Author: Chrystalla Papademetri-Kachrimani


E.U.C. Research Centre, Cyprus


Short Bio

Chrystalla Papademetri-Kachrimani is an Assistant Professor in the Department of Education Sciences at the European University Cyprus and a Research Associate of E.U.C. Research Centre. From a very early age she realized she wanted to work with young children but she also had a passion for mathematics. Thus she combined the two by originally obtaining an undergraduate degree in early childhood education and then an MA and a Ph.D in mathematics education. Highly influenced by her supervisor at the Institute of Education, University of London, Professor Richard Noss, she followed the constructionism community. She combines her work as a teacher of (pre-service and in-service) teachers for the last 18 years with research, and even though she has never worked as a kindergarten teacher, she always seeks ways to work directly with and learn from young children.

Publications in Constructivist Foundations

Reader Impact Factor: 0.81 The RIF of an author expresses how many times more often the texts of this author have been downloaded than the average text, i.e., RIF = dn/D, with d = number of downloads of all texts of this author, D = number of all downloads of all texts, n = number of all texts published.

Approaches covered: This is the list of constructivist approaches covered in Chrystalla Papademetri-Kachrimani’s publications in Constructivist Foundations. For a list of all approaches see http://approaches.cepa.info
Disciplines covered: This is the list of all disciplines referred to by Chrystalla Papademetri-Kachrimani’s publications in Constructivist Foundations. For a list of all disciplines see http://disciplines.cepa.info
Educational Research


Chrystalla Papademetri-Kachrimani (2015)

Author’s Response: School Reform: Is it indeed impossible?

Constructivist Foundations 10(3): 385–387

Chrystalla Papademetri-Kachrimani (2015)

Learning about Learning with Teachers and (from) Young Children

Constructivist Foundations 10(3): 370–381

Constructionism > Educational Research

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