Refereed Publications
** marks articles in peer reviewed journals
* marks contributions to peer reviewed books or reviewed conference proceedings
** Karsenty, R., Pöhler, B., Schwarts, G., Prediger, S. & Arcavi, A. (accepted). Processes of decision-making by mathematics PD facilitators: The role of resources, orientations, goals and identities. To appear in Journal of Mathematics Teacher Education.
** Schwarts, G., Elbaum-Cohen, A., Pöhler, B., Prediger, S., Arcavi, A., & Karsenty, R. (Accepted). The servants of two discourses: Ways novice facilitators draw on their mathematics teaching experience. To appear in Educational Studies in Mathematics.
* Karsenty, R., Dole, S., Clivaz, S., Griese, B., & Pöhler, B. (under review). Roles, identities and interactions of various participants in mathematics teacher collaboration. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups –The 25th ICMI Study. Springer.
** Schwarts, G., Pöhler, B., Elbaum-Cohen, A., Karsenty, R., Arcavi, A., & Prediger, S. (2021). Novice facilitators’ changes in practices: From launching to managing discussions about mathematics teaching. The Journal of Mathematical Behavior, 46. https://doi.org/10.1016/j.jmathb.2021.100901.
** Karsenty, R. (2021). Implementing professional development programs for mathematics teachers at scale: What counts as success? ZDM - The International Journal on Mathematics Education. https://doi.org/10.1007/s11858-021-01250-5.
* Karsenty, R., & Arcavi, A. (2021). "Life trajectory" of a professional development project: The case of VIDEO-LM. In A. Hofstein, A. Arcavi, B. Eylon, & A. Yarden (Eds.), Long-term research and development in science education: What have we learned? (pp. 306-332). Brill.
* Schwarts, G., Arcavi, A. & Karsenty R. (2021). Novice facilitators’ participation practices in discussions about issues of mathematics teaching. In M. Inprasitha, N. Changsri, & N. Boonsena, (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 20-28). Khon Kaen, Thailand: PME.
* Karsenty, R. (2020). The role of frameworks in researching knowledge and practices of mathematics teachers and teacher educators. In S. Zehetmeier, D. Potari, & M. Ribeiro (Eds.), Professional development and knowledge of mathematics teachers (ERME Book Series: New perspectives on research in mathematics education, pp. 62-84). Routledge | Taylor & Francis.
** Schwarts, G., & Karsenty, R. (2020). “Can this happen only in Japan?": Mathematics teachers reflect on a videotaped lesson in a cross-cultural context. Journal of Mathematics Teacher Education, 23, 527–554.
** Pinto, A., & Karsenty, R. (2020). Norms of proof in different pedagogical contexts. For the Learning of Mathematics, 40(1), 22-27.
* Schwarts, G., Karsenty, R., & Arcavi, A. (2020). How does change occur in the practices of a novice PD facilitator? In R. Basan-Tsintsintus, R. Segal., & N. Haddad-Hen (Eds.), Proceedings of the 8th Jerusalem Conference on Research in Mathematics Education (pp. 192-194).
* Kaur, B., & Karsenty R. (2019). Collaborative construction of knowledge by mathematics teachers in their professional development communities: Perspectives from Israel and Singapore. In G. M. Lloyd & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education (2nd Edition, Vol. 3: Participants in Mathematics Teacher Education, pp. 51-79). Brill Sense.
* Karsenty, R., Peretz, Y., & Heyd-Metzuyanim, E. (2019). From judgmental evaluations to productive conversations: Mathematics teachers’ shifts in communication within a video club. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3400-3407). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
* Coles, A., Karsenty, R., Beswick, K., Oates, G., & Abdulhamid, L. (2019). The use of video for the learning of teachers of mathematics. 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 1, pp. 107-135), Pretoria, South Africa: PME.
** Pinto, A., & Karsenty, R. (2018). From course design to presentations of proofs: How mathematics professors attend to student independent proof reading. Journal of Mathematical Behavior, 49, 129-144.
* Karsenty, R. (2018). A reformed mathematics curriculum for low-track students in Israel: What lessons can be learned? In Y. Shimizu & R. Vithal (Eds.), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities: Proceedings of the Twenty-fourth ICMI Study (pp. 365-372). Tsukuba, Japan: University of Tsukuba.
* Schwarts, G., & Karsenty, R. (2018). A teacher's reflective process in a video-based professional development program. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp 123-130). Umeå, Sweden: PME.26.
* Arcavi, A., & Karsenty, R. (2018). Enhancing mathematics teachers’ reflection and knowledge through peer-discussions of videotaped lessons: A pioneer program in Israel. In N. Movshovitz-Hadar (Ed.), K-12 Mathematics Education in Israel - Issues and Challenges (Chapter 33, pp. 303-310). Series on Mathematics Education (Volume 13). Singapore: World Scientific.
* Karsenty, R. (2018). Talking about observed practices: Enhancing novice facilitators' proficiency to steer video-based discussions with mathematics teachers. Paper presented at EARLI SIG-11 Conference (Teaching and Teacher Education), University of Agder, Kristiansand, Norway, June 2018.
** Karsenty, R., & Sherin, M. G. (2017). Video as a catalyst for mathematics teachers’ professional growth. Journal of Mathematics Teacher Education, 20, 409-413 (Invited Editorial).
* Karsenty, R. (2017). Videotaped lessons as means to enhance reflection and knowledge of secondary mathematics teachers. Paper presented at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI-2017), Tampere, Finland, September 2017.
* Karsenty, R. (2017). How do mathematics teachers learn from videotaped lessons of unknown peers? Exploring possible mechanisms that contribute to change in teachers' perspectives. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 9th Annual International Conference on Education and New Learning Technologies (pp. 1718-1728). Barcelona, Spain: IATED Academy
* Karsenty, R. (2016). Preparing facilitators to conduct video-based professional development for mathematics teachers: Needs, experiences and challenges. Paper presented at the 2nd International Conference on Educating the Educators, Freiburg, Germany, November 2016.
* Karsenty R. & Schwarts, G. (2016). Enhancing reflective skills of secondary mathematics teachers through video-based peer discussions: The case of cross-cultural learning. Paper presented in TSG-50 (Topic Study Group on in-service education and professional development of secondary mathematics teachers), the 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany.
* Rotem, S., Karsenty, R., & Arcavi, A. (2016). From an experienced mathematics teacher to a facilitator in teacher education programs: A case study examining a facilitator of pre-service video-based workshops. Paper presented at the 4th Jerusalem Conference on Research in Mathematics Education, Jerusalem College of Technology, Israel.
* Schwarts, G., Arcavi, A., & Karsenty, R. (2016). What can Israeli teachers learn from watching and discussing a Japanese videotaped lesson? Paper presented at the 4th Jerusalem Conference on Research in Mathematics Education, Jerusalem College of Technology, Israel.
** Karsenty, R. (2014). Who can teach the mathematically gifted? Characterizing and preparing mathematics teachers of highly able students at the secondary level. Gifted and Talented International, 29 (2), 161-174.
* Karsenty R. (2014). Videotaped lessons as resources for professional development of secondary mathematics teachers. In S. Oesterle, C. Nicol, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 6, p.124). Vancouver, Canada: PME.
* Karsenty R. (2014). Mathematical Ability. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 372-375). Springer Dordrecht, Heidelberg, New York, London.
* Karsenty R., & Ben-David Kolikant, Y. (2014). Cognitive diversities and realizing academic potential in school. In A. Arcavi & N. Mandel-Levy (Eds.) Education for All and for Each and Every One in the Israeli Education System (pp. 93-121). Jerusalem: The Initiative for Applied Education Research, The Israel Academy of Sciences and Humanities.
* Karsenty, R. (2013). Creative solutions of low-achieving mathematics students in secondary schools. Invited paper presented at the 1st Jerusalem Conference on Research in Mathematics Education, Jerusalem College of Technology, Israel.
** Karsenty, R. (2012). Supporting mathematics teachers of at-risk students: A model of personalized professional development. Monograph: Mathematics Teacher Retention, 93-100. California Mathematics Project, Los Angeles, CA.
* Karsenty, R. (2012). The profile of a successful mathematics teacher for gifted students: Realizing standards. In R. Leikin, B. Koichu, & A. Berman (Eds.), Proceedings of the International Workshop of Israel Science Foundation: Exploring and Advancing Mathematical Abilities in Secondary School High Achievers (pp. 39-45). Haifa, Israel: University of Haifa.
* Karsenty, R. (2012). Supporting mathematics teachers of at-risk students. Paper presented at Discussion Group 11 of the 12th International Congress on Mathematical Education, Seoul, South Korea.
* Karsenty, R. (2010). Mathematical creativity and low achievers in secondary schools: Can the two meet? In M. Avotina, D. Bonka, H. Meissner, L. Ramana, L. Sheffield, & E. Velikova (Eds.), Abstracts of the 6th International Conference on Creativity in Mathematics and the Education of Gifted Students (pp. 50-51). Riga, Latvia: University of Latvia.
* Karsenty, R. (2009). When at-risk students meet national exams in secondary mathematics. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 281-288). Thessaloniki, Greece: PME.
* Even, R., Karsenty R., & Friedlander, A. (2009). Mathematical creativity and giftedness in teacher professional development. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the Education of Gifted Students (pp. 309-324). Sense Publishers.
* Karsenty, R., & Friedlander, A. (2008a). Teaching the mathematically gifted: A professional development course. In E. Velikova & A. Andžāns (Eds.), Promoting Creativity for All Students in Mathematics Education: Proceedings of Discussion Group 9 of the 11th International Congress on Mathematical Education, Monterrey, Mexico (pp. 150-157). Rousse, Bulgaria: University of Rousse.
* Karsenty, R., & Friedlander, A. (2008b). Professional development of teachers of mathematically gifted students: An agenda under construction. In R. Leikin (Ed.), Proceedings of the 5th International Conference on Creativity in Mathematics and the Education of Gifted Students (pp. 454-456). Haifa, Israel: University of Haifa.
* Karsenty, R. (2006). Advancing low achievers in secondary schools by using non-professional mathematics tutoring. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 409-416). Prague, Czech Republic: Charles University.
* Karsenty, R., & Vinner, S. (2002). Functions, many years after school: What do adults remember? In A. D. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 185-192). Norwich, UK: University of East Anglia.
* Karsenty, R., & Arcavi, A. (2002). Mathematics for low-achievers: Student-centered teaching strategies. Paper presented at the 4th International Conference on Teacher Education, Achva College of Education, Israel. (In Hebrew).
* Karsenty, R., & Vinner, S. (2000). What do we remember when it’s over? Adults’ recollections of their mathematical experience. In T. Nakahara, & M. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp.119-126). Hiroshima, Japan: Hiroshima University.
* Karsenty, R., & Vinner, S. (1996). To have or not to have mathematical ability, and what is the question. In L. Puig, & A. Gutiérrez (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 177-184). Valencia, Spain: University of Valencia.
** Vinner, S., Linchevski, L., & Karsenty R. (1993). How much information should a geometrical definition include? Group discussions with student teachers. ZDM International Reviews on Mathematical Education, 93 (5), 164-170.
* Linchevsky, L., Vinner, S. & Karsenty, R. (1992). To be or not to be minimal? Student teachers' views about definitions in geometry. In W. Geeslin, & K. Graham (Eds.), Proceedings of the 16th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 48-55). Durham, NH: University of New Hampshire.
Other Publications
Arcavi, A., & Karsenty, R. (2016). Coming of Age: A Time to Ponder – A tribute to Jill Adler. In M. Phakeng & S. Lerman (Eds.), Mathematics Education in a Context of Inequity, Poverty and Language Diversity (pp. 33-42). Springer.
Karsenty, R., & Carmeli, M. (2010). Operating the SHLAV Project in 12 Amal schools - Report of activities for the years 2008-2009. Submitted to the Pedagogical Administration of Amal Chain, 31 pages.
Karsenty, R. (2007). Should assessment be adapted to students' needs or should students be adapted to the needs of assessment? Theoretical and practical aspects of assessing the mathematical achievements of low track students. Paper presented at the 2007 Annual Conference for Promoting the Mathematical Education in Israel. Tel Aviv, Israel.
Karsenty, R. (2006). From 3 to 4 Matriculation Units in mathematics: An external evaluation report of an intervention project by Ma’ayanot Institute. Submitted to the Jerusalem Education Administration, 45 pages.
Karsenty, R. (2006). Advancing low achievers in mathematics by cooperation between teachers and non-professional volunteers in secondary schools. Book of Abstracts of the 13th Annual Conference for Promoting the Mathematical Education in Israel, P. 70. Tel Aviv, Israel.
Karsenty, R., & Arcavi, A. (2005). Analysis of answers given by low-track students who studied with SHAY learning materials. Book of Abstracts of the 12th Annual Conference of Mathematics Teachers in Israel, P. 98. Tel Aviv, Israel.
Karsenty, R., & Arcavi, A. (2004). Teaching mathematics in a low-track class: Hardship or challenge? Book of Abstracts of the 11th Annual Conference for Promoting the Mathematical Education in Israel, P. 73. Tel Aviv, Israel.
Karsenty, R., & Arcavi, A. (2003). Learning characteristics of ‘low achieving’ students in mathematics - Final report of activities for the years 2000-2002. Submitted to the Curriculum Planning Department of the Ministry of Education, Israel, 121 pages.
Karsenty, R., & Arcavi, A. (2003). Low achievers in mathematics: A new perspective. Book of Abstracts of the 10th Annual Conference for Promoting the Mathematical Education in Israel, P. 78. Tel Aviv, Israel.
Bouhadana, R., & Karsenty, R. (2003). Selected problem solutions by low achieving students of mathematics who learned according to the 3U program. Internal report, Science Teaching Department, Weizmann Institute of Science, 22 pages.
Karsenty, R. (2002). Adults recalling high school mathematics. Book of Abstracts of the 9th Annual Conference for Promoting the Mathematical Education in Israel, P. 31. Tel Aviv, Israel.
Karsenty, R., & Arcavi, A. (2001). Learning and Thinking Characteristics of Low Track Mathematics Students in Junior High School. Submitted to the Ministry of Education, Israel, 67 pages.
Karsenty, R., & Vinner, S. (1994). Questions that reveal mathematical talent and what is revealed when they are asked. Aleh (Mathematics Teacher Bulletin, in Hebrew), 15, 22-28.