Christou, K.P., Kyrvei, D., & Vamvakoussi, X. (2022). Interpreting literal symbols in algebra under the effects of the natural number bias. Mathematical Thinking and Learning, 26(4), 331–344. https://doi.org/10.1080/10986065.2022.2128276
Αυγέρη, Θ., & Βαμβακούση, Ξ. (2022). Όψεις της μαθηματικής γνώσης για τη διδασκαλία: Μια εμπειρική μελέτη με εκπαιδευτικούς της δευτεροβάθμιας εκπαίδευσης. Έρευνα στη Διδακτική των Μαθηματικών, 16, 26–45.
Φωκάς, Δ., & Βαμβακούση, Ξ. (2022). Η κατανόηση της πυκνής διάταξης των ρητών από μαθητές Β ́Λυκείου: Ένα διδακτικό πείραμα. Ψυχολογία, 27(1), 48-65.
Christou, K.P., & Vamvakoussi, X. (2021). Natural number bias on evaluations of the effect of multiplication and division: the role of the type of numbers. Mathematics Education Research Journal, https://doi.org/10.1007/s13394-021-00398-3
Vamvakoussi, X., Bempeni, M., Poulopoulou, S., & Tsiplaki, I. (2019). Theoretical and methodological issues in the study of conceptual and procedural knowledge: Reflections on a series of studies on Greek secondary students’ knowledge of fractions. Educational Journal of the University of Patras UNESCO Chair, 6(2), 82-96.
Μπεμπένη, Μ., Καλδρυμίδου, Μ., & Βαμβακούση, Ξ. (2018). Χαρακτηριστικά βαθιάς προσέγγισης στη μάθηση των μαθηματικών: Μια μελέτη περίπτωσης εξαιρετικών μαθητών. Έρευνα στη Διδακτική των Μαθηματικών, 11, 11-29.
Vamvakoussi, X., Christou, K.P., & Vosniadou, S. (2018). Bridging psychological and educational research on rational number knowledge. Journal of Numerical Cognition, 4(1), 84–106.
Vamvakoussi, X. (2017). Using analogies to facilitate conceptual change in mathematics learning. ZDM Mathematics Education, 49(4), 497-507.
Vamvakoussi, X. (2015). The development of rational number knowledge: old topic, new insights. Learning & Instruction, 37, 50-55.
Bempeni, M., & Vamvakoussi, X. (2015). Individual differences in students’ knowing and learning about fractions: evidence from an in-depth qualitative study. Frontline Learning Research, 3(1), 17 – 34.
Vamvakoussi, X., Van Dooren, W., & Verschaffel, L. (2013). Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study. Educational Studies in Mathematics, 82(2), 323-330.
Vamvakoussi, X. & Vosniadou, S. (2012). Bridging the gap between the dense and the discrete. The number line and the “rubber line” bridging analogy. Mathematical Thinking and Learning, 14, 265–284.
Vamvakoussi, X., Van Dooren, W., & Verschaffel, L. (2012). Naturally biased? In search for reaction time evidence for a natural number bias in adults. Journal of Mathematical Behavior, 31, 344-355.
Vamvakoussi, X., Christou, K.P., & Van Dooren, W. (2011). What fills the gap betweenthe discrete and the dense? Greek and Flemish students’ understanding of density. Learning & Instruction, 21, 676-685.
Vamvakoussi, Χ. & Vosniadou, S. (2010). How many decimals are there between two fractions? Aspects of secondary school students’ reasoning about rational numbers and their notation. Cognition & Instruction, 28(2), 181-209.
Βοσνιάδου, Σ., Βαμβακούση, Ξ., & Σκοπελίτη, Ε. (2008). Το πρόβλημα της εννοιολογικής αλλαγής στην ψυχολογία. Νόησις, 3(1), 137-180.
Kollias V.P., Mamalougos N., Vamvakoussi X., Lakkala M., & Vosniadou S. (2005). Teachers’ attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation. Computers & Education, 45(3), 295-315.
Vamvakoussi, X. & Vosniadou, S. (2004). Understanding the structure of the set of rational numbers: A conceptual change approach. Learning and Instruction, 14, 453-467.