Publications

Taite, G., Leonard, H., Provost, A., & Panorkou, N. (in press). Modeling with Math and Science: Chernobyl Disaster. Mathematics Teacher: Learning and Teaching PreK-12 MTLT.

Provost, A. & Panorkou, N. (in press). Exploring Lunar Phases with the Moon Pie Simulation. Mathematics Teacher: Learning and Teaching PreK-12 MTLT.

Panorkou, N., York, A. & Germia, E. (2024). Using Debugging As A Platform For Transdisciplinary Learning, Cognition and Instruction, 42(1), 124-158.

Panorkou, N. & Germia, E. (2023). Young students' forms of reasoning about multiple quantities. For the Learning of Mathematics, 43(1), 19-23.

Panorkou, N., York, T., & Germia, E. (2022). Examining the “messiness” of transitions between related artifacts. Digital Experiences in Mathematics Education, 9, 131-162.

Prasad, A., Lal, P., Wolde, B., Zhu, M., Samanthula, B.K., Panorkou, N. (2022), Exploring Impacts of a STEM Day Camp on Adolescent Desire to Pursue STEM in College, Journal of STEM Outreach, 21(1), 87-101.

Panorkou, N. (2021). Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders, Cognition and Instruction, 39(4), 477-511.  

Singh, JP., Lal, P., Prasad, A., Bernabas, W., Iranah, P., Zhu, M., Samanthula, BK., Panorkou, N. (2021) Student attitude towards environmental issues following extracurricular science, technology, engineering, and mathematics (STEM) activities: Evidence from a student survey, Middle States Geographer, 54, 57-66.

 Prasad, A., Lal, P., Wolde, B., Smith, M., Zhu, M., Samanthula, B.K., Panorkou, N. (2021), Exploring the human-nature connection and the perceived risk of nature in children, Applied Environmental Education & Communication, 21(1), 87-101. 

Panorkou, N. (2020). Dynamic Measurement Reasoning for Area and Volume. For the Learning of Mathematics, 40(3), pp. 9-13. 

Panorkou, N. & Germia, E. (2020). Integrating math and science content through covariational reasoning: The case of gravity. Mathematical Thinking and Learning. 23(4), 318-343.

Panorkou, N. (2020). Reasoning dynamically about the area of a rectangle: The case of Lora and Isaac. Digital Experiences in Mathematics Education, 6(3), 257-292. 

Germia, E. & Panorkou, N. (2020). Using Scratch programming to explore coordinates. Mathematics Teacher: Learning and Teaching PreK-12 MTLT, 113(4), pp. 293-300.

Basu, D., Panorkou, N., Zhu, M., Lal, P., & Samanthula, B. K. (2020). Exploring the Mathematics of Gravity, Mathematics Teacher: Learning and Teaching PK-12 MTLT, 113(1), 39-46. 

Basu, D. & Panorkou, N. (2019). Integrating covariational reasoning and technology into the teaching and learning of the greenhouse effect. Journal of Mathematics Education, 12(1), pp.6-23.

Panorkou, N. & Kobrin, J. (2017). Enhancing Teachers' Formative Assessment Practices through Learning Trajectory-Based Professional Development. Mathematics Teacher Educator, 5(2), pp. 178-201.

Panorkou, N.& Pratt, D. (2016). Using Google SketchUp to research students’ experiences of dimension in geometry. Digital Experiences in Mathematics Education, 2 (3), pp. 199-227. 

Panorkou, N. & Maloney, A. (2016). Early Algebra: Expressing Covariation and Correspondence. Teaching Children Mathematics, Vol. 23 (2), pp. 90-99. 

Kobrin, J. & Panorkou, N. (2016). The Building Blocks of Learning: An informed understanding of learning progressions can lead to more productive discussions about student work. Educational Leadership. Vol. 73, No. 7, pp. 32-36.

Panorkou N. & Maloney A. (2015) Elementary Students’ Construction of Geometric Transformation Reasoning in a Dynamic Animation Environment. Constructivist Foundations10(3): 338–347. 

Panorkou N. & Maloney A. (2015) Authors’ Response: Planting Seeds of Mathematical Abstraction. Constructivist Foundations, 10(3): 352–354. 

Panorkou N. (2015) Proposing a Framework for Exploring “Bridging”. Constructivist Foundations 10(3): 331–332. 

Panorkou, N. (2007), Embracing two-dimensional and three-dimensional geometry, Educate, 7(1), pp. 85-86.

Browning, C.A., Harrison, J.L., Harrison, R., Ko, Y., Panorkou, N., & Yoder, M.A. (2016). Using children’s thinking to develop mathematical content knowledge. In L.C. Hart, S. Oesterle, S.S. Auslander & A. Kajander (Eds.) The Mathematics Education of Elementary Teachers: Issues and Strategies for Content Courses (pp 25-50). Charlotte, NC: Information Age Publishing.

Panorkou, N. & Provost, A. (2024 - accepted). Engineering Students’ Covariational Reasoning in Investigations of Science Phenomena. Proceedings of the 15th International Congress on Mathematics Education, Sydney, Australia.

Panorkou, N. & Provost, A. (2024 - accepted). Students’ Constructions and Reorganizations of Meanings about Multivariation. Proceedings of the 15th International Congress on Mathematics Education, Sydney, Australia.

York, T. & Panorkou, N. (2023). Shape Thinking and Students’ Activity with Simulations and Tables. In T. Lamberg & D. Moss (Eds) Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2) University of Nevada, Reno (pp. 663-671). 

Provost, A., Lim, S., York, T. & Panorkou, N. (2023) Orchestrating Students’ Thinking about the Rock Cycle. Proceedings of the 2023 annual conference of the International Society of the Learning Sciences (ICLS 2023). Montreal, Canada (pp. 1182-1185).

Provost, A., Lim, S., York, T. & Panorkou, N. (2022). Bridging Frequentist and Classical Probability Through Design. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N.., Strayer, J., & Drown, S. (Eds) Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University, TN (pp. 1521-1529).

Germia, E., York, T., & Panorkou, N. (2022). How Transitions Between Related Artifacts Support Students' Covariational Reasoning. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N.., Strayer, J., & Drown, S. (Eds) Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University, TN (pp. 1973-1982).

York, T., Germia, E., Kim, Y., & Panorkou, N. (2021). Students’ reorganizations of variational, covariational, and multivariational reasoning. In Olanoff, D., Johnson, K., & Spitzer, S. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA (pp. 308-312).

Panorkou, N. & Germia, E. F. (2020). Examining students’ reasoning of multiple quantities. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 291-295). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

Panorkou, N. & York, T. (2020). Designing for an intergrated STEM+C experience. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 2233-2237). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

Basu, D. & Panorkou, N. (2020). Utilizing mathematics to examine sea level rise as an environmental and a social issue. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1064-1068). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020   

Samanthula, B. K., Mehran, M., Zhu, M. M., Panorkou, N., & Lal, P. (2020). Experiences toward an interactive cloud-based learning system for STEM education. Proceedings of the 10th IEEE Integrated STEM Education Conference (ISEC). 

Panorkou, N. & Germia, E. (2020). Examining Students’ Quantitative Reasoning in a Virtual Ecosystem Simulation of the Water Cycle. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 959-966). Nashville, Tennessee: International Society of the Learning Sciences.

Germia, E. & Panorkou, N. (2020). Exploring angles in a programming environment. Proceedings of the International Conference to Review Research in Science, Technology and Mathematics Education (pp. 121-129). Homi Bhabha Centre for Science Education, TIFR, Mumbai.

Basu, D. & Panorkou, N. (2020). Examining the role of covariational reasoning in developing students’ understanding of the greenhouse effect. Proceedings of the International Conference to Review Research in Science, Technology and Mathematics Education (pp. 211-220). Homi Bhabha Centre for Science Education, TIFR, Mumbai.

Panorkou, N. (2019). Examining Dynamic Measurement Reasoning for Area and Volume. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp 390-394). St Louis, MO: University of Missouri. 

Panorkou, N. (2019). Exploring Dynamic Measurement for Volume. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp 177-184). Pretoria, South Africa: PME. 

Basu, D.,Panorkou, N, & Zhu, M. (2019). Examining the social aspect of climate change through mathematics. Proceedings of IEEE Integrated STEM education Conference (ISEC) 2019, Princeton, NJ.

Zhu, M., Gulati, S. & Panorkou, N. (2019). Simulation design and development for learning seasons and lunar phases using HTML5 and JavaScript.Proceedings of IEEE Integrated STEM education Conference (ISEC) 2019, Princeton, NJ.

Panorkou, N., Basu, D. & Vishnubhotla, M. (2018). Investigating volume as base times height through dynamic task design. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.) Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University (pp. 271-274).

Basu, D. & Panorkou, N. (2018). Expanding students’ contextual neighborhoods of measurement through dynamic measurement. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.) Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University (pp. 1155-1162).

Basu, D. & Panorkou, N. (2018). Examining the social aspects of the Greenhouse Effect through Mathematical Modeling. In Hodges, T.E., Roy, G. J., & Tyminski, A. M. (Eds.) Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University (pp. 1131). 

Zhu, M., Panorkou, N., Etikyala, S., Basu, D., Street-Conaway, T., Iranah, P., Mazol, D., Hannum, C., Marshall, R., Lal, P. & Samanthula, B. (2018). Steerable Environmental Simulations for Exploratory Learning. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 83-92). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 24, 2018 from https://www.learntechlib.org/primary/p/184951/.

Panorkou, N. (2018). Rethinking the teaching and learning of Area Measurement. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 863-870). London, UK: International Society of the Learning Sciences.

Zhu, M., Panorkou N.,Lal, P., Etikyala S., Germia, E.,  Iranah, P., Samanthula, B. and Basu, D. (2018). Integrating Interactive Computer Simulations into K-12 Earth and Environmental Science. Proceedings of IEEE Integrated STEM education Conference (ISEC) 2018, pp. 220-223, Princeton, NJ. 

Panorkou, N.(2017) Dynamic Measurement: The crossroad of area and multiplication. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 339-346). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Panorkou, N. and Vishnubhotla M. (2017). Counting Square Units Is Not Enough: Exploring Area Dynamically. In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44thAnnual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX (pp. 97-104).

Seventko, J.,Panorkou, N. and Greenstein, S. (2017).Balancing Teachers’ Goals and Students’ Play in a Sandbox-Style Game Environment.In T. A. Olson & L. Venenciano (Eds.), Proceedings of the 44thAnnual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX (pp. 73-80). 

Panorkou, N.(2016). Developing students’ thinking of dynamic measurement. In Wood, M. B., Turner, E. E., Civil, M. & Eli, J. A. (Eds) Proceedings of the 38thannual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tuscon, AZ: The University of Arizona, pp. 308.

Greenstein, S., Panorkou, N.,Seventko, J. (2016). Optimizing Teacher and Student Agency in Minecraft-Mediated Mathematical Activity. In Wood, M. B., Turner, E. E., Civil, M. & Eli, J. A. (Eds) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ. 

Panorkou, N.& Greenstein, S. (2015). A Learning Trajectory for Transformation-based Reasoning in Geometry. In Che, S. M. and Adolphson, K. A. (Eds.). Proceedings of the 42nd Annual Meeting of the Research Council on Mathematics Learning. Las Vegas, NV (pp. 25-32).

Panorkou, N., Maloney, A. P., Confrey, J. and Platt, D. (2014). Developing elementary students’ reasoning of geometric transformations through dynamic animation. In G. Futschek & C. Kynigos (Eds.), Proceedings of the 3rd International Constructionism Conference(pp. 481-489). Vienna: Austrian Computer Society.

Panorkou N., Maloney A. and Confrey J. (2013). A Learning Trajectory for Early Equations and Expressions for the Common Core Standards. Proceedings of the Annual Conference of the North American Chapter of the International group for the Psychology of Mathematics Education, November 2013.

Panorkou, N & Pratt, D (2011) Using Google SketchUp to research children’s experience of dimension. In B. Ubuz(Eds) Proceedings of the 35th Conference of the International Group for the   Psychology of Mathematics Education, Vol. 3, pp. 337-344. Ankara, Turkey: PME.

Panorkou, N & Pratt, D (2011) Designing windows for researching children’s experiences of dimension. In M. Joubert, A. Clark-Wilson and M. McCab (Eds) Proceedings of the International conference of technology in mathematics teaching, Portsmouth: ICTMT’10.

Panorkou, N (2011) A phenomenographic study on students’ experiences of dimension. Proceedings of the International Symposium Elementary Mathematics Teaching. Prague: SEMT’ 11

Panorkou, N & Pratt, D.  (2009) Mapping experience of dimension. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 281-288. Thessaloniki, Greece: PME.

Panorkou, N. (2009), Thinking about dimension. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 481.Thessaloniki, Greece: PME.

Panorkou, N. (2011) A phenomenographic study of students’ experiences of dimension. British Library: Electronic Theses Online Service (EThos) Available here.