Anastasakis, M. & Dafermos, M. (2023). Exploring Paradoxes in the Development of Mathematical Thinking: a Cultural-Historical Perspective, Cultural-Historical Psychology, 19(4), pp. 46-55, DOI: 10.17759/chp.2023190405, Print ISSN: 1816-5435, Electronic ISSN: 2224-8935

Vasilaki, E. & Anastasakis, M. (2023). A Qualitative Multiple Case Study of an Integrated Cognitive Model of Emotion Generation, Journal of Education and Human Development, ISSN: 2334-296X, DOI: 10.15640/jehd.v12n1a3 Print ISSN: 2334-296X, Electronic ISSN: 2334-2978

Anastasakis, M. & Lerman, S. (2022). Tool-use profiles in Undergraduate Mathematics, International Journal of Science and Mathematics Education, Volume 20, pp: 861-879. DOI: 10.1007/s10763-021-10196-9, Print ISSN: 1571-0068, Electronic ISSN: 1573-1774

Mali, A., Hernandez Martinez, P., Anastasakis, M., Kouvela E. & Treffert-Thomas, S. (2022). The interplay between person and environment, cognition and emotion: Using the concept of perezhivanie in Mathematics Education. 12th Congress of the European Society for Research in Mathematics Education (CERME-12), Feb 2022, Bozen-Bolzano, Italy, hal-03749373

Anastasakis, M., Zakynthinaki, M., Trujillo-González, R., García-Alonso, I. & Petridis, K. (2022). An Activity Theory approach in explaining engineering students’ difficulties with university mathematics, International Journal of Mathematical Education in Science and Technology, Volume 53, Issue 6, pp: 1571-1587, DOI: 10.1080/0020739X.2020.1834156, Print ISSN: 0020-739X Electronic ISSN: 1464-5211