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The University of Southampton
Southampton Education School
Phone:
(023) 8059 2756
Email:
cv@soton.ac.uk

Dr Charis Voutsina DEA, PhD

Lecturer in Mathematics Education

Dr Charis Voutsina's photo

Dr Charis Voutsina is Lecturer in Mathematics Education within Southampton Education School at the University of Southampton.

Charis Voutsina has taught in primary schools and early years settings in Greece and England. She studied for a Postgraduate degree (Diplôme d’Etudes Approfondies) in Systems of Learning and Systems of Evaluation at the University of Aix-Marseille I in France and for a PhD in Mathematics Education at the University of Southampton. In 2004 she was awarded an ESRC Postdoctoral Fellowship which allowed her to further extend her PhD research on young children’s problem solving approaches in mathematics and the processes of procedural and conceptual change that underpin the development of children’s problem solving strategies. Charis is a doctorate supervisor and teaches on masters and postgraduate initial teacher training programmes. She is a member of the British Society for Research into Learning Mathematics (BSRLM) and the European Association for Research on Learning and Instruction (EARLI).

Charis Voutsina is a member of the Editorial Board for the academic journal Research in Mathematics Education (RME).

Funded research projects have included work funded by the Economic and Social Research Council and The Leverhulme Trust.

Research interests

  • Children’s mathematical thinking and learning.
  • Procedural and conceptual knowledge in problem solving and arithmetic learning.
  • Issues related to learning and teaching in Primary and Early Years education.
  • Learning difficulties in mathematics.
  • The learning of mathematics by learners with English as an additional language.
  • Pedagogical subject knowledge in primary and early years mathematics.

Research project

Cultural rules and uses of written numerals in children’s everyday environments”, (2020-2022), funded by The Leverhulme Trust (RPG-2019-330).

This research project, funded by The Leverhulme Trust, aims to trace and analyse the development of preschool children’s understanding of the cultural rules that govern the use of written numbers in everyday contexts, alongside the development of their own, written mathematical notations longitudinally, over their transition from Preschool to Reception.

Affiliate research groups

Mathematics Education Special Interest Group, Mathematics, Science and Health Education Research Centre

Research project(s)

Children moving beyond initial success in problem solving - Dormant

Nature of the conceptual understanding of single-digit addition - Dormant

Module Lead

Learning and Teaching (EDUC6347)

Education Research: Methods and Practice (EDUC6456)

Associations

Member of the British Society for Research into Learning Mathematics (BSRLM).

Member of the European Association for Research on Learning and Instruction (EARLI).

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Articles

Book Chapters

Conferences

Primary PGCE

MSc Education

MA (Education) Dissertation through Flexible Study

 

Doctoral research students

Current

  • Amy Porter – Young children’s approaches to missing number equations.
  • Yasmin Abdul Kahar Bador – The effect of interventions for self-efficacy and maths self-efficacy on the mathematics performance of adolescents and young adults in education and students perceptions in relation to GCSE Mathematics resits.
  • Husna Kasmani – Do digital interventions for mindfulness support teacher wellbeing in secondary school?
  • Aida Binti Rahman – Cross-cultural elements in the use and access of online information associated with dyslexia.
  • Nicky Stecker-Doxat – Is there still a place for a liberal education in an undergraduate degree? A study of Humanities students in a UK university.

Completed

  • Claire Walker – (PhD Awarded) – Attitudinal factors affecting the choice of learners of different ages to study Mathematics in post-compulsory education in the context of England.
  • Joanna Williamson – (PhD Awarded) – Young children's cognitive representations of number and their number line estimations.
  • Lois George – (PhD Awarded) – Children’s learning of the partitive quotient fraction sub-construct and growing understanding as per the Pirie-Kieren theory.
  • Katherine Erricker – (PhD Awarded) –Teachers’ participation in discussion spaces at the margins of workplace: Collaborative Professional Development Opportunities within Social Media.
  • Patricia Shaw – (PhD Awarded) – Engaging with children’s voices: Illuminating inclusive pedagogical activities in the Reception class.
  • Natasha Crellin – (PhD Awarded) – An exploration into early years practitioners’ work experiences in private day nurseries and voluntary sector pre-schools in England.
  • Raja Bahatheg – (PhD awarded) – How the introduction of Montessori Sensorial Material supports creative problem solving activities in the pre-school Saudi classroom.
  • Glenn Stone – (EdD Awarded) – Entering the profession(al organisation): Trainee teachers’ conceptions of professionalism.
  • Khawla Hilal Al Mamari – (PhD awarded) – Resource Rooms as one of the alternatives in supporting children with reading and writing difficulties in the first cycle of Basic Education in the Sultanate of Oman.
Dr Charis Voutsina
Southampton Education School, University of Southampton, Building 32, Southampton SO17 1BJ, United Kingdom

Room Number: 32/2013

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