary teachers C Xenofontos, P Andrews Ponencia presentada en el ICME 11, 2008 | 32 | 2008 |
| Mathematics teachers and social justice: A systematic review of empirical studies C Xenofontos, S Fraser, A Priestley, M Priestley Oxford Review of Education 47 (2), 135-151, 2021 | 29 | 2021 |
| Immigrant pupils in elementary classrooms of Cyprus: How teachers view them as learners of mathematics C Xenofontos Cambridge journal of education 45 (4), 475-488, 2015 | 29 | 2015 |
| Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions C Xenofontos, P Andrews Research in Mathematics Education 14 (1), 69-85, 2012 | 29 | 2012 |
| Primary teachers' perspectives on mathematics during curriculum reform: A collective case study from Cyprus C Xenofontos Issues in Educational Research 29 (3), 979-996, 2019 | 25 | 2019 |
| Teaching mathematics in culturally and linguistically diverse classrooms: Greek-Cypriot elementary teachers’ reported practices and professional needs C Xenofontos Journal of Urban Mathematics Education 9 (1), 94-116, 2016 | 25 | 2016 |
| Estimation in the primary mathematics curricula of the United Kingdom: Ambivalent expectations of an essential competence P Andrews, C Xenofontos, J Sayers International Journal of Mathematical Education in Science and Technology 53 …, 2022 | 24 | 2022 |
| The discursive construction of mathematics teacher self-efficacy C Xenofontos, P Andrews Educational Studies in Mathematics 105 (2), 261-283, 2020 | 21 | 2020 |
| Curriculum making: Key concepts and practices M Priestley, C Xenofontos Inspiring primary curriculum design, 1-13, 2020 | 20 | 2020 |
| Resilience in mathematics education research: a systematic review of empirical studies C Xenofontos, S Mouroutsou Scandinavian Journal of Educational Research 67 (7), 1041-1055, 2023 | 19 | 2023 |
| The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England C Xenofontos Preschool and Primary Education 2 (1), 3-16, 2014 | 17 | 2014 |
| Equity in mathematics education: Addressing a changing world C Xenofontos IAP, 2019 | 13 | 2019 |
| Comparative Studies in Mathematics Education E Jablonka, P Andrews, D Clarke, C Xenofontos Developing Research in Mathematics Education: Twenty Years of Communication …, 2018 | 13 | 2018 |
| “With maths you can have a better future”: how children of immigrant background construct their identities as mathematics learners MA Khilji, C Xenofontos Scandinavian Journal of Educational Research 68 (6), 1089-1104, 2024 | 12 | 2024 |
| Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice AH Bjerke, C Xenofontos Teachers and Teaching 30 (1), 1-15, 2024 | 12 | 2024 |
| Prospective Primary Teachers’ Professional Noticing in Non-formal Learning Environments: The Case of a Mathematics Fair C Xenofontos, S Hizli Alkan Education Sciences 12 (1), 2022 | 12 | 2022 |
Paul AndrewsVisiting professor of mathematics education, VIA University College, DenmarkVerificeret mail på su.se