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Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?
Karsenty R. & Brodie K. (2023), Journal of Mathematics Teacher Education. 26, 5, p. 573-580
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The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: An ecological perspective
Ehrenfeld N. (2023), Journal of Mathematics Teacher Education
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Using monitoring traces to support teacher sensemaking about groupwork monitoring routines
Ehrenfeld N., Horn I. & Jasien L. (2023), American Educational Research Association (AERA 2023).
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"But this is not mathematics!"-mathematicians and secondary teachers explore the affordances of tertiary mathematics for teaching secondary probability
Pinto A. & Cooper J. (2023), ZDM - International Journal on Mathematics Education. 55, p. 883-896
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Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process
Coles A., Rodríguez-Muñiz L. J., Mok I. A. C., Ruiz Á., Karsenty R., Martignone F., Osta I., Ferretti F. & Nguyen T. T. A. (2023), Mathematics Curriculum Reforms Around the World. Vithal R. & Shimizu Y. (eds.). p. 291-321
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The mutual contribution between mathematics and other fields: Mathematicians’ and teachers’ views
Hoffmann A. & Even R. (2023), ZDM - Mathematics Education
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Boundary Crossing in Curriculum Reform
Pinto A. & Cooper J. (2023), Mathematics Curriculum Reforms Around the World. Vithal R. & Shimizu Y. (eds.). p. 445-453
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Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
Marbán J. M. & Sintema E. J. (2023), Research in Mathematics Education
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Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom
Marmur O. & Koichu B. (2023), Mathematical Thinking and Learning. 25, 1, p. 115-144
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Leading Mathematics Teacher Discussions during Professional Development: Challenges, Opportunities, and Discussion Sense
Schwarts G., Coles A. & Arcavi A. (2022), For the Learning of Mathematics. 42, 2, p. 53-59
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The servants of two discourses: how novice facilitators draw on their mathematics teaching experience
Schwarts G., Elbaum-Cohen A., Pohler B., Prediger S., Arcavi A. & Karsenty R. (2022), Educational Studies in Mathematics
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Using scaffolds in support of teachers as task designers in geometry: a case study
Rachamim M., Berman A. & Koichu B. (2022), International Journal of Mathematical Education in Science and Technology, p. 1-21
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On Explaining, Explanations and Second Graders
Hershkowitz R. & Arcavi A. (2022), Special Issues in Early Childhood Mathematics Education Research. p. 209-226
-
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition
Pinto A. & Koichu B. (2022), Educational Studies in Mathematics
-
Design practices and principles for promoting dialogic argumentation via interdisciplinarity
Koichu B., Schwarz B. B., Heyd-Metzuyanim E., Tabach M. & Yarden A. (2022), Learning, Culture and Social Interaction. 37, 100657
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Visual Thinking and Visual Language for Young Children: The Agam Program
Markovits Z., Hershkowitz R., Rosenfeld S., Ilani L. & Eylon B. S. (2022), Special Issues in Early Childhood Mathematics Education Research: Learning, Teaching and Thinking. p. 132-152
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"This cannot be"-refutation feedback and its potential affordances for proof comprehension
Pinto A. & Cooper J. (2022), Educational Studies in Mathematics
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Implementation of Problem Solving in School: From Intended to Experienced
Koichu B., Cooper J. & Widder M. (2022), Implementation and Replication Studies in Mathematics Education. 2, 1, p. 1-31
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The road not taken—Investigating affordances of infinitesimal calculus for enriching the repertoire of secondary mathematics teachers
Pinto A. & Cooper J. (2022), International Journal of Research in Undergraduate Mathematics Education. 8, 2, p. 318-338
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‘Scaffolding’ or ‘Filtering’: A Review of Studies on the Diverse Roles of Calculus Courses for Students, Professionals and Teachers
Biza I., González-Martín A. S. & Pinto A. (2022), International Journal of Research in Undergraduate Mathematics Education. 8, 2, p. 389-418
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When the Problem Seems Answerable yet the Solution is Unavailable: Affective Reactions Around an Impasse in Mathematical Discourse
Heyd-Metzuyanim E. & Cooper J. (2022), International Journal of Research in Undergraduate Mathematics Education
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Calculus at the intersection of institutions, disciplines and communities: a special issue Guest Editorial
Biza I., González-Martín A. S. & Pinto A. (2022), International Journal of Research in Undergraduate Mathematics Education. 8, 2, p. 217-221
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Professional Learning Communities Across Science Teachers' Careers
Blonder R. & Vescio V. (2022), Handbook of Research on Science Teacher Education.
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What do teachers learn about the discipline of mathematics in academic mathematics courses?
Hoffmann A. & Even R. (2021)
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Implementing professional development programs for mathematics teachers at scale: what counts as success?
Karsenty R. (2021), ZDM. 53, 5, p. 1021-1033
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Long-term research and development in science education: what have we learned?
Hofstein A., Arcavi A., Eylon B. & Yarden A. (2021)
-
Science and mathematics teacher educators and their professional growth: special issue
Park Rogers M., Even R., Krainer K. & Berry A. (2021)
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Using assessment to inform instructional decisions: The story of a three-decade research and development journey
Even R. (2021), Long-term Research and Development in Science Education: What Have We Learned?. p. 191-214
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Areas of Concern in the Design of a Mathematics Curriculum: The Case of Five Curriculum Projects
Friedlander A., Hadas N., Hershkowitz R. & Tabach M. (2021), Long-term Research and Development in Science Education: What Have We Learned?. p. 162-190
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Implementation-related research in mathematics education: the search for identity
Koichu B., Aguilar M. S. & Misfeldt M. (2021), ZDM. 53, 5, p. 975-989
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Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth
Krainer K., Even R., Park Rogers M. & Berry A. (2021), International Journal of Science and Mathematics Education. 19, Suppl 1, p. 1-19
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Defining and measuring completion and assessment biases with respect to English language and development status: not all MOOCs are equal
Gershon S. K., Ruipérez-Valiente J. A. & Alexandron G. (2021), International Journal of Educational Technology in Higher Education. 18, 1, 41
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Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth
Park Rogers M., Berry A., Krainer K. & Even R. (2021), International Journal of Science and Mathematics Education. 19, Suppl 1, p. 167-180
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Launching Implementation and Replication Studies in Mathematics Education (IRME)
Jankvist U. T., Aguilar M. S., Misfeldt M. & Koichu B. (2021), Implementation and Replication Studies in Mathematics Education. 1, 1, p. 1-19
Submitted Version -
Novice facilitators’ changes in practices: From launching to managing discussions about mathematics teaching
Schwarts G., Pöhler B., Elbaum-Cohen A., Karsenty R., Arcavi A. & Prediger S. (2021), The Journal of mathematical behavior. 64, 100901
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Implementation of mathematics education research as crossing the boundary between disciplined inquiry and teacher inquiry
Pinto A. & Koichu B. (2021), ZDM. 53, 5, p. 1085-1096
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Processes of decision-making by mathematics PD facilitators: the role of resources, orientations, goals, and identities
Karsenty R., Pöhler B., Schwarts G., Prediger S. & Arcavi A. (2021), Journal of Mathematics Teacher Education
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Empirical reconstruction of learning progressions based on teachers’ tagging of didactic metadata
Cooper J., Olsher S. & Yerushalmy M. (2021), Journal of Mathematical Behavior. 61, 100833
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Bridging incommensurable discourses – A commognitive look at instructional design in the zone of proximal development
Cooper J. & Lavie I. (2021), Journal of Mathematical Behavior. 61, 100822
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Expressing the Voice of the Textbook-Insights Gained from Tagging Didactic Metadata
Olsher S. & Cooper J. (2020), International Journal of Science and Mathematics Education. 19, 8, p. 1635-1653
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Education of Mathematics Teacher Educators
Even R., Krainer K. & Huang R. (2020), Encyclopedia of Mathematics Education, 2nd edition. Lerman S. (eds.). p. 258-262
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Problem posing in the context of teaching for advanced problem solving
Koichu B. (2020), International Journal of Educational Research. 102, 101428
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Academic Mathematics in Secondary School Mathematics Teacher Education
Even R. (2020), Encyclopedia of Teacher Education.
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Mathematics teachers edit textbooks: Opportunities and challenges
Even R. (2020), STEM Teachers and Teaching in the Digital Era:Professional Expectations and Advancement in the 21st Century Schools. p. 37-52
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Boundary Objects in Mathematics Education and Their Role across Communities of Teachers and Researchers in Interaction
Robutti O., Aldon G., Cusi A., Olsher S., Panero M., Cooper J., Carante P. & Prodromou T. (2020), International Handbook of Mathematics Teacher Education. Lloyd G. M. & Chapman O. (eds.). Second Edition ed. Vol. 3. p. 211-240 (trueThe International Handbook of Mathematics Teacher Education)
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Engagement and Communication Features of Scientifically Successful Citizen Science Projects
Golumbic Y. N., Baram-Tsabari A. & Koichu B. (2020), Environmental Communication. 14, 4, p. 465-480
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Flashes of Creativity
Palatnik A. & Koichu B. (2019), For the Learning of Mathematics. 39, 2, p. 8-12
Submitted Version -
From tools to resources in the professional development of mathematics teachers: General perspectives and crosscutting issues
Arcavi A. (2019), International Handbook of Mathematics Teacher Education. Chapman O. & Llinares S. (eds.). 2nd ed. Leiden, The Netherlands Vol. 2. p. 421-440
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The secondary-tertiary transition in mathematics: what are our current challenges and what can we do about it?
Koichu B. & Pinto A. (2019), Newsletter of the European Mathematical Society (EMS Newsletter). 112, p. 34-35
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An a priori measure of visual difficulty of 2-d sketches depicting 3-D objects
Widder M., Berman A. & Koichu B. (2019), Journal for Research in Mathematics Education. 50, 5, p. 489-528
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Learning to Look at the World Through Mathematical Spectacles—A Personal Tribute to Realistic Mathematics Education
Arcavi A. (2019), International Reflections on the Netherlands Didactics of Mathematics : Visions on and Experiences with Realistic Mathematics Education. van den Heuvel-Panhuizen M. (eds.). Cham p. 83-95
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Towards transition-oriented pedagogies in university calculus courses
Pinto A. (2019), Calculus in upper secondary and beginning university mathematics. p. 116-119
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Formative assessment of proof comprehension in undergraduate mathematics: affordances of iterative lecturer feedback
Pinto A. & Cooper J. (2019), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. p. 2630-2637
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Who is right?: Theoretical analysis of representational activities
Tabach M. & Koichu B. (2019), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. p. 4593-4600
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Problem Solving in Mathematics Instruction and Teacher Professional Development
Felmer P., Liljedahl P. & Koichu B. (2019)
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From judgmental evaluations to productive conversations: Mathematics teachers' shifts in communication within a video club
Karsenty R., Peretz Y. & Heyd-Metzuyanim E. (2019), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. p. 3400-3407
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Reconciling tensions between lecturing and active learning in professional learning communities
Cooper J. & Koichu B. (2019), Proceedings of the 43th Conference of the International Group for the Psychology of Mathematics Education. Essien A., Venkat H., Graven M. & Vale P. (eds.). Vol. 2. p. 169-176
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Mathematicians and teachers sharing perspectives on teaching whole number arithmetic: boundary-crossing in professional development
Cooper J. (2019), ZDM - International Journal on Mathematics Education. 51, 1, p. 69-80
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Implementation through participation: theoretical considerations and an illustrative case
Koichu B. & Pinto A. (2019), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. p. 4413-4420
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Variability in the formal and informal content instructors convey in lectures
Pinto A. (2019), Journal of Mathematical Behavior. 54, 100680
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Didactic metadata informing teachers’ selection of learning resources: boundary crossing in professional development
Cooper J., Olsher S. & Yerushalmy M. (2019), Journal of Mathematics Teacher Education. 23, 4, p. 363-384
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Norms of proof in different pedagogical contexts
Pinto A. & Karsenty R. (2019), For the Learning of Mathematics
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Creating and Sustaining Online Problem Solving Forums: Two Perspectives
Koichu B. & Keller N. (2019), Mathematical Problem Solving. Santos-Trigo M. & Liljedahl P. (eds.). Cham p. 263-287
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Learning: The Microgenetic Analysis of One Student’s Evolving Understanding of a Complex Subject Matter Domain
Schoenfeld A. H., Smith J. P. & Arcavi A. (2019), Advances in instructional Psychology. Vol. 4. p. 55-175
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Organizing Tools Suggested by Teachers in the Mathematics Textbook They Use in Class
Olsher S. & Even R. (2019), International Journal of Science and Mathematics Education. 17, 7, p. 1381-1399
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What do mathematicians wish to teach teachers in secondary school about mathematics?
Hoffmann A. & Even R. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Vol. 3. p. 99-106
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אפיון אסטרטגיות פעולה בסביבה גיאומטרית דינאמית תלת-ממדית
Widder M., Berman A. & Koichu B. (2018), 13th Chais Conference for the Study of Innovation and Learning Technologies. Caspi A., Blau I., Geri N., Etgar S., Silber-Varod V., Eshet-Alkalai Y. & Kalman Y. (eds.). Ra'anana p. 53-61
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Jourdain and Dienes effects revisited - Playing Tic Tac Toe or learning non-Euclidean geometry?
Cooper J. & Pinto A. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Granberg C., Bergqvist E., Sumpter L. & Österholm M. (eds.). Vol. 2. p. 307-314
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Can teachers and mathematicians communicate productively? The case of division with remainder
Coopers J. & Karsenty R. (2018), Journal of Mathematics Teacher Education. 21, 3, p. 237-261
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Which key memorable events are experienced by students during calculus tutorials?
Marmur O. & Koichu B. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Granberg C., Bergqvist E., Sumpter L. & Österholm M. (eds.). Vol. 3. p. 347-354
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A reformed mathematics curriculum for low-track students in Israel: What lessons can be learned?
Karsenty R. (2018), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. p. 365-372
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Action strategies in spatial geometry problem solving supported by dynamic geometry software
Widder M., Berman A. & Koichu B. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Granberg C., Bergqvist E., Sumpter L. & Österholm M. (eds.). Vol. 4. p. 435-442
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A teacher's reflective process in a video-based professional development program
Schwarts G. & Karsenty R. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Granberg C., Bergqvist E., Sumpter L. & Österholm M. (eds.). Vol. 4. p. 123-130
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Highlights in the Development of Education and Mathematics Education in the State of Israel: A Timeline
Fried M. N., Perl H. & Arcavi A. (2018), K-12 Mathematics Education in Israel. Movshovitz-Hadar N. (eds.). Vol. Volume 13. p. 3-19
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Diversity in curriculum committees: challenges and opportunities for cross-community collaboration
Pinto A. & Cooper J. (2018)
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Enhancing Mathematics Teachers' Knowledge and Reflection Through Peer-Discussions of Videotaped Lessons: A Pioneer Program in Israel
Arcavi A. & Karsenty R. (2018), K-12 Mathematics Education in Israel. Movshovitz-Hadar N. (eds.). Vol. Volume 13. p. 303-310
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Talking about observed practices: Enhancing novice facilitators' proficiency to steer video-based discussions with mathematics teachers
Karsenty R. (2018)
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From course design to presentations of proofs: How mathematics professors attend to student independent proof reading
Pinto A. & Karsenty R. (2018), Journal of Mathematical Behavior. 49, p. 129-144
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Problem-Solving Forums on Social Networks that Accompany the Learning of Mathematics in Israeli High Schools
Koichu B., Biton Y., Gendler O. & Keller N. (2018), K-12 Mathematics Education in Israel. Vol. Volume 13. p. 199-208 (trueSeries on Mathematics Education)
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Mathematics at the virtual school: Why? Why not? Who? What? And So What?
Biton Y., Fellus O., Raviv D., Feilchenfeld D. & Koichu B. (2018), K-12 Mathematics Education In Israel. Vol. 13. p. 145-153
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Boundary crossing in design based research: Lessons learned from tagging didactic metadata
Cooper J. & Olsher S. (2018)
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Designing mathematics textbooks: The case of the Integrated Mathematics Curriculum Program
Friedlander A., Even R. & Robinson N. (2018), K-12 Mathematics Education in Israel. p. 209-216
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Mathematical Problem Solving in Choice-Affluent Environments
Koichu B. (2018), INVITED LECTURES FROM THE 13TH INTERNATIONAL CONGRESS ON MATHEMATICAL EDUCATION. Kuzniak A., Xu B., Simmt E., Kaiser G., Forgasz H. & Graven M. (eds.). p. 307-324 (trueICME-13 Monographs)
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Reflecting on didactic metadata of learning sequences
Cooper J., Olsher S. & Yerushalmy M. (2018)
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Classroom-Based Issues Related to Proofs and Proving
Even R. (2018), Advances in Mathematics Education Research on Proof and Proving: An International Perspective. p. 145-151
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The Rothschild-Weizmann Master’s Program for practicing mathematics teachers
Even R., Artstein Z. & Elbaum Cohen A. (2018), K-12 Mathematics Education in Israel. p. 235-242
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The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
Sun X. H., Chambris C., Sayers J., Siu M. K., Cooper J., Dorier J., de Lora Sued S. I. G., Thanheiser E., Azrou N., McGarvey L., Houdement C. & Ejersbo L. R. (2018), Building the Foundation. Bartolini Bussi M. G. & Sun X. H. (eds.). Cham p. 91-124 (trueNew ICMI Study Series)
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On making epistemological inferences based on linguistic observations: a commentary on Shinno et al.
Koichu B. (2018), For the Learning of Mathematics. 38, 2, p. 25-26
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From Equations to Structures: Modes of Relevance of Abstract Algebra to School Mathematics as Viewed by Teacher Educators and Teachers
Shamash J., Barabash M. & Even R. (2018), Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers. p. 241-262
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Mathematicians and Primary School Teachers Learning From Each Other
Cooper J. & Arcavi A. (2018), Newsletter of the European Mathematical Society (EMS Newsletter). 2018, 107, p. 46-51
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Hacia una visión integradora de la enseñanza y el aprendizaje de las matemáticas
Arcavi A. (2018), Educación Matemática. 30, 2, p. 33-48
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Developing Education Research Competencies in Mathematics Teachers Through TRAIL: Teacher-Researcher Alliance for Investigating Learning.
Koichu B. & Pinto A. (2018), Canadian Journal of Science, Mathematics and Technology Education. 18, 1, p. 68-85
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Math teaching as jazz improvisation: Exploring the 'highly principled but not determinate' instructional moves of an expert instructor
Pinto A. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Gueudet G. & Dooley T. (eds.). p. 2217-2224
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Developing categories of curricular metadata: lenses for studying relationships between teachers and digital textbooks
Olsher S., Yerushalmy M. & Cooper J. (2017), Proceedings of the International Conference on Mathematics Textbook Research and Development 2.
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On mathematics with distinction, a learner-centered conceptualization of challenge and choice-based pedagogies
Koichu B. (2017), Mathematics Enthusiast. 14, 1-3, p. 517-540
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How are questions that students ask in high level mathematics classes linked to general giftedness?
Leikin R., Koichu B., Berman A. & Dinur S. (2017), ZDM - International Journal on Mathematics Education. 49, 1, p. 65-80
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Implementation enterprise through the lens of a theory of diffusion of innovations: A case of online problem-solving forums
Koichu B. & Keller N. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Gueudet G. & Dooley T. (eds.). p. 3841-3848
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Dialogues on Dialogues: The Use of Classical Dialogues in Mathematics Teacher Education
Zazkis R. & Koichu B. (2017), Scripting Approaches in Mathematics Education. Herbst P. & Zazkis R. (eds.). Cham p. 365-387 (trueAdvances in Mathematics Education book series (AME))
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In the Pursuit of Relevance – Mathematicians Designing Tasks for Elementary School Teachers
Pinto A. & Cooper J. (2017), International Journal of Research in Undergraduate Mathematics Education. 3, 2, p. 311-337
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“I Understand” Talk in Script Writing: A Case from Euclid’s Elements
Koichu B. & Zazkis R. (2017), Scripting Approaches in Mathematics Education. Herbst P. & Zazkis R. (eds.). Cham p. 163-184 (trueAdvances in Mathematics Education book series (AME))
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Mathematical and Pedagogical Perspectives on Warranting: Approximating the Root of 18
Cooper J. & Pinto A. (2017), For the Learning of Mathematics. 37, 2, p. 8-13
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A splitting theorem for spaces of Busemann non-positive curvature
Pinto A. (2017), Groups Geometry And Dynamics. 11, 1, p. 1-27
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Video as a catalyst for mathematics teachers’ professional growth
Karsenty R. & Sherin M. G. (2017), Journal of Mathematics Teacher Education. 20, p. 409-413
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Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level
Even R., Zang X., Buchholtz N., Charalambous C. & Rowland T. (2017), Proceedings of the 13th International Congress on Mathematical Education. p. 589-592
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Mathematics, lenses and videotapes: a framework and a language for developing reflective practices of teaching
Karsenty R. & Arcavi A. (2017), Journal of Mathematics Teacher Education. 20, p. 433-455
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דו-שיח על שילוב של סביבה כיתתית וסביבה מקוונת בהוראת המתמטיקה
Keller N. & Koichu B. (2017), חומות החינוך נפלו ברשת? מורים, תלמידים ורשתות חברתיות. קריסטינה ?., שוורץ ?. & רוזנברג ?. (eds.). p. 156
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Videotaped lessons as means to enhance reflection and knowledge of secondary mathematics teachers
Karsenty R. (2017)
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Studying teachers’ professional competencies
Even R. (2017), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Vol. 1. p. 95-97
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A Mathematics Educator and a Mathematician Co-Teaching Mathematics – Affordances for Teacher Education
Cooper J. & Zaslavsky O. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. p. 2025-2032
Submitted Version -
How do mathematics teachers learn from videotaped lessons of unknown peers? Exploring possible mechanisms that contribute to change in teachers' perspectives
Karsenty R. (2017), 9th International Conference on Education and New Learning Technologies. Martinez AL., Torres IC. & Chova LG. (eds.). p. 1718-1728
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Should Research inform Practice
Even R. (2017), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Vol. 1. p. 63-66
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Four-component decomposition of sense making in algebra
Palatnik A. & Koichu B. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Gueudet G. & Dooley T. (eds.). p. 448-455
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The Learning and Teaching of Algebra: Ideas, Insights and Activities
Arcavi A., Drijvers P. & Stacey K. (2017)
-
Heuristic and engagement aspects of learning through long-term collaborative mathematical problem solving and problem posing
Koichu B. (2017)
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Tasks and Competencies in the Teaching and Learning of Algebra
Friedlander A. & Arcavi A. (2017)
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Introduction to the papers of TWG14: university mathematics education
Gonzalez-Martin A. S., Biza I., Cooper J., Ghedamsi I., Hausberger T., Pinto A., Vandebrouck F. & Viirman O. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Gueudet G. & Dooley T. (eds.). p. 1953-1960
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Sense making in the context of algebraic activities
Palatnik A. & Koichu B. (2017), Educational Studies in Mathematics. 95, 3, p. 245-262
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What can calculus students like about and learn from a challenging problem they did not understand?
Marmur O. & Koichu B. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Gueudet G. & Dooley T. (eds.). p. 2193-2200
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Stimulating student aesthetic response to mathematical problems by means of manipulating the extent of surprise
Koichu B., Katz E. & Berman A. (2017), Journal of Mathematical Behavior. 46, p. 42-57
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Problem solving opportunities in frontal classes: Inquiry in teaching practices and learning strategies
Koichu B., Atrash E. & Marmur O. (2017), Didactics of Mathematics in Higher Education as a Scientific Discipline – Conference Proceedings. Kassel, Germany: Universitätsbibliothek Kassel p. 281-285
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Sense making through algebraic activities: A case study
Palatnik A. & Koichu B. (2017), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Gueudet G. & Dooley T.. (eds.).
Submitted Version -
מה עשויים מורים ישראלים למתמטיקה ללמוד מצפיה ודיון בשיעור יפני?
Schwarts G., Arcavi A. & Karsenty R. (2016), כנס ירושלים הרביעי למחקר בחינוך מתמטי. נפתלייב ?. & עדין ?. (eds.). p. 106-107
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Effects of variations in task design on mathematics teachers' learning experiences: a case of a sorting task
Koichu B., Zaslavsky O. & Dolev L. (2016), Journal of Mathematics Teacher Education. 19, 4, p. 349-370
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Four (algorithms) in one (bag): an integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations
Raveh I., Koichu B., Peled I. & Zaslavsky O. (2016), Research in Mathematics Education. 18, 1, p. 43-60
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Surprise and the Aesthetic Experience of University Students: A Design Experiment
Marmur O. & Koichu B. (2016), Journal of humanistic mathematics. 6, 1, p. 127-151
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A CASE STUDY OF AN EXPERT PROBLEM POSER FOR MATHEMATICS COMPETITIONS
Kontorovich I. & Koichu B. (2016), International Journal of Science and Mathematics Education. 14, 1, p. 81-99
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Didactique Goes Travelling: Its Actual and Potential Articulations with Other Traditions of Research on the Learning and Teaching of Mathematics
Arcavi A., Boero P., Kilpatrick J., Radford L., Dreyfus T. & Ruthven K. (2016), The Didactics of Mathematics:Approaches and Issues: A Homage to Michèle Artigue. p. 15-41
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Coming of Age: Time to Ponder—A Tribute to Jill Adler
Arcavi A. & Karsenty R. (2016), Mathematics Education in a Context of Inequity, Poverty and Language Diversity. Phakeng M. & Lerman S. (eds.). Cham p. 33-42
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Paths of Justification in Israeli 7th grade mathematics textbooks
Silverman B. & Even R. (2016), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Rausch A., Csíkos C. & Szitányi J. (eds.). Vol. 4. p. 203-210
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Teachers editing textbooks: Transforming conventional connections among teachers, textbook authors, and mathematicians
Even R., Ayalon M. & Olsher S. (2016), Mathematics Education in a Context of Inequity, Poverty and Language Diversity:Giving Direction and Advancing the Field. p. 127-140
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Preparing facilitators to conduct video-based professional development for mathematics teachers: Needs, experiences and challenges
Karsenty R. (2016)
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Factors shaping students’ opportunities to engage in argumentative activity
Ayalon M. & Even R. (2016), International Journal of Science and Mathematics Education. 14, 3, p. 575-601
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Promoviendo conversaciones entre docentes acerca de clases filmadas de matemáticas
Arcavi A. (2016), Cuadernos de Investigación y Formación en Educación Matemática. 11, 15, p. 385-396
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Enhancing reflective skills of secondary mathematics teachers through video-based peer discussions: The case of cross-cultural learning
Karsenty R. & Schwarts G. (2016)
-
Miradas Matemáticas y Pensamiento Numérico
Arcavi A. (2016), Avances de Investigacion en Educacion Matematica. 9, p. 11-19
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ממורה מנוסה למתמטיקה למנחה בהכשרת מורים: חקר מקרה של מנחה בסדנאות מבוססות וידאו בהכשרת פרחי הוראה
Rotem S., Karsenty R. & Arcavi A. (2016), כנס ירושלים הרביעי למחקר בחינוך מתמטי. נפתלייב ?. & עדין ?. (eds.). p. 104-105
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Revisiting aspects of visualization in mathematics education
Arcavi A. (2015), La Matematica Nella Società e Nella Cultura – Rivista della Unione Matematica Italiana. 8, 3, p. 143-160
-
Learning to See: The Viewpoint of the Blind
Figueiras L. & Arcavi A. (2015), Selected Regular Lectures from the 12th International Congress on Mathematical Education. Cho S. J. (eds.). Cham p. 175-186
-
Students' Opportunities to Engage in Transformational Algebraic Activity in Different Beginning Algebra Topics and Classes
Ayalon M. & Even R. (2015), International Journal of Science and Mathematics Education. 13, p. 285-307
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Justifications and Explanations in Israeli 7th Grade Math Textbooks.
Dolev S. & Even R. (2015), International Journal of Science and Mathematics Education. 13, p. 309-327
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What Do High School Teachers Mean by Saying “I Pose My Own Problems”?
Klinshtern M., Koichu B. & Berman A. (2015), Mathematical Problem Posing. Singer F. M., Cai J. & F. Ellerton N. (eds.). New York, NY p. 449-467 (true Research in Mathematics Education book series (RME))
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Video-based peer discussions as sources for knowledge growth of secondary teachers
Karsenty R., Arcavi A. & Nurick Y. (2015), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Krainer K. & Vondrova N. (eds.). p. 2825-2832
Submitted Version -
Combining Mathematical and Educational Perspectives in Professional Development
Cooper J. (2015), The Twenty-third ICMI Study. Kaur B., Novotná J. & Sun X. (eds.). Macao, China p. 68-75
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Growth of mathematical knowledge for teaching - the case of long division
Cooper J. (2015), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Krainer K. & Vondrová N. (eds.). p. 2081-2088 (trueProceedings of the Ninth Congress of the European Society for Research in Mathematics Education)
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Proving as problem solving: The role of cognitive decoupling
Koichu B. & Leron U. (2015), Journal of Mathematical Behavior. 40B, p. 233-244
-
Problem solving and choice-based pedagogies
Koichu B. (2015), Electronic Proceedings of the 9th International Conference Mathematical Creativity and Giftedness. Voica C., Toader F. & Singer F. M. (eds.). Sinaia, Romania p. 68-73
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A fictional dialogue on infinitude of primes: introducing virtual duoethnography
Zazkis R. & Koichu B. (2015), Educational Studies in Mathematics. 88, 2, p. 163-181
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Exploring insight: Focus on shifts of attention
Palatnik A. & Koichu B. (2015), For the Learning of Mathematics. 35, 2, p. 9-14
-
Challenging mathematics for all and choice-based pedagogies: Plenary address
Koichu B. (2015), Electronic Proceedings of the 6th Conference of the Greek Association for Research in Mathematics Education. Desli D., Papadopoulus I. & Tzekaki M. (eds.). Thessaloniki, Greece p. 20-34
-
Exploring practices and beliefs that shape the teaching of mathematical ways of thinking and doing at university
Pinto A. (2015)
-
Textbook explanations: Modes of reasoning in 7th grade Israeli mathematics textbooks
Silverman B. & Even R. (2015), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Krainer K. & Vondrova N. (eds.). p. 205-212
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Why different mathematics instructors teach students different lessons about mathematics in lectures
Pinto A. (2015), Didactics of Mathematics in Higher Education as a Scientific Discipline – Conference Proceedings. Rück H. G., Biehler R., Göller R. & Hochmuth R. (eds.). p. 236-240
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הבנה של סרטוטים דו-ממדיים המתארים אובייקטים תלת-ממדיים בהוראת הגאומטריה במרחב
Widder M., Berman A. & Koichu B. (2015), Bulletin for Mathematics Teachers (עלון למורי המתמטיקה). 52, p. 19-28
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Reflections on Problem-Solving
Koichu B. (2014), Mathematics & Mathematics Education: Searching for Common Ground. Fried M. N. & Dreyfus T. (eds.). Dordrecht p. 113-135 (trueAdvances in Mathematics Education book series (AME))
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Teachers editing textbooks: transforming conventional connections among teachers, curriculum developers, mathematicians, and researchers.
Ayalon M. & Even R. (2014), International Conference on Mathematics Textbook Research and Development 2014 (ICMT-2014). Bokhove C., Howson G., Jones K. & Fan L. (eds.).
-
Educating the eye: The agam program
Hershkowitz R., Eylon B. S., Ilani L., Markovits M. & Rosenfeld S. (2014)
-
Networking theories by iterative unpacking
Koichu B. (2014), PNA. 8, 4, p. 151-161
-
Challenges associated with the professional development of didacticians
Even R. (2014), ZDM - International Journal on Mathematics Education. 46, 2, p. 329-333
-
Bridging intuitive and analytical thinking:: Four looks at the 2-glass puzzle
EJERSBO L. R., LERON U. & ARCAVI A. (2014), For the Learning of Mathematics. 34, 3, p. 2-7
-
Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project
Even R. & Olsher S. (2014), Mathematics Curriculum in School Education. p. 333-350
-
A touch of mathematics: coming to our senses by observing the visually impaired
Figueiras L. & Arcavi A. (2014), ZDM - International Journal on Mathematics Education. 46, 1, p. 123-133
-
The Interplay of Factors Involved in Shaping Students' Opportunities to Learn Mathematics
Even R. (2014), Transforming Mathematics Instruction. p. 459-474
-
Modes of reasoning in Israeli 7th grade mathematics textbook explanations
Silverman B. & Even R. (2014), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). p. 427-432
-
Education of mathematics teacher educators
Even R. & Krainer K. (2014), Encyclopedia of Mathematics Education. Lerman S.. (eds.). p. 202-204
-
Reconstruction of one mathematical invention: Focus on structures of attention
Palatnik A. & Koichu B. (2014), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education. Nicol C., Allan D., Liljedahl P. & Oesterle S. (eds.). Vol. 4. p. 377-384
-
Mathematical discourse for teaching: A discursive framework for analyzing professional development
Cooper J. (2014), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education. Nicol C., Allan D., Liljedahl P. & Oesterle S. (eds.). Vol. 2. p. 337-344
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What counts for being creative? A mathematically gifted student’s perspective
Palatnik A. & Koichu B. (2014), Proceedings of the 8th International Conference on Creativity in Mathematics Education and the Education of the Gifted Students. Denver, USA p. 96-103
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The interplay of empirical and deductive reasoning in proving “if” and “only if” statements in a Dynamic Geometry environment
Lachmy R. & Koichu B. (2014), Journal of Mathematical Behavior. 36, p. 150-165
-
Dismantling visual obstacles to comprehension of 2-D sketches depicting 3-D objects
Widder M., Berman A. & Koichu B. (2014), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education. Vancouver, Canada Vol. 5. p. 369-376
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ידע מתמטי ייחודי להוראה בנושא האלגוריתמים החישוביים הסטנדרטיים בארבע פעולות החשבון
Raveh I. & Koichu B. (2014), Mispar Hazak 2000 (מספר חזק 2000). 25, p. 51-61
-
Teachers editing textbooks: Changes suggested by teachers to the math textbook they use in class
Olsher S. & Even R. (2014), International Conference on Mathematics Textbook Research and Development 2014 (ICMT-2014). Bokhove C., Howson G., Jones K. & Fan L. (eds.).
-
Visualization as an epistemological learning tool: an introduction
Rivera F. D., Steinbring H. & Arcavi A. (2013), ZDM - International Journal on Mathematics Education. 46, 1, p. 1-2
-
Understanding understanding equivalence of matrices
Berman A., Koichu B. & Shvartsman L. (2013), Electronic Proceedings of the 8th Conference of the European Society for Research in Mathematics Education. Antalya, Turkey
-
A reference framework for teaching the standard algorithms of the four basic arithmetic operations: From theoretical analysis to task design
Raveh I. & Koichu B. (2013), Electronic Proceedings of the 8th Conference of the European Society for Research in Mathematics Education. Antalya, Turkey
-
A dialogic method of presenting proofs: Focus on Fermat's Little Theorem
Koichu B. & Zazkis R. (2013), the 15th Conference of SIGMAA on RUME. Denver, Colorado
-
Teachers' beliefs about knowledge for teaching: an indirect approach
Cooper J. & Touitou I. (2013), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. Ubuz B., Haser ?. & Mariotti M. A. (eds.). p. 3005-3014
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Mathematicians and Elementary School Mathematics Teachers – Meetings and Bridges
Cooper J. & Arcavi A. (2013), Proficiency and Beliefs in Learning and Teaching Mathematics. Moschkovich J. N. & Li Y. (eds.). Rotterdam p. 179-200
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Ways of thinking associated with mathematics teachers' problem posing in the context of division of fractions
Koichu B., Harel G. & Manaster A. (2013), Instructional Science. 41, 4, p. 681-698
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Effects of variations in task design using different representations of mathematical objects on learning: A case of a sorting task
Koichu B., Zaslavsky O. & Dolev L. (2013), Task Design in Mathematics Education. Proceedings of ICMI Study 22. Margolinas C. (eds.). p. 463 - 471
-
Variability in university mathematics teaching: a tale of two Instructors
Pinto A. (2013), Proceedings of the 8th Congress of the European Society for Research in Mathematics Education. p. 2416-2425
-
Decoding a proof of Fermat's Little Theorem via script writing
Koichu B. & Zazkis R. (2013), Journal of Mathematical Behavior. 32, 3, p. 364-376
-
Dissecting success stories on mathematical problem posing: a case of the Billiard Task
Koichu B. & Kontorovich I. (2013), Educational Studies in Mathematics. 83, 1, p. 71-86
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Reflexiones sobre el Álgebra escolar y su enseñanza
Arcavi A. (2013), Investigación en didáctica de la matemática. p. 13-22
-
On attaining devolution in an inquiry-based activity focused on defining and proving
Koichu B. (2012), International Colloquium "The didactics of mathematics: approaches and issues" in honor of Prof. Michele Artigue. Paris, France
-
Achieving the feeling of innovation in expert problem posing
Kontorovich I. & Koichu B. (2012), the 17th MAVI (Mathematical Views) Conference. Helsinki: Finland
-
Feeling of innovation in expert problem posing
Kontorovich I. & Koichu B. (2012), Nordic Studies in Mathematics Education. 17, 3-4, p. 199-212
-
Practicing Algebraic Skills: A Conceptual Approach
Arcavi A. & Friedlander A. (2012), The Mathematics teacher. 105, 8, p. 608-614
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Enhancing an intellectual need for defining and proving: A case of impossible objects
Koichu B. (2012), For the Learning of Mathematics. 32, 1, p. 2-7
-
An exploratory framework for handling the complexity of mathematical problem posing in small groups
Kontorovich I., Koichu B., Leikin R. & Berman A. (2012), Journal of Mathematical Behavior. 31, 1, p. 149-161
-
Justifications and explanations in Israeli 7th grade math textbooks
Dolev S. & Even R. (2012)
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Some gold is found - much more is in the mine: A commentary on Gilah Leder’s chapter “Looking for gold: Catering for mathematically gifted students within and beyond ZDM”
Koichu B. (2012), Advances in Mathematics Education series, p. 407-410
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Challenges associated with conceptualizing and developing teacher expertise in mathematics instruction
Even R. (2012)
-
Deductive Reasoning and Learning
Ayalon M. & Even R. (2012), Encyclopedia of the Sciences of Learning. p. 911-912
-
Argumentative activity in different beginning algebra classes and topics
Ayalon M. & Even R. (2012)
-
Cognitive Development of Proof
Tall D., Yevdokimov O., Koichu B., Whiteley W., Kondratieva M. & Cheng Y. (2012), Proof and Proving in Mathematics Education. Hanna G. & de Villiers M. (eds.). Dordrecht p. 13-49 (true New ICMI Study Series book series)
Submitted Version -
Education of Teacher Educators
Even R. (2012), Encyclopedia of the Sciences of Learning. p. 1073-1075
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Argumentation in the mathematics classroom: The role of the teacher, the mathematical situation, and the classroom
Ayalon M. & Even R. (2011)
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Responding to students: Enabling a significant role for students in the class discourse
Even R. & Gottlib O. (2011), Expertise in Mathematics Instruction. p. 109-129
-
On the role of basic assumptions in the debate on the equity issue in gifted education: A commentary on the Gagné’s paper
Koichu B. (2011), Talent Development and Excellence. 3, 1, p. 79-81
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Exploring impossible objects: On the way from Escher to deductive proof in 3-D geometry
Koichu B. (2011), Proceedings of the 6th International Conference on Creativity in Mathematics Education and the Education of the Gifted Students. Bonka D., Velikova E., Meissnera H., Ramana L., Sheffield L. & Avotina M. (eds.). University of Latvia, Riga, Latvia p. 115-120
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Overcoming a Pitfall of Circularity in Research on Problem Solving by Mathematically Gifted Schoolchildren
Koichu B. (2011), Canadian Journal of Science, Mathematics and Technology Education. 11, 1, p. 67-77
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Indicators of creativity in mathematical problem posing: How indicative are they?
Kontorovich I., Koichu B., Leikin R. & Berman A. (2011), Proceedings of the 6th International Conference on Creativity in Mathematics Education and the Education of the Gifted Students. Bonka D., Velikova E., Meissnera H., Ramana L., Sheffield L. & Avotina M. (eds.). p. 120-125
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Enacted types of algebraic activity in different classes taught by the same teacher
Eisenmann T. & Even R. (2011), International journal of science and mathematics education.. 9, 4, p. 867-891
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Exploring mathematical thinking and giftedness of high achievers who learn mathematics in different types of classes
Leikin R., Berman A. & Koichu B. (2011)
-
Peer assessment and mathematical creativity
Biton Y. & Koichu B. (2011), Proceedings of the 6th International Conference on Creativity in Mathematics Education and the Education of the Gifted Students. Bonka D., Velikova E., Meissnera H., Ramana L., Sheffield L. & Avotina M. (eds.). University of Latvia, Riga, Latvia p. 30-34
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Mathematicians teaching elementary school teachers – A case study
Cooper J. (2011)
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The relevance of advanced mathematics studies to expertise in secondary school mathematics teaching: Practitioners' views
Even R. (2011), ZDM - International Journal on Mathematics Education. 43, 6, p. 941-950
-
Three on-going studies on (authentic) problem posing for different educational needs
Koichu B. (2011), Newsletter of the International Group for Mathematical Creativity and Giftedness (MCG Newsletter). 1, p. 13-16
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Approaches and practices in developing teachers' expertise in mathematics instruction: An introduction
Li Y. & Even R. (2011), ZDM - International Journal on Mathematics Education. 43, 6, p. 759-762
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Preparing Mathematics Education Researchers for Disciplined Inquiry: Learning from, in, and for Practice
Boaler J., Ball D. L. & Even R. (2011), Second International Handbook of Mathematics Education. p. 491-521
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What mathematics do teachers with contrasting teaching approaches address in probability lessons?
Even R. & Kvatinsky T. (2010), Educational Studies in Mathematics. 74, 3, p. 207-222
-
Focusing on educators of practicing teachers of mathematics: An Israeli perspective on scalability and sustainability
Even R. (2010)
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The Influence and Shaping of Digital Technologies on the Learning - and Learning Trajectories - of Mathematical Concepts
Isabel Sacristan S. A., Calder N., Rojano T., Santos-Trigo M., Friedlander A., Meissner H., Tabach M., Moreno L. & Perrusquia E. (2010), Mathematics Education And Technology - Rethinking The Terrain: The 17Th Icmi Study. p. 179-226 (trueNew ICMI Study Series)
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On the relationships between (relatively) advanced mathematical knowledge and (relatively) advanced problem-solving behaviours
Koichu B. (2010), International Journal of Mathematical Education in Science and Technology. 41, 2, p. 257-275
-
An operational definition of learning
Harel G. & Koichu B. (2010), Journal of Mathematical Behavior. 29, 3, p. 115-124
-
Who Will Teach in a Teacher Shortage?: Analysis of Three Strategies for Coping with a Shortage of Teachers: Workshop Report
Even R. & Leslau O. (2010)
-
The nature of transformational algebraic activities addressed in different classes of the same teacher
Ayalon M. & Even R. (2010)
-
Mathematics Educators' Views on the Role of Mathematics Learning in Developing Deductive Reasoning
Ayalon M. & Even R. (2010), International Journal of Science and Mathematics Education. 8, 6, p. 1131-1154
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Mathematical competitions and creativity: The cases of Latvia and Israel
Andžāns A., Berman A. & Koichu B. (2010), Mediterranean Journal for Research in Mathematics Education. 9, 2, p. 107-117
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Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study
Karsenty R. (2010), Educational Studies in Mathematics. 74, 1, p. 1-21
-
Creativity or ignorance: Inquiry in calculation strategies of mathematically disadvantaged (immigrant) high school students
Koichu B. & Orey D. (2010), Mediterranean Journal for Research in Mathematics Education. 9, 2, p. 75-92
-
Indicators for the Field of Science and Technology Education
Arcavi A. (2010), Guidelines to Revise the System of Education Indicators in Israel. p. 140-149
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Success in mathematics within a challenged minority: The case of students of Ethiopian origin in Israel (SEO)
Mulat T. & Arcavi A. (2009), Educational Studies in Mathematics. 72, 1, p. 77-92
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Strengthening Practice in and Research on the Professional Education and Development of Teachers of Mathematics: Next Steps
Ball D. L. & Even R. (2009), New ICMI Study Series. p. 255-259
-
The Languages of Mathematics
Arcavi A. (2009), Episteme Reviews.
-
Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics
Even R. & Ball D. L. (2009), New ICMI Study Series. p. 1-9
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Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher
Eisenmann T. & Even R. (2009), Mathematics Teachers At Work: Connecting Curriculum Materials And Classroom Instruction. p. 152-170
-
The impact of a web-based research simulation in bioinformatics on students' understanding of genetics
Gelbart H., Brill G. & Yarden A. (2009), Research in Science Education. 39, 5, p. 725-751
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Mathematics success among students of Ethiopian origin in Israel (SEO): a case study
Mulat T. & Arcavi A. (2009), PME 33: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. p. 169-176
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ARE THEY EQUIVALENT?
Ayalon M. & Even R. (2009), Pme 33: Proceedings Of The 33Rd Conference Of The International Group For The Psychology Of Mathematics Education, Vol 2. 2, p. 81-88
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Mathematical behaviors of successful students from a challenged ethnic minority
Mulat T. & Arcavi A. (2009)
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Are second graders able to explain their mathematical ideas?
Hershkowitz R. & Arcavi A. (2009), PME 33: Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Vol. 3. p. 161-168
-
WHEN AT-RISK STUDENTS MEET NATIONAL EXAMS IN SECONDARY MATHEMATICS
Karsenty R. (2009), Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME). 3, p. 281-288
-
Making sense of students’ talk and action for teaching mathematics
Even R. (2008)
-
Research opportunities in out-of-school activities for mathematically gifted students
Koichu B. (2008), Proceedings of the 5th International Conference on Creativity in Mathematics and the Education of Gifted Students. Leikin R. (eds.). Haifa, Israel. p. 437-439
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On composing multiple-choice tasks, thought experimentation and algebra teachers' knowledge base
Koichu B. (2008), the Proceedings of 5th International Colloquium on the Didactics of Mathematics. the University of Crete, Rethymnon, Crete, Greece
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Mathematical creativity and giftedness in out-of-school activities
Koichu B. & Andžāns A. (2008), Proceedings of the 5th International Conference on Creativity in Mathematics and the Education of Gifted Students. Leikin R. (eds.). Haifa, Israel p. 415-417
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If not, what yes?
Koichu B. (2008), International Journal of Mathematical Education in Science and Technology. 39, 4, p. 443-454
-
Theoretical framework for characterizing responses to multiple problem posing tasks
Koichu B. (2008), Proceedings of the International Workshop on Multiple Solution Connecting Tasks. Haifa, Israel p. 45-52
-
Learning beginning algebra with spreadsheets in a computer intensive environment
Tabach M., Hershkowitz R. & Arcavi A. (2008), The Journal of mathematical behavior. 27, 1, p. 48-63
-
Mathematical creativity and giftedness in teacher professional development
Even R. & Karp A. (2008)
-
Deductive reasoning: In the eye of the beholder
Ayalon M. & Even R. (2008), Educational Studies in Mathematics. 69, 3, p. 235-247
-
Modelling with Graphical Representations
Arcavi A. (2008), For the Learning of Mathematics. 28, 2, p. 2-10
-
Offering mathematics to learners in different classes of the same teacher
Even R. (2008), Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XX North American Chapter. Vol. 1. p. 51-66
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Facing the challenge of educating educators to work with practicing mathematics teachers
Even R. (2008), The international handbook of mathematics teacher education: The mathematics teacher educator as a developing professional. p. 57-73
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Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment
Tabach M., Arcavi A. & Hershkowitz R. (2008), Educational Studies in Mathematics. 69, 1, p. 53-71
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ON CONSIDERATIONS OF PARSIMONY IN MATEHMATICAL PROBLEM SOLVING
Koichu B. (2008), PROCEEDINGS OF THE JOINT MEETING OF PME 32 AND PME-NA XXX, VOL 3. Sepulveda A., Cortina JL., Figueras O., Alatorre S. & Rojano T. (eds.). p. 273-280 (truePME Conference Proceedings)
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Teaching the same algebra topic in different classes by the same teacher
Eisenmann T. & Even R. (2008)
-
Generating Problems from Problems and Solutions from Solutions
Arcavi A. & Resnick Z. (2008), The Mathematics teacher. 102, 1, p. 10-14
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Identifying differences in diagnostic skills between physics students: Students' self-diagnostic performance given alternative scaffolding
Cohen E., Mason A., Singh C. & Yerushalmi E. (2008), 2008 Physics Education Research Conference. p. 99-102
-
Teacher knowledge and understanding of students’ mathematical learning and thinking
Tirosh D. & Even R. (2008), Handbook of International Research in Mathematics Education. p. 202-222
-
Computerized Environments in Mathematics Classrooms: A Research-Design View
Tabach M., Hershkowitz R., Arcavi A. & Dreyfus T. (2008), Handbook of International Research in Mathematics Education. p. 784-805
Submitted Version -
Identifying differences in diagnostic skills between physics students: Developing a rubric
Mason A., Cohen E., Yerushalmi E. & Singh C. (2008), 2008 Physics Education Research Conference. p. 147-150
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Games Kids Play: A Course in Game Theory
Cooper J. (2008)
-
Algebra: Purpose and Empowerment
Arcavi A. (2008), Algebra and Algebraic Thinking in School Mathematics, 70th Yearbook (2008).
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CompuMath project as a product and a trigger
Hershkowitz R., Ben-Zvi D., Dreyfus T., Friedlander A., Hadas N., Reznick T., Stein H., Schwarz B. B. & Tabach M. (2008)
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Views of mathematical educators on the role of mathematics learning in the development of deductive reasoning
Ayalon M. & Even R. (2008)
-
Learning to connect professional development for teachers and change initiatives in school mathematics
Even R. (2008)
-
El estudio de clases japonés en matemáticas: su importancia para el mejoramiento de los aprendizajes en el escenario global
Isoda M., Arcavi A. & Lorc A. (2007)
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The effect of promoting heuristic literacy on the mathematical aptitude of middle-school students
Koichu B., Berman A. & Moore M. (2007), International Journal of Mathematical Education in Science and Technology. 38, 1, p. 1-17
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Mathematics learning and the development of general deductive reasoning
Ayalon M. & Even R. (2007), Proceedings of the 5th Conference of the European Society for Research in Mathematics Education (CERME-5). p. 551-560
-
Triadic interaction in clinical task-based interviews with mathematics teachers
Koichu B. & Harel G. (2007), Educational Studies in Mathematics. 65, 3, p. 349-365
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WHAT IS A BEAUTIFUL PROBLEM? AN UNDERGRADUATE STUDENTS' PERSPECTIVE
Koichu B., Katz E. & Berman A. (2007), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education. Seo DY., Lew HC., Woo JH. & Park KS. (eds.). Seoul, Korea Vol. 3. p. 113-120 (truePME Conference Proceedings)
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Comparing types of algebraic activities in schools with different socio-cultural backgrounds
Eisenmann T. & Even R. (2007)
-
Curriculum developers and problem solving: The case of Israeli elementary school projects
Arcavi A. & Friedlander A. (2007), ZDM : The International Journal on Mathematics Education. 39, 5-6, p. 355-364
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Exploring informal mathematical products of low achievers at the secondary school level
Karsenty R., Arcavi A. & Hadas N. (2007), The Journal of mathematical behavior. 26, 2, p. 156-177
-
Heuristic literacy development and its relation to mathematical achievements of middle school students
Koichu B., Berman A. & Moore M. (2007), Instructional Science. 35, 2, p. 99-139
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Learning to listen: From historical sources to classroom practice
Arcavi A. & Isoda M. (2007), Educational Studies in Mathematics. 66, 2, p. 111-129
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Deductive reasoning: Different conceptions and approaches
Ayalon M. & Even R. (2006)
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ALGEBRA TEACHERS' WAYS OF THINKING CHARACTERIZING THE MENTAL ACT OF PROBLEM POSING
Harel G., Koichu B. & Manaster A. (2006), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Moraova H., Novotna J., Kratka M. & Stehlikova N. (eds.). Prague, Czech Republic: Charles University Vol. 3. p. 241-248 (truePME Conference Proceedings)
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PATTERNS OF MIDDLE SCHOOL STUDENTS' HEURISTIC BEHAVIORS IN SOLVING SEEMINGLY FAMILIAR PROBLEMS
Koichu B., Berman A. & Moore M. (2006), Proceedings of the 30th Conference of the International Group for the psychology of Mathematics Education. Moraova H., Novotna J., Kratka M. & Stehlikova N. (eds.). Vol. 3. p. 457-464 (truePME Conference Proceedings)
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ADVANCING LOW ACHIEVERS IN SECONDARY SCHOOLS BY USING NON-PROFESSIONAL MATHEMATICS TUTORING
Karsenty R. (2006), Pme 30: Proceedings Of The 30Th Conference Of The International Group For The Psychology Of Mathematics Education, Vol 3, p. 409-416
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What does it mean to interpret students’ talk and actions?
Even R. & Wallach T. (2006), Proceedings of the 30th International Conference for the Psychology of Mathematics Education. 1, p. 355-
-
On usefulness of unfortunate “theorems” or If not, what yes?
Koichu B. (2006), Proceedings of the 4th International Conference on Creativity in Mathematics Education and the Education of Gifted Students. Hospelova A., Chavalina J., Hora J., Simsa M., Pech P. & Tlusty P. (eds.). p. 77-80
-
Evaluation of Six Mathematics Curriculum Projects for First and Second Grade Classes
Arcavi A., Friedlander A., Fresko B., Carmeli M., Hershkowitz R. & Markovits Z. (2006)
-
Developing and Using Symbol Sense in Mathematics
Arcavi A. (2005), For the Learning of Mathematics. 25, 2, p. 42-47
-
When Do Gifted High School Students Use Geometry to Solve Geometry Problems?
Koichu B. & Berman A. (2005), Journal of Secondary Gifted Education. 16, 4, p. 168-179
-
From a study of teaching practices to issues in teacher education
Even R., Carrillo J., Rowland T. & Serrazina L. (2005)
-
Integrating knowledge and practice at MANOR in the development of providers of professional development for teachers
Even R. (2005), Journal of Mathematics Teacher Education. 8, 4, p. 343-357
-
Using assessment to inform instructional decisions: How hard can it be?
Even R. (2005), Mathematics Education Research Journal. 17, 3, p. 45-61
-
Hearing students: The complexity of understanding what they are saying, showing, and doing
Wallach T. & Even R. (2005), Journal of Mathematics Teacher Education. 8, 5, p. 393-417
-
Folding perimeters: Designer concerns and student solutions
Friedlander A. & Arcavi A. (2005), Proceedings of the 29 th Conference of the International Group for the Psychology of Mathematics Education. 1, p. 1-334
-
The same teacher and the same intended curriculum: Is it the same implemented curriculum?
Eisenmann T. & Even R. (2005)
-
‘Good Research’ Conducted by Talented High School Students: The Case of Sci-Tech
Berman A., Goldberg F. & Koichu B. (2005), Gifted Education International. 20, 2, p. 220-228
-
Between student observation and student assessment: A critical reflection
Even R. & Wallach T. (2004), Canadian Journal of Science, Mathematics and Technology Education. 4, 4, p. 483-495
-
Education of Mathematics teachers Some thoughts inspired by the Conference
Arcavi A. (2004)
-
Solving Linear Equations: Why, How and When?
Arcavi A. (2004), For the Learning of Mathematics. 24, 3, p. 25-28
-
PROMOTION OF HEURISTIC LITERACY IN A REGULAR MATHEMATICS CLASSROOM
Koichu B., Berman A. & Moore M. (2004), For the Learning of Mathematics. 24, 1, p. 33-39
-
WGA 3: Mathematics Education in Senior Secondary Schools
Arcavi A., Fujita H., Artigue M., Knipping C., Yoong W. K., Trigueros M., Uegaki W., Isoda M. & Lerman S. (2004), Proceedings of the Ninth International Congress on Mathematical Education: 2000 Makuhari Japan. p. 232-237
-
Using assessment to inform instructional decisions: How hard could it be?
Even R. (2004)
-
Integrating knowledge and practice in the preparation of providers of professional development for teachers: theoretical and empirical challenges
Even R. (2004)
-
3-D dynamic geometry: Ceva's theorem in space
Koichu B. & Berman A. (2004), International Journal of Computers for Mathematical Learning. 9, 1, p. 95-108
-
The contribution of MANOR to the solution of important practical problems in mathematics education (1993-2003)
Even R. (2003)
-
The role of visual representations in the learning of mathematics
Arcavi A. (2003), Educational Studies in Mathematics. 52, 3, p. 215-241
-
Very able students think aloud: An attempt at heuristic microanalysis
Koichu B., Berman A. & Moore M. (2003), Proceedings of the 3rd International Conference "Creativity in Mathematics Education and the Education of Gifted Students". Velikova E. (eds.). p. 318-325
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Student assessment: Issues for teacher education
Even R. & Wallach T. (2003)
-
Implications of competing interpretations of practice for research and theory in mathematics education
Even R. & Schwarz B. (2003), Educational Studies in Mathematics. 54, 2-3, p. 283-313
-
On student observation and student assessment
Even R. & Wallach T. (2003)
-
What Can Teachers Learn from Research in Mathematics Education?
Even R. (2003), For the Learning of Mathematics. 23, 3, p. 38-42
-
Connecting research, practice and theory in the development and study of mathematics education: special issue
Even R. & Ball D. L. (2003)
-
The work of providers of professional development for teachers of mathematics: Two case studies of experienced practitioners
Even R., Robinson N. & Carmeli M. (2003), International Journal of Science and Mathematics Education. 1, 2, p. 227-249
-
Mathematical research work of talented high school students
Koichu B. & Berman A. (2002), Proceedings of the 3rd International Conference "Creativity in Mathematics Education and the Education of Gifted Students". Andžāns A. & Meissner H. (eds.). p. 43-50
-
הערכת ההשכלה המתמטית בכיתות של מכון מופ"ת
Koichu B. (2002)
-
Framework for teacher knowledge and understanding about probability
Kvatinsky T. & Even R. (2002)
-
The Everyday and the Academic in Mathematics
Arcavi A. (2002), Journal for research in mathematics education. Monograph. 11, p. 12-29
-
The use of original sources in the mathematics classroom
Jahnke H. N., Arcavi A., Barbin E., Bekken O., Furinghetti F., El Idrissi A., da Silva C. M. S. & Weeks C. (2002), History in Mathematics Education. p. 291-328
-
Implications of competing interpretations of practice to research and theory in mathematics education
Even R. & Schwarz B. B. (2002)
-
Mathematics curriculum development for computerized environments: a designer-researcher-learner-activity
Hershkowitz R., Dreyfus T., Ben-Zvi D., Friedlander A., Hadas N., Resnick T., Tabach M. & Schwarz B. B. (2002), Handbook of the International Research in Mathematics Education. p. 657-694
-
Teacher hearing students
Wallach T. & Even R. (2002)
-
Teacher knowledge and understanding of students’ mathematical learning
Even R. & Tirosh D. (2002), Handbook of International Research in Mathematics Education. p. 219-240
-
Integrating history of mathematics in the classroom: an analytic survey
Tzanakis C., Arcavi A., de Sa C. C., Isoda M., Lit C., Niss M., de Carvalho J. P., Rodriguez M. & Siu M. (2002), History in Mathematics Education. p. 201-240
-
Reflections on the status and nature of visual reasoning - the case of the matches
Hershkowitz R., Arcavi A. & Bruckheimer M. (2001), International Journal of Mathematical Education in Science and Technology. 32, 2, p. 255-265
-
Junior high school students' construction of global views of data and data representations
Ben-Zvi D. & Arcavi A. (2001), Educational Studies in Mathematics. 45, 1-3, p. 35-65, 350795
-
Relearning mathematics: the case of dynamical geometrical phenomena and their unexpected Cartesian representations
Hadas N. & Arcavi A. (2001), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education.
-
Developing chemistry and mathematics teacher leaders in Israel
Hofstein A. & Even R. (2001), Developing teacher leaders in science and mathematics: The role of professional development. p. 189-208
-
A herrick among mathematicians or dynamic geometry as an aid to proof
Bruckheimer M. & Arcavi A. (2001), International Journal of Computers for Mathematical Learning. 6, 1, p. 113-126
-
Teachers’ interpretations of students’ mathematics thinking
Wallach T. & Even R. (2001)
-
Problem-driven research in mathematics education
Arcavi A. (2000), The Journal of mathematical behavior. 19, 2, p. 141-173
-
Mathematics and its History: an Educational Partnership
Bruckheimer M. & Arcavi A. (2000), Using history to teach mathematics: an international perspective. p. 135-146
-
Didactical Uses of Primary Sources from the History of Mathematics
Arcavi A. & Bruckheimer M. (2000), Themes in Education. 1, 1, p. 55-74
-
The Manor Resource Materials for teacher-leaders and educators
Even R. (2000)
-
שיחה עם פרופסור אפרים פישביין
Arcavi A. (2000), על"ה. 26, p. 13-16
-
What Is a Circle?
van Dormolen J. & Arcavi A. (2000), Mathematics in school. 29, 5, p. 15-19
-
Computer mediated learning: an example of an approach
Arcavi A. & Hadas N. (2000), International Journal of Computers for Mathematical Learning. 5, 1, p. 25-45
-
Farey Rabbits
Arcavi A. & Bruckheimer M. (2000), Mathematical Gazette. 84, 500, p. 223-226
-
The Development of Teacher Leaders and Inservice Teacher Educators
Even R. (1999), Journal of Mathematics Teacher Education. 2, 1, p. 3-24
-
... Y en matemáticas, los que instruimos ¿qué construimos?
Arcavi A. (1999), Números Revista de Didáctica de las Matemáticas Sociedad Canaria Isaac Newton de Professores de Matematicas. 38, p. 39-56
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Integrating academic and practical knowledge in a teacher leaders' development program
Even R. (1999), Educational Studies in Mathematics. 38, 1, p. 235-252
-
Mathematics Classroom Situations: An Inservice Course for Elementary School Teachers
Markovits Z. & Even R. (1999), Mathematics teacher education: critical international perspectives. p. 59-67
-
The decimal point situation: A close look at the use of mathematics-classroom-situations in teacher education
Markovits Z. & Even R. (1999), Teaching and Teacher Education. 15, 6, p. 653-665
-
Of discs and cubes and magic squares: a sort of algebra
Bruckheimer M. & Arcavi A. (1999), The Australian mathematics teacher.. 55, 1, p. 17-20
-
Univalence: A Critical or Non-Critical Characteristic of Functions?
Even R. & Bruckheimer M. (1998), For the Learning of Mathematics. 18, 3, p. 30-32
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Teaching Mathematical Problem Solving: An Analysis of an Emergent Classroom Community
Arcavi A., Kessel C., Meira L. & Smith J. P. (1998), Research in Collegiate Mathematics Education. III. Vol. 7.
-
Application of psychological trainings for creativity development in high school students
Koichu B. (1998), Proceedings of the 3rd Conference of Soros Teachers. Kiev: VIPOL (Ukrainian). p. 269-276
-
Factors involved in linking representations of functions
Even R. (1998), Journal of Mathematical Behavior. 17, 1, p. 105-121
-
A close look at the use of mathematics-classroom-situation cases in teacher education
Even R. & Markovits Z. (1997)
-
כבדהו וחשדהו
Hershkowitz R. & Arcavi A. (1997), על"ה. 21, p. 41-41
-
Reasoning with Algebra
Friedlander A. & Hershkowitz R. (1997), The Mathematics teacher. 90, 6, p. 442-447
-
To define or not to define: The case of (-8)<sup>1/3</sup>
Tirosh D. & Even R. (1997), Educational Studies in Mathematics. 33, 3, p. 321-330
-
The development of teacher-leaders and in-service teacher educators
Even R. (1997)
-
Teacher subject-matter knowledge and pedagogical content knowledge: Research and development
Even R., Tirosh D. & Markovits Z. (1996)
-
The Case For and Against "Casting out Nines"
Bruckheimer M., Ofir R. & Arcavi A. (1995), For the Learning of Mathematics. 15, 2, p. 23-28
-
Teaching and learning algebra: Past, present, and future
Arcavi A. (1995), The Journal of mathematical behavior. 14, 1, p. 145-162
-
Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter
Even R. & Tirosh D. (1995), Educational Studies in Mathematics. 29, 1, p. 1-20
-
Some aspects of teachers’ and students’ views on student reasoning and knowledge construction
Even R. & Markovits Z. (1995), International Journal of Mathematical Education in Science and Technology. 26, 4, p. 531-544
-
A Visual Approach to Some Elementary Number Theory
Bruckheimer M. & Arcavi A. (1995), Mathematical Gazette. 79, 486, p. 471-478
-
FAREY SERIES AND PICKS AREA THEOREM
Bruckheimer M. & Arcavi A. (1995), Mathematical Intelligencer. 17, 4, p. 64-67
-
Farey series and pick’s area theorem
Bruckheimer M. & Arcavi A. (1995), The Mathematical intelligencer. 17, 4, p. 64-67
-
TEACHER-EDUCATION 7 - RESEARCH AND DEVELOPMENTS ON TEACHER-EDUCATION IN THE NETHERLANDS - VOORBACH,JT, VONK,JHC, PRICK,LGM
Even R. (1994), International Review of Education. 40, 1, p. 85-87
-
Engineering Curriculum Tasks on the Basis of Theoretical and Empirical Findings
Arcavi A., Hadas N. & Dreyfus T. (1994)
-
Tel-Aviv project for improving mathematics teaching in junior-high schools: A teacher development approach (1990–1993) - short description
Even R. (1994)
-
Symbol Sense: Informal Sense-Making in Formal Mathematics
Arcavi A. (1994), For the Learning of Mathematics. 14, 3, p. 24-35
-
Constructing meaningful understanding of mathematics content
Even R. & Lappan G. (1994), Professional development for teachers of mathematics: 1994 yearbook. p. 128-143
-
Teaching situations: Elementary teachers' pedagogical content knowledge
Markovits Z. & Even R. (1994)
-
What is your family name, Ms. Function? Exploring families of functions with a non-conventional representation
Arcavi A. & Nachmias R. (1993), The Journal of computers in mathematics and science teaching.. 12, 3/4, p. 315-329
-
סקירת קשיים בשימוש בתרשימי קרניים באופטיקה הגיאומטרית
Ronen M., Langley D. & Eylon B. S. (1993), תהודה : עלון למורה הפיסיקה. 15, 2, p. 24-37
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Teachers' Pedagogical Content Knowledge of Functions: Characterization and Applications
Even R. & Markovits Z. (1993), Journal of structural learning. 12, 1, p. 35-51
-
Connectedness in teaching equivalent algebraic expressions: Novice versus expert teachers
Even R., Tirosh D. & Robinson N. (1993), Mathematics Education Research Journal. 5, 1, p. 50-59
-
Teachers' and students' views on student reasoning
Even R. & Markovits Z. (1993), Proceedings of the 17th International Conference for the Psychology of Mathematics Education. 2, p. 81-88
-
Aspects of Understanding: On Multiple Perspectives and Representations of Linear Relations and Connections Among Them
Moschkovich J., SCHOENFELD A. H. & Arcavi A. (1993), Integrating research on the graphical representation of functions.
-
Robustness’ extension of the rule for testing statistical hypotheses
Sivers V. & Koichu B. (1993), Automation. 1, p. 22-37
-
[title in Ukrainian]
Koichu B. (1993), Conspectus. 1, p. 46-56
-
Subject-matter knowledge and pedagogical content knowledge: prospective secondary teachers and the function concept
Even R. (1993), Journal for Research in Mathematics Education. 24, 2, p. 94-116
-
The inverse function: Prospective teachers’ use of ‘undoing’
Even R. (1992), International Journal of Mathematical Education in Science and Technology. 23, 4, p. 557-562
-
Toward a Comprehensive Model of Human Tutoring in Complex Subject Matter Domains
SCHOENFELD A. H., Sherin M. G., Kessel C., Leonard M., LEONARD M., Orbach R. & Arcavi A. (1992), The Journal of mathematical behavior. 11, 4, p. 293-319
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Mathematics Tutoring through a Constructivist Lens: The Challenges of Sense-Making
Arcavi A. & Schoenfeld A. H. (1992), The Journal of mathematical behavior. 11, 4, p. 321-335
-
Connectedness in teaching algebra
Robinson N., Even R. & Tirosh D. (1992)
-
Word Problems and Equations: An Historical Activity for the Algebra Classroom
Ofir R. & Arcavi A. (1992), Mathematical Gazette. 76, 475, p. 69-84
-
Reading Bombelli's x-purgated Algebra
Arcavi A. & Bruckheimer M. (1991), The College mathematics journal. 22, 3, p. 212-219
-
Loci & Visual Thinking
Hershkowitz R., Dreyfus T. & Friedlander A. (1991)
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החכם עיניו בראשו: העברה קוגניטיבית בתכנית אגם לחינוך חזותי
Eylon B. S. & RAZEL M. (1991), Megamot / Mosad Sold lemaʻan ha-yeled ṿeha-noʻar.. ל"ג, 2, p. 205-231
-
Teachers' pedagogical knowledge: The case of functions
Even R. & Markovits Z. (1991)
-
South Tel-Aviv Project for the Improvement of Teaching and Learning Mathematics in Elementary Schools (1989-1990)
Albert J., Even R., Carmeli M., Fresko B. & Hershkowitz R. (1991)
-
החיפוש אחר המוקד
Arcavi A. & Nachmias R. (1990), על"ה. 7, p. 49-56
-
Subject matter knowledge for teaching and the case of functions
Even R. (1990), Educational Studies in Mathematics. 21, 6, p. 521-544
-
The interplay between students' behavior and the mathematical structure of problem situations - issues and examples
Hershkowitz R. & Arcavi A. (1990)
-
Development of visual cognition: Transfer effects of the Agam program
Razel M. & Eylon B. (1990), Journal of Applied Developmental Psychology. 11, 4, p. 459-485
-
Tessellations
Even R. (1990), Projects to enrich school mathematics, level 1. p. 103-112
-
Desperately Looking for the Focus
Arcavi A. & Nachmias R. (1990), Mathematics in School. 19, 2, p. 19-23
-
Prospective secondary mathematics teachers' thinking about teaching the concept of function
Even R. (1990)
-
A Parallel Representation of Linear Functions Using a Microcomputer-Based Environment
Nachmias R. & Arcavi A. (1990), Journal of Computers in Mathematics and Science Teaching. 9, 4, p. 79–88
-
Functional pedagogical knowledge
Markovits Z. & Even R. (1990)
-
L'ALGEBRE AVANT LA LETTRE
Arcavi A., Friedlander A. & Hershkowitz R. (1990), Petit x. 24, p. 61-67
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האלגברה שלפני האלגברה
Arcavi A., Friedlander A. & Hershkowitz R. (1990), מספרים – עלון מורי מתמטיקה. 3, 3, p. 48-62
-
Large Numbers and Calculators: A Classroom Activity
Arcavi A. & Hadas N. (1989), School Science and Mathematics. 89, 5, p. 412-416
-
The Didactical De Morgan: a Selection of Augustus De Morgan's Thoughts on Teaching and Learning Mathematics
Arcavi A. & Bruckheimer M. (1989), For the Learning of Mathematics. 9, 1, p. 34-39
-
How do prospective secondary mathematics teachers understand the univalence of functions
Even R. & Ball, D. L. (1989)
-
Learning Y-Intercept: Assembling the pieces of an "atomic" concept
Arcavi A., Smith J. & Schoenfeld A. H. (1989)
-
סביבה ממוחשבת לייצוג פונקציות באמצעות מערכת צירים מקבילה
Arcavi A. & Nachmias R. (1989), מספרים – עלון מורי מתמטיקה. 2, 3, p. 7-17
-
Incipient algebraic thinking in pre-algebra students
Arcavi A., Hershkowitz R. & Friedlander A. (1989)
-
Re-exploring familiar concepts with a new representation
Arcavi A. & Nachmias R. (1989)
-
Difficulties students have with the function concept
Markovits Z., Eylon B. S. & Bruckheimer M. (1988), The ideas of algebra, K-12: 1988 yearbook. p. 43-60
-
The middle grades mathematics project: The challenge: Good mathematics—taught well
Even R., Lappan G., Fitzgerald W., Phillips E., Winter M. J., Lanier P., Madsen-Nason A., Lee B., Smith J. & Weinberg D. (1988)
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On the Meaning of Variable
SCHOENFELD A. H. & ARCAVI A. (1988), The Mathematics Teacher. 81, 6, p. 420-427
-
Changing Mathematical Conceptions of Preservice Teachers: A Content and Pedagogical Intervention
Lappan G., Even R., Lanier P., Schram P. & Wilcox S. (1988)
-
Geometrical Adventures in Functionland
Hershkowitz R., Arcavi A. & Eisenberg T. (1987), The Mathematics teacher. 80, 5, p. 346-352
-
History of Mathematics for Teachers: The Case of Irrational Numbers
Arcavi A., Bruckheimer M. & Ben-Zvi R. (1987), For the Learning of Mathematics. 7, 2, p. 18-23
-
Using historical materials in the mathematics classroom
Arcavi A. (1987), The Arithmetic teacher. 35, 4, p. 13-16
-
Proceedings of the Annual Meeting of the North American Chapter of the Eighth International Group for the Psychology of Mathematics Education
Lappan G. & Even R. (1986)
-
Developing Visual Language Skills: The Agam Program
Razel M. & Eylon B. (1986), Journal of visual, verbal languaging. 6, 1, p. 49-54
-
Functions Today and Yesterday
Eylon B., Markovits Z. & Bruckheimer M. (1986), For the Learning of Mathematics. 6, 2, p. 18-28
-
The acquisition of some intuitive geometrical notions in the ages of 3-7: Cognitive gains acquired through the Agam method
Eylon B. S. & Razel M. (1986)
-
A curriculum for fostering visual thinking in young children: The Agam Program
Eylon B. S. & Razel M. (1986), הד הגן. 50, p. 449-458
-
Students preferences for industrial case studies
NAE H. & Hofstein A. (1985), Journal of Chemical Education. 62, 3, p. 198
-
"הרפתקאות הנדסיות" בעזרת מושג הפונקציה
Arcavi A. & Hershkowitz R. (1985), שבבים – עלון מורי מתמטיקה. 24, p. 1-18
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חשוב לחשוב כשמחשבים במחשב הכיס
Hadas N. & Arcavi A. (1985), שבבים – עלון מורי מתמטיקה. 25, p. 1-6
-
History of mathematics and mathematics education: A suggested bibliography
Arcavi A. (1985), Zentralblatt für Didaktik der Mathematik. 17, 1, p. 26-29
-
פונקציות ה"מוגדרות" על ידי תנאים
Markovits Z., Eylon B. S. & Bruckheimer M. (1984), שבבים. 24
-
Problem solving: A correspondence course
Even R. & Kreimer A. (1983), Proceedings of the Seventh International Conference for the Psychology of Mathematics Education. p. 326-331
-
Functions: Linearity unconstrained
Markovits Z., Eylon B. S. & Bruckheimer M. (1983), Proceedings of the International Conference of the International Group for the Psychology of Mathematics Education. p. 271-277
-
הבנת ההגדרה של מושג הפונקציה על ידי תלמידי כיתות ט'
Markovits Z., Eylon B. S. & Bruckheimer M. (1983), שבבים. 22
-
Maybe a Mathematics Teacher Can Profit from the Study of the History of Mathematics
Arcavi A., Bruckheimer M. & Ben-Zvi R. (1982), For the Learning of Mathematics. 3, 1, p. 30-37
-
איך נלמד את הכפל במספרים שליליים?
Arcavi A. (1982), שבבים – עלון מורי מתמטיקה. 20
-
How Shall We Teach the Multiplication of Negative Numbers?
Arcavi A. & Bruckheimer M. (1981), Mathematics in School. 10, 5, p. 31-33
-
פגישת האוניות
Arcavi A. (1980), שבבים – עלון מורי מתמטיקה. 15, p. 1-4