Publication

  1. Publications

Refereed Journals' Papers (In English & French)

 

  1. Bruckheimer, M., & Hershkowitz, R. (1977). Constructing the parabola without calculus. Mathematics Teacher, 70(8), 658-662.

 

  1. Bruckheimer, M., & Hershkowitz, R. (1977). Mathematics projects in junior high school. Mathematics Teacher, 70(7), 573-578.

 

  1. Vinner, S., Hershkowitz, R., & Bruckheimer, M.  (1981). Some cognitive factors as causes of mistakes in the addition of fractions, Journal for Research in Mathematics Education, Vol. 12, No. 1, pp. 70-76.

 

  1. Vinner, S., & Hershkowitz, R. (1983). On concept formation in geometry, Zentralblatt fur Didaktik der Matematik, (ZDM) 83/1, pp. 20-25, West Germany.

 

  1. Ben-Chaim, D., Hershkowitz, R., & Bruckheimer, M. (1983).  In-service guidance: the consumer's view: survey and analyses, Studies in Educational Evaluation, Vol. 9, No. 3, pp. 361-367.

 

  1. Markovits, Z., Hershkowitz, R. and Bruckheimer, M. (1984).  Using Conflict.      

       Mathematics Teaching, 109, pp. 34-35.

 

  1. Hershkowitz, R., & Bruckheimer, M. (1985). Deductive discovery approach to mathematics learning - or - in the footsteps of the quadratic function, International Journal of Mathematical Education in Science and Technology, Vol. 16, No. 6, pp. 695-703.

 

  1. Hershkowitz, R., Arcavi, A., & Eisenberg, T. (1987). Geometrical adventures in function land. Mathematics Teacher, Vol. 80, No. 5, pp. 346-352.

 

  1. Dreyfus, T., Hershkowitz, R., & Bruckheimer, M. (1987).  Processes in the transition from syllabus to curriculum. Zentralblatt  fur  Didaktik der Matematik (ZDM) No. 4, pp. 19-25.

 

  1.  Markovits, Z., Hershkowitz, R., & Bruckheimer, M. (1987).  Estimation, qualitative thinking and problem solving. Mathematics Teacher, Vol. 80, No. 6, pp. 461-468, 1987. (Selected to be published in C. R. Hirsh, and R. A. Laing. (Eds), Activities for Active Learning and Teaching, NCTM, pp. 83 – 90, 1993. (

 

  1. Hershkowitz, R. (1988). The acquisition of concepts and misconceptions in basic geometry - or when "A little learning is dangerous thing".  In J. D. Novak (Ed.): Misconceptions and Educational Strategies in Science and Mathematics.   Cornell University, Vol. III, pp. 238-251.

 

  1. Hershkowitz, R. (1989).  Visualization in geometry:  two sides of the coin. Focus on Learning Problems in Mathematics. Vol. 11, No. 1, pp. 61-76. (Translated into Portuguese).

 

  1. Markovitzs, Z., Hershkowitz, R., & Bruckheimer, M. (1989).  Research in practice:  Number sense and nonsense. Arithmetic Teacher, Vol. 36, No. 6, pp. 53-55.

 

  1. Arcavi, A., Friedlander, A., & Hershkowitz, R.: (1990). L'algebre avant la lettre.         Petit   x, 24, pp. 61-71.  (Invited paper).

 

  1. Markovits, Z., Hershkowitz, R. & Bruckheimer, M. (1991). Estimation, qualitative thinking and problem solving. Educamus (South Africa), 37, 19-24.

 

  1. Hershkowitz, R., & Markovits, Z. (1992).  Conquer math concepts by developing visual thinking. Arithmetic Teacher, 39 (9), pp. 38-41.  

 

  1. Markovits, Z., & Hershkowitz, R. (1993).  Visual estimation of discrete quantities,

 Zentralblatt fur Didaktik der Matematik (ZDM), 93/4, pp. 137-140.

 

  1. Villani, V, Mammana, C., Douady, R., Hansen, L., Hershkowitz, R., Malkevitch, J., Osta, I., & Niss, M. (1994).  Perspective on the teaching of geometry for the 21st century. Zentralblatt fur Didaktik der Matematik (ZDM), 94/5 pp. 164-168, and ACM Bulletin no. 37.

 

  1. Markovitzs, Z., & Hershkowitz, R. (1997).  Relative and absolute thinking in visual estimation processes. Educational Studies in Mathematics, Vol. 32, no. 1, pp. 29-47.

 

  1. Friedlander, A., & Hershkowitz, R.: Reasoning with algebra. (1997). Mathematics Teacher, Vol. 90, No. 6, pp. 442-447.

 

  1. Hershkowitz, R., & Schwarz, B.B. (1999). Reflective processes in a technology-based mathematics classroom.  Cognition and Instruction, Vol.17 (1), pp. 65 – 91.

 

  1. Schwarz, B.B., & Hershkowitz, R. (1999). Prototypes: Brakes or levers in learning the function concept? The role of computer tools. Journal for Research in Mathematics Education. Vol. 30, (4), pp. 362 – 389.

 

  1. Hershkowitz, R., & Schwarz, B.B. (1999). The emergent perspective in rich learning environment: Some roles of tools and activities in the construction of socio-mathematical norms. Educational Studies in Mathematics, Vol. 39 (1-3) pp.149 – 166.

 

  1. Hershkowitz, R., Schwarz, B.B. & Dreyfus, T. (2001). Abstraction in context I: Epistemic actions. Journal for Research in Mathematics Education. Vol. 32 (2) pp. 195 – 225.

 

  1. Schwarz, B.B., & Hershkowitz, R. (2001).  Computer artifacts and construction of meaning in mathematics. Mind, Culture and Activity Vol. 8 (3). pp. 250-267.

 

  1. Hershkowitz, R., Arcavi, A., & Bruckheimer, M. (2001).  Reflections on the status and nature of visual reasoning - The case of matches. International Journal of Mathematical Education in Science and Technology. Vol. 32 (2), pp. 255-265.

 

  1. Hadas, N., Hershkowitz, R. & Schwarz, B.B. (2000). The role of uncertainty in constructing and proving in computerized environment. Educational Studies in Mathematics, Vol. 44 (1-2), pp. 127-150.

 

  1. Dreyfus, T., Hershkowitz, R., & Schwarz, B.B. (2001). Abstraction in context II: The case of peer interaction. Cognitive Sciences Quarterly, Vol.1, No.3-4, pp. 307 – 358.

 

  1. Hadas, N., Hershkowitz, R. & Schwarz, B.  (2002). Analyses of activity design in geometry in the light of student actions. Canadian Journal of Science, Mathematics and Technology Education. Vol. 2 (4), pp. 529 – 552.

 

  1. Hershkowitz, R., & Kieran, C. (2002). Fusionner des representations mathematique machinalement ou en reflechissant: experiences d'utilisation de calculatrices  graphiques. Sciences et Techniques Educatives 9, 201-218.

 

  1. Tabach, M., Hershkowitz, R., & Schwarz, B.B. (2006). Constructing and consolidating of algebraic knowledge within dyadic processes: A case study.  Educational Studies in Mathematics, Vol. 63, pp. 235-258.

 

  1. Hershkowitz, R., Hadas, N., Dreyfus, T., & Schwarz, B.B. (2007). Processes of abstraction, from the diversity of individuals’ constructing of knowledge to a group’s “Shared Knowledge”. Mathematics Education Research Journal. Vol. 19, No.2, 41-68.

 

  1. Tabach, M., Hershkowitz, R., & Arcavi, A. (2008). Learning algebra in a computer intensive environment. Journal of Mathematics Behavior, 27(1), 48-63.

 

  1. Tabach, M. Arcavi, A. & Hershkowitz, R. (2008) Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment. Educational Studies in Mathematics. 69, 53-71.

 

  1. Ron, G., Dreyfus, T., & Hershkowitz, R. (2010). Partially correct constructs illuminate students' inconsistent answers. Educational Studies in Mathematics, Vol. 75, pp. 65-87.

 

  1. Prusak, N., Hershkowitz, R., & Schwarz, B. B. (2012). From visual reasoning to logical necessity through argumentative design. Educational Studies in Mathematics, 79 (1), 19-40. DOI 10.1007/s10649-011-9335-0

 

  1. Hershkowitz, R. & Jaworski, B. (2012). Book Review: a dialog in the footsteps of the book “A journey in mathematics education research—insights from the work of Paul Cobb”; Erna Yackel, Koeno Gravemeijer and Anna Sfard (Eds.); (2011); A journey in mathematics education research—insights from the work of Paul Cobb. Educational Studies in  Mathematics  81:407–420

 

  1. Prusak, N., Hershkowitz, R., & Schwarz, B. B. (2013). Conceptual learning in principle designed problem solving environment. Research in Mathematics Education 15(3), 266-285. Routledge.

 

  1. Tabach, M., Hershkowitz, R., & Dreyfus, T. (2013). Learning beginning algebra in a computer-intensive environment. Zentralblatt für Didaktik der Mathematik (ZDM)- The International Journal on Mathematics Education 45, 377-391.

 

  1. Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in the classroom – A case study. Journal of Mathematical Behavior, 33, 192-208. DOI: 10.1016/j.jmathb.2013.12.001

 

  1. Hershkowitz, R., Tabach, M., Rasmussen, T., & Dreyfus, T. (2014). Knowledge Shifts in a Probability Classroom – A Case Study Coordinating Two Methodologies. Zentralblatt für Didaktik der Mathematik (ZDM) - The International Journal on Mathematics Education, 46, 363-387. DOI 10.1007/s11858-014-0576-0

 

  1. Kapon, S., Ron, G., Hershkowitz, R., & Dreyfus, T. (2015). Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system. Educational Studies in Mathematics, Volume 88, Issue 1 (2015), pp. 43-64, DOI 10.1007/s10649-014-9570-2

 

  1. Ron, G., Dreyfus, T., & Hershkowitz R. (2017). Looking back to the roots of partially correct constructs: the case of the Area Model in probability. Journal of Mathematical Behavior. pp. 15-34. DOI 10.1016/j.jmathb.2016.10.004.

 

  1. Hershkowitz, R., Tabach, M., and Dreyfus, T. (2017). Creative reasoning and shifts of knowledge in the mathematics classroom. ZDM – The International Journal for Mathematics Education, 49, 25-36.

 

  1. Ayalon, M., & Hershkowitz, R. (2017). Mathematics teachers’ attention to potential classroom situations of argumentation. Journal of Mathematical Behavior. DOI.ORG/10.1016/j.jmthb.2017.11.010

 

  1. Tabach, M., Hershkowitz, R., Azmon, S., & Dreyfus, T. (2019). Following the traces of teachers’ talk-moves in their students’ verbal and written responses. International Journal of science and mathematics education. 18. pp.  509-528. DOI.ORG/10/1007s10763-019-09969-0.

 

  1. Haj-Yahya, A., Hershkowitz, R., & Dreyfus, T. (Submitted to Journal of Math Education (MERJ). Investigating Students’ Geometrical Proofs Through the Lens of Students’ Definitions.
  2. Naftaliev, E., & Hershkowitz, R. (Submitted to The Journal of Mathematical Behaviour, (JMB)). “Build a Concept” as a Dialectic Process between the Concept Definition and the Concept Image.

 

 Chapters in refereed Books (In English)

 

      1. Hershkowitz, R. (1979).  A case study of creative implementation. In P. Tamir, A. Blum, A. Hofstein, & N. Sabar (Eds.). Curriculum Implementation and its relationship to curriculum development, pp. 143-147, Jerusalem.

 

2. Bruckheimer, M., & Hershkowitz, R. (1983).  In service teacher training: The patient, diagnosis, treatment and cure. In P. Tamir, A. Hofstein, & M. Ben Perets (Eds.). Pre-service and In-service Training of Science Teachers, pp. 125-140, Balaban, Rehovot.

 

3. Hershkowitz, R., Bruckheimer, M., & Vinner S. (1987).  Activities with teachers based on cognitive research.  In M. M. Lindquist & A. P. Shulte (Eds.). Learning and Teaching Geometry, K-12, NCTM 1987 Yearbook, pp. 223-235. (Published also in Portuguese).

 

4. Hershkowitz, R., Ben Chaim, D., Hoyles, C., Lappan, G., & Vinner, S. (1990). Psychological aspects of geometry learning - Research and practice.  In P. Nesher & J. Kilpatrick (Eds.), Mathematics and Cognition, Cambridge University Press. pp. 70-95. (Published also in Portuguese, Greece, and Hebrew).

 

5. Hershkowitz, R. (1994).  Geometry. In D. Tirosh (Ed.), Mathematics: Topics of Instruction. In T. Husen, & T. N. Postlethwaite, (Eds.), The International Encyclopedia of Education.  Second Edition. Pergamon Press. pp. 3679-3680.

 

6. Hershkowitz, R., Parzysz, B., and van Dormolen, J. (1996). Shape and space. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International Handbook of Mathematics Education. Kluwer Academic Publishers, pp. 161-204.

 

7. Hershkowitz, R. (1998).  Epilogue - Organization and freedom in geometry learning and teaching. In R. Lehrer & D. Chazan (Eds.), Designing Learning Environments for Developing Understanding of Geometry and Space. Lawrence Erlbaum Publishers. pp. 489-494.

 

        8. Hershkowitz, R. Duval, R. Bartolini Bussi, M.R. Boero, P. Lehrer,   R. Romberg, T. Berthelot,    R. Salin, M.H. Jones, K. (1998): Reasoning in geometry. In C. Mammana and V. Villani (Eds.), Perspectives on the teaching of geometry for the 21st century. (An ICMI study). Kluwer Academic Publishers, pp. 29-37.

 

 9. Hershkowitz, R., Dreyfus, T., Ben-Zvi, D., Friedlander, A., Hadas, N., Resnick, N., Tabach M., & Schwarz, B.B. (2002). Mathematics curriculum development for computerized environments: a designer-researcher-learner-activity. In L.D. English (Ed.). Handbook of the International Research in Mathematics Education. Lawrence Erlbaum Associates, pub. pp. 657-694.

 

     10. Hershkowitz, R., & Breen, C. (2006). Foreword – Expansion and dilemmas. In A. Gutierrez &     P. Boero (Eds.). Handbook of Research on the Psychology of Mathematics Education. Sense Publishers, pp vii-xii.

 

11. Tabach, M., Hershkowitz, R., Arcavi, A., & Dreyfus, T. (2008). Computerized environments in mathematics classrooms: A research - design view. In L. D. English, M. B. Bussi, G. A. Jones, R. A. Lesh, B. Sriraman, & D. Tirosh (Eds.), Handbook for International Research in Mathematics Education, 2nd edition (pp. 784-805). NY, USA: Routledge.

 

12.  Schwarz, B. B., Dreyfus, T., & Hershkowitz, R. (2009). The nested epistemic actions model for abstraction in context. In B. B. Schwarz, T. Dreyfus & R. Hershkowitz (Eds.), Transformation of Knowledge through Classroom Interaction (pp. 11-41). London, UK: Taylor & Francis, Routledge.

 

13. Hershkowitz, R. (2009). Contour lines between a model as a theoretical framework, and the same model as a methodological tool. In B. B. Schwarz, T. Dreyfus & R. Hershkowitz (Eds.), Transformation of Knowledge through Classroom Interaction (pp. 273-280). London, UK: Taylor & Francis, Routledge.

 

14. Schwarz, B. B., Hershkowitz, R., & Prusak, N. (2010). Argumentation and      mathematics. In K. Littleton & C. Howe (Eds.), Educational Dialogues: Understanding and Promoting Productive Interaction. (pp. 103-127). Taylor & Francis, Routledge London, UK.

 

  1. Hershkowitz, R. (2014). Shape and Space – Geometry Teaching and Learning. In S. Lerman (Ed.), Encyclopedia of Mathematics Education, DOI 10.1007/978-94-007-4978-8, Springer Science + Business Media Dordrecht.

 

 

 16. Dreyfus, T., Hershkowitz, R., & Schwarz, B.B. (2015). The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory. In Angelika Bikner-Ahsbahs, Christine Knipping & Norma Presmeg (Eds.). Approaches to Qualitative Research in Mathematics Education Examples of Methodology and Methods. (pp. 185-221)

 

17. Hershkowitz, R., & Ufer, S. (2016). PME & the international community of Mathematical Education. In G. Kaiser, H. Forgesz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu, (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education. Hamburg. Springer Open. ISSN 2520 – 8322, pp. 209-229. https://doi.org/10.1007/978-3-319-72170-5_13

 

18. Hershkowitz, R., Markovits, Z., Rosenfeld, S., Ilani L., & Eylon, B. S. (2018). Educating the eye: The Agam program for visual thinking (Chapter 10). In N. Movshovitz Hadar (Ed.), K-12 Mathematic Education in Israel. Series on Mathematics Education. Vol 13. pp. 97-106. World Scientific Publishing.

 

19. Hershkowitz, R., & Tabach, M. (2018). Middle school mathematics curriculum based on the power of open technological tools: The case of CompuMath Project.  (Chapter 14). In N. Movshovitz Hadar (Ed.), K-12 Mathematic Education in Israel. Series on Mathematics Education. Vol 13, pp. 135-143. World Scientific Publishing.

 

20. Hershkowitz, R., Dreyfus, T., & Schwarz, B. B. (2018). Abstraction in Context.  In S. Lerman (Ed.), Encyclopedia of Mathematics Education. Springer Nature. Switzerland. DOI 10.1007/978-94-007-4978-8, Springer Science + Business Media Dordrecht.

 

 21. Hershkowitz, R., & Arcavi, A. On Explaining, Explanations and Second Graders. (In a publishing process: R.S. Raslan. & D. Hasidov, (Eds.) Special Issues in Early Childhood Mathematics Education Research. Brill Publishers.

 

 22. Markovits, Z., Hershkowitz, R., Rosenfeld, S., Ilani, L., & Eylon, B.S. Visual Thinking and Visual Language for Young Children – The Agam Program. (In a publishing process: R.S. Raslan. & D. Hasidov, (Eds.) Special Issues in Early Childhood Mathematics Education Research. Brill Publishers.                                                                                  

 

  

 Refereed Proceedings (In English)

 

1.  Vinner, S., & Hershkowitz, R. (1980). Concept images and common cognitive paths in the development of some simple geometrical concepts. In R. Karplus (Ed.), Proceedings of the 4th PME Conference, Berkeley, USA.

 

 2.   Hershkowitz, R., & Bruckheimer, M. (1981). The quadratic function as a vehicle for discovery by deduction. In Laboratoire I.M.A.G. (Eds.), Proceedings of the 5th PME Conference, pp. 193-198. Grenoble France.

 

3.   Hershkowitz, R., & Vinner, S. (1982, July). Basic geometric concepts- definitions and images. In A. Vermandel (Ed.), Proceedings of the 6th PME conference (pp. 18–23). Antwerp, Belgium: Universitario Instelling Antwerpen. (ERIC Document Reproduction Service No. ED 226 943).

 

4.   Hershkowitz, R., & Vinner, S. (1983, July). The role of critical and non-critical attributes in the concept image of geometrical concepts. In R. Hershkowitz (Ed.), Proceedings of the 7th PME conference (pp. 223- -228). Rehovot, Israel: Weizmann Institute of Science. (ERIC Document Reproduction Service No. ED 241 295).

 

5.   Hershkowitz, R., & Vinner, S. (1984, August). Children’s concept in elementary geometry- A reflection of teacher’s concepts? In B. Southwell, R. Eyland, M. Cooper, J. Conroy, & K. Collis (Eds.) Proceedings of the 8th PME conference (pp. 63–69). Darlinghurst, Australia: Mathematical Association of New South Wales. (ERIC Document Reproduction Service No. ED 306 127).

 

6.  Markovits, Z., Hershkowitz, R., & Bruckheimer, M. (1984). Algorithm leading to absurdity, leading to conflict, leading to algorithm review. In B. Southwell, R. Eyland, M. Cooper, J. Conroy and K. Collis. (Eds.), Proceedings of the 8th PME Conference, pp. 244-250, Sydney, Australia.

 

7.  Markovits, Z., Hershkowitz, R., & Bruckheimer, M. (1985).  Estimation:  Practice and process, in L. Streefland (Ed.), Proceedings of the 9th PME Conference, pp. 389-393. The Netherlands.

 

8.  Hershkowitz, R., & Zehavi, N. (1985).  Research leading to novel classroom and in-service activities.  In T. Romberg, & D. Dessart, (Eds.), Using Research in the Professional Life of the Teacher, 5th International Congress on Mathematical Education, pp. 196-205. Australia.

 

9.  Kramer, E., Hadas, N., & Hershkowitz, R. (1986).  Geometrical constructions and the microcomputer. In L. Burton & C. Hoyles (Eds.), Proceedings of the 10th PME Conference, pp. 105-110. London, UK.

 

10. Markovits, Z., Hershkowitz, R., & Bruckheimer, M. (1986).  Proportional reasoning - some related situations. In L. Burton & C. Hoyles (Eds.), Proceedings of the 10th PME Conference, pp. 259-265.  London, UK.

 

11. Hershkowitz, R. (1987). The acquisition of concepts and misconceptions in basic geometry - or when "A little learning is dangerous thing".  In J. D. Novak (Ed.): Misconceptions and Educational Strategies in Science and Mathematics Vol. III, pp. 238-251. Cornell University. USA.

 

12. Hershkowitz, R., & Halevi, T. (1988).  Initial research into the understanding of percentages. In A. Borbas (Ed.), Proceedings of the 12th PME conference, Vol. II, pp. 393-401. Veszprem, Hungary.

 

13. Friedlander, A., Hershkowitz, R., & Arcavi, A. (1989).  Incipient "algebraic" thinking in pre-algebra students. In G. Vergnaund Proceedings of the 13th PME conference. Vol. 1, pp. 283-290. Paris. France.

 

14. Hershkowitz, R., & Arcavi, A. (1990).  The interplay between students' behavior and the mathematical structure of problem situations - issues and examples. In Proceedings of the 14th PME conference.  Vol.  II,  pp. 193-200, Mexico.

 

15. Hershkowitz, R., Friedlander, A., & Dreyfus, T. (1991).  Loci and visual thinking. In F. Furinghetti (Ed.), Proceedings of the 15th PME conference. Vol. II, pp. 181-188, Assisi, Italy.

 

  1. Markovits, Z., & Hershkowitz, R. (1992). Visual Estimation. Short Oral Communication. In W. Geeslin and K. Graham (Eds.), Proceedings of the 16th PME Conference, Vol. 3, pp. 131. Durham, NH, U.S.A.

 

  1. Hershkowitz, R. (1994).  (Head of Working Group 11, ICME):  The role of geometry in general education.  In C. Gaulin, B. R. Hodgson, D. H. Wheeler and J. C. Egsgard (Eds.), Proceedings of the 7th Congress on Mathematical Education. pp. 160-167, Laval University, Canada.

 

  1. Resnick, Z., Schwartz, B. B., & Hershkowitz, R. (1994).  Global thinking "between and within" function representations in a dynamic interactive medium. In J.P. da Ponte & J.F. Matos (Eds.), Proceedings of the 18th PME conference. Vol. IV, pp. 225-232, University of Lisbon, Lisbon-Portugal.

 

  1. Hershkowitz, R., & Markovits, M. (1994). Relative and absolute thinking in visual estimation. In J.P. da Ponte & J.F. Matos (Eds.), Proceedings of the 18th PME conference. Vol. III, pp. 57-64, University of Lisbon, Lisbon-Portugal.

 

  1. Schwarz, B. B., & Hershkowitz, R. (1995). Arguing and reasoning in a technology-based class. In J. D. Moore and J. F. Lehman (Eds.), Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society.  University of Pittsburgh, pp. 731-735, Lawrence Erlbaum Associate Publishers.

 

  1. Schwarz, B. B., & Hershkowitz, R. (1996).  Effects of computerized tools on prototypes of the function concept. In L. Puig & A. Gutuerrez (Eds.), Proceedings of the 20th PME conference. Vol. IV, pp. 259-266, Valencia. Spain.

 

  1. Dreyfus, T., Hershkowitz, R., & Schwarz, B.B. (1997). Consolidation of mathematical abstractions in a situations-based functions curriculum. In Séminaire du CIRADE: Connaissance, Représentation et Apprentissage, Vol. 98 (pp. 1-22). Université du Québec à Montréal, Canada: CIRADE.  Paper presented at the Annual Conference of the American Educational Research Association.

 

  1. Hershkowitz, R., & Schwarz, B. B. (1997).  Unifying cognitive and sociocultural aspects in research on learning the function concept. In Erkki Pehkonen (Ed.); Proceedings of the 21st PME conference.  Vol. 1, pp. 148-164, (Research Forum Paper), Lahti, Finland.

 

  1. Markovits, Z., & Hershkowitz, R. (1997).  The dialectic relationships between judgmental situations of visual estimation and proportional reasoning. In Erkki Pehkonen (Ed); Proceedings of the 21st PME conference.   Vol. 3, pp. 216-223, Lahti, Finland.

 

  1. Hershkowitz, R., & Schwarz, B. B. (1997). The technology and the development of socio-mathematical norms in classroom. In M. C. Borba, T. A. Souza, B. Hudson and J. Fey (Eds.) The Role of Technology in the Mathematics Classroom; - Proceedings of Working Group 16 at ICME-8, pp. 15-35, (Invited plenary paper). Seville, Spain.

 

  1. Hadas, N., & Hershkowitz, R. (1998).  Proof in geometry as an explanatory and convincing tool. In A. Olivier and K. Newstead, (Eds.), Proceedings of the 22st PME conference.   Vol. 3, pp. 25-32, Stelenbosch, South Africa.

 

  1. Hershkowitz, R. (1999). Where in shared knowledge is the individual knowledge hidden?  In O. Zaslavsky (Ed.), Proceedings of the 23rd PME conference. Vol. 1, pp. 9–24, Haifa, Israel. (A plenary presentation, Hebrew translation in "Aleh").

 

  1. Dreyfus, T., Hershkowitz, R., & Schwarz, B.B. (1999). Recognizing, building-with, and constructing (RBC): An operational model for abstraction. Proceedings of the 8th Conference of the European Association for Research on Learning and Instruction. Gothenborg, Sweden.

 

  1. Dreyfus, T., Hershkowitz, R., Leiser, D., Reiner, M., & Schwarz, B.B. (2000). Abstraction: Essence and process. In F. Nasser, N. Hativa & Z. Scherz (Eds.), Research in Education and its Application in a Changing World (Vol. A, 370-372). Tel Aviv, Israel:  Reches.

 

  1. Dreyfus, T., Hershkowitz, R., & Hillel, J. (2001).   The emergence of algebraic structure. In H. Chick, K. Stacey, & J. Vincent (Eds.), Proceedings of the 12th ICMI Study Conference: The Future of the Teaching and Learning of Algebra, Vol. 1 (pp.213 - 220). Melbourne, Australia.

 

  1. Dreyfus, T., Hershkowitz, R., & Schwarz, B.B. (2001). The construction of abstract knowledge in interaction. In: Marja van den Heuvel-Panhuzen (Ed.), Proceedings of the 25th PME conference.  Vol. 2, pp. 377-384, Utrecht. The Netherlands.

 

  1. Hershkowitz, R., & Kiran, C. (2001). Algorithmic and meaningful ways of joining together representatives within the same mathematical activity: an experience with graphing calculators. In Marja van den Heuvel-Panhuzen (Ed.), Proceedings of the 25th PME conference.  Vol. 1, pp. 96-107. Utrecht. The Netherlands.

 

  1. Tabach, M., Hershkowitz, R., & Schwarz, B.B. (2001). The struggle towards algebraic generalization and its consolidation. In: Marja van den Heuvel-Panhuzen (Ed.), Proceedings of the 25th PME conference.  Vol. 4, pp. 241 –248, Utrecht. The Netherlands.

 

  1. Schwarz, B.B., Hershkowitz, R., & Dreyfus, T. (2002). Emerging knowledge structures in and with algebra. In J. Novotná, (Ed.), Proceedings of the 2nd Conference on European Research in Mathematics Education (pp. 81-91). Praha, UK PedF.

 

  1. Hadas, N., & Hershkowitz, R. (2002). Activity analysis at the service of task design. In A.D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th International Conference on the Psychology of Mathematics Education (PME). (Vol. 3, pp. 49-56). Norwich, UK. East Anglia University.

 

  1. Boero, P., Dreyfus, T., Gravemeijer, K., Gray, E., Hershkowitz, R., Schwarz, B.B., Sierpinska, A. & Tall, D. (2002). Abstraction: Theories about the Emergence of Knowledge Structures.  In A. Cockburn and E. Nardi, (Eds.), Proceedings of the 26th International Conference on the Psychology of Mathematics Education, Vol. 1, (pp. 111-138, a Forum Research Report). Norwich, UK: East Anglia University.

 

  1. Schwarz, B. B., Hershkowitz, R. & Dreyfus, T. (2002). Abstraction in context: Construction and consolidation of knowledge structures.  In A. D. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th International Conference for the Psychology of Mathematics Education, Vol. 1 (pp. 120-126). Norwich, UK UEA.

 

  1. Tabach, M., & Hershkowitz, R. (2002). Construction of knowledge and its consolidation.  In A. D. Cockburn, & E. Nardi (Eds.), Proceedings of the 26th International Conference for the Psychology of Mathematics Education, Vol. 4, (pp. 265-272). Norwich, UK UEA.

 

  1. Schwarz, B.B., Hershkowitz, R., & Dreyfus, T. (2003). Emerging knowledge structures in and with algebra. In Novotna, Jarmila (Ed.), Proceedings of the 2nd Conference on European Research in Mathematics Education (pp. 81-91). Praha, PedF.

 

  1. Schwarz, B.B., Dreyfus, T., Hershkowitz, R., & Hadas, N. (2004). Knowledge construction in the classroom: The teacher’s role. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, USA,

.

  1. Hershkowitz, R. (2004). From diversity to inclusion and back: Lenses on learning (plenary lecture). In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 28th International Conference for the Psychology of Mathematics Education, Vol. 1, (pp. 55-68). Bergen, Norway: Bergen University College.

 

  1. Schwarz, B. B., Dreyfus, T., Hadas, N. & Hershkowitz, R. (2004). Teacher guidance of knowledge construction. In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 28th International Conference for the Psychology of Mathematics Education, Vol. 4, (pp. 169-176). Bergen, Norway: Bergen University College.

 

  1. Dreyfus, T., Hadas, N., Hershkowitz, R., & Schwarz B.B. (2006). Mechanisms for consolidating knowledge constructs. In J Novotna, H. Moraova, M. Kratka, & N. Stelinkova (Eds.), Proceedings of the 30th International Conference for the Psychology of Mathematics Education, Vol. 2 (pp. 465-472). Prague, Czech Republic: Charles University in Prague. Faculty of Education.

 

  1. Hershkowitz, R., Hadas, N., & Dreyfus, T. (2006). Diversity in the construction of group's shared knowledge. In J Novotna, H. Moraova, M. Kratka, & N. Stelinkova (Eds.), Proceedings of the 30th International Conference for the Psychology of Mathematics Education, Vol. 3 (pp. 297-304). Prague, Czech Republic: Charles University in Prague. Faculty of Education.

 

  1. Ron, G., Dreyfus, T., & Hershkowitz, R. (2006). Partial knowledge constructs for the probability area model. In J Novotna, H. Moraova, M. Kratka, & N. Stelinkova (Eds.), Proceedings of the 30th International Conference for the Psychology of Mathematics Education, Vol. 4 (pp. 449-456). Prague, Czech Republic: Charles University in Prague. Faculty of Education.

 

  1. Schwarz, B.B., Hershkowitz, R., & Azmon, S. (2006). The role of the teacher in turning claims to arguments. In J Novotna, H. Moraova, M. Kratka, & N. Stelinkova (Eds.). Proceedings of the 30th International Conference for the Psychology of Mathematics Education, Vol. 5 (pp. 65-72). Prague, Czech Republic: Charles University in Prague. Faculty of Education.

 

  1. Prusak, N., Hadas, N., & Hershkowitz, R. (2006). “Surprise on the way from change of length to change of area”. In J Novotna, H. Moraova, M. Kratka, & N. Stelinkova (Eds.). Proceeding of the 30th Conference of the International Group for the Psychology of Mathematics Education (pp. 317). Prague, Czech Republic

 

  1. Ron, G., Hershkowitz, R., & Dreyfus, T. (2008). The identification of partially correct constructs. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions – Proceedings of the 31st conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 421-428). Brisbane, Australia: MERGA.

 

  1. Hadas, N., Hershkowitz, R., & Ron, G. (2008).  Instructional design and research -design principles in probability. In M. Kourkoulos & C. Tzanakis (Eds.), Proceedings of the 5th International Colloquium on the Didactics of Mathematics. pp. 249-260. Rethymnon, Crete, Greece: The University of Crete.

 

  1.  Prusak, N., Hershkowitz, R., & Hadas, N. (2008). From visual to logical argumentation within    intentional designed activity. In M. Kourkoulos & C. Tzanakis (Eds.), Proceedings of the 5th International Colloquium on the Didactics of Mathematics., pp. 113-125. Rethymnon, Crete, Greece: The University of Crete.

 

  1. Ron, G., Dreyfus, T., & Hershkowitz, R. (2009). On Students' Sensitivity to        Contradiction Boundaries. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 1-8). Thessaloniki, Greece.

 

  1. Hershkowitz, R., & Arcavi, A. (2009). Are second graders able to explain their mathematical ideas? 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. 161-168). Thessaloniki, Greece.

 

  1. Prusak, N., Hershkowitz, R., Schwarz, B.B. (2010).  Formal and informal argumentation within intentional designed activity in geometry. In K. Gomez, L. Lyons, & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, Volume 2 (pp. 415-417). Chicago, USA: International Society of the Learning Sciences:

 

  1. Azmon S., Hershkowitz R., Schwarz B.B. (2011). The impact of teacher-led discussions on students' subsequent argumentative writing, In Proceeding of the 35 PME Conference, Vol 2 pp. 73-85. Ankara-Turkey, Middle East Technical University.

 

  1. Prusak, N., Hershkowitz, R., & Schwarz, B. B. (2012). Multiple solutions and their diverse justifications in the service of early geometrical problem solving. In Proceedings of the International Conference of the Learning Sciences, (pp. 316-320). Sidney. Australia.

 

  1. Hershkowitz, R., Dreyfus, T., & Tabach, M. (2012). Exponential growth – constructing knowledge in the classroom. The 12th International Congress on Mathematics Education, Korea. Retrieved August 19, 2012, from http://icme12.org/upload/UpFile2/TSG/0281.pdf.

 

  1. Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2012). Exponential Growth – Coordinating Construction of Knowledge and Documenting Collective Activity in the Classroom. The 12th International Congress on Mathematics Education, Korea. Retrieved August 19, 2012, from http://icme12.org/upload/UpFile2/TSG/0279.pdf.

      

  1. Prusak, N., Hershkowitz, R., and Schwarz, B.B. (2013). Integration of nonverbal         channels in peer argumentation: early learning of geometry in a problem-solving context. Athens: ATINER'S Conference Paper Series, No: MAT2013-0728.

 

  1. Haj-Yahya, A., & Hershkowitz, R. (2013). When visual and verbal representations meet - The case of geometrical figures. In Lindmeier, A. M. & Heinze, A. (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 409-416. Kiel, Germany.

 

  1. Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2013). Knowledge Shifts and Knowledge Agents. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th International Conference for the Psychology of Mathematics Education, Vol. 3 (pp. 49 – 56). Kiel, Germany.

 

  1. Haj Yahya, A., Hershkowitz, R., & Dreyfus, T. (2014). Investigating students’ geometrical proofs through the lens of students' definitions. In Oesterle, S., Liljedahl, P., Nicol, C., & Allan, D. (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 3. pp. 217-224. Vancouver, Canada.

 

  1. Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). From knowledge agents to knowledge agency. In Oesterle, S., Liljedahl, P., Nicol, C., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36. Vol. 3. pp. 281-288. Vancouver, Canada.

 

  1. Prusak, N., & Hershkowitz, R. (2015). Creativity developed within an activity that affords multiple solutions and multimodal argumentation. In F.M., Singer, F., Toader & C., Voica (Eds.), Proceedings of the 9th Mathematical Creativity and Giftedness International Conference, pp. 134 – 139. ISBN: 978-606-727-100-3 Sinaia, Romania.

 

  1. Hershkowitz, R., Tabach, M., Azmon, S., Rasmussen, C., & Dreyfus, T. (2015). Do Teacher's Ways of Enhancing Discourse in her Class Leave Traces on her Students' Post-test Responses? In F.M., Singer, F., Toader & C., Voica (Eds.), Proceedings of the 9th Mathematical Creativity and Giftedness International Conference, pp. 206 - 211. Sinaia, Romania.

 

  1. Tabach, M., Rasmussen, C., Hershkowitz, R., & Dreyfus, T. (2015). First steps in re-inventing Euler’s method: A case of coordinating methodologies. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9). TWG 14 – University Mathematics Education. pp. 2249-2254. Charles University in Prague, Faculty of Education.

 

66. Ayalon, M., and Hershkowitz, R. (2015). Teachers’ attention to tasks’ potential for encouraging classroom argumentative activity. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME 9). TWG19 Mathematics Teacher and Classroom Practices pp. 2982-2988. Charles University in Prague, Faculty of Education.

 

67. Haj Yahya, A., Hershkowitz, R., and; Dreyfus, T.  (2016). Impacts of students’ difficulties in constructing geometric concepts on their proof’s understanding and proving processes. In PME 40, Vol 2, pp. 345–352. Szeged.

 

 68. Tabach, M., Rasmussen, C., Hershkowitz, R., & Dreyfus, T. (2017). Abstraction in Context and Documenting Collective Activity. Tenth Congress of European Research in Mathematics Education (CERME10).

 

 Books Editing (In English)

1. Hershkowitz, R. (1983, Ed.), Proceedings of the 7th PME Conference, Weizmann Institute, Israel.

  2. Schwarz, B. B., Dreyfus, T. and Hershkowitz, R. (2009, Eds.), Transformation of Knowledge through Classroom Interaction. Routledge. ISBN 10: 0-415-49224-6 (hbk).

 

 Reports (In Hebrew & English)

 

                 1. Israeli, R., & Hershkowitz, R. (1979).  Students' Knowledge In Fractions. Technical report         M79/5, The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel. 

2. Hershkowitz, R. (1979). Culturally Different  Students' Difficulties in Learning       Mathematics in Junior High Schools in Israel and Ways of Treatment. Technical report  M79/8, The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel. 

3.  Israeli, R., & Hershkowitz, R. (1979)  A Study of Achievement of Basic Skills and its     M79/10, The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel. 1979.

4. Ben Chaim, D., & Hershkowitz, R. (1980)  The Teacher's View as a Factor in the     Development of his own In-service Guidance.  Technical Report  M80/3,  The Department of Science Teaching,  The Weizmann Institute. Rehovot, Israel.   

  5.  Hershkowitz, R. (1980).  Math for Culturally Different  (1976 - 1980).  Technical Report  M80/12,  The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel. 

 6. Hershkowitz, R., & Israeli, R. (1981).  Who is the Mathematics Teacher in Grades 7, 8, and 9 in Israel?  Technical Report  M81/4,  The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel.  

7.   Hershkowitz, R. (1982).  Rehovot Program in Mathematics: 1967 - 1982 ,  Technical Report  M82/10,  The Department of Science Teaching,  The Weizmann Institute. Rehovot, Israel.  

8.   Hershkowitz, R. (1982).  Rehovot Program in Mathematics:  Plans for the Future.  Technical  Report  M82/11 ,  The Department of Science Teaching,  The Weizmann Institute. Rehovot, Israel.   

 9. Hershkowitz, R. (1984)  On concepts, their Characteristics and Formation Processes, in Theory Research and Teaching, Technical Report,  M84/6, The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel.

10. Hershkowitz, R. (1987).  Changes in Intelligence with Age?!  Technical Report,  M87/7, The Department of Science Teaching,  The Weizmann Institute. Rehovot, Israel. 

11. Robinson, N., Argaman, N., Fresko, B., and Hershkowitz, R. (1991).  South Tel-Aviv Project for the Improvement of Junior High School Students Achievement in Mathematics (1989 - 1991). Technical Report,  M91/1, The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel.  

12. Albert, J., Even, R. Carmeli, M., Fresko, B., and Hershkowitz, R. (1991)  South Tel-Aviv Project  for the Improvement of Teaching and Learning Mathematics in Elementary Schools (1989-1990),  Technical Report, M91/3, The Department of Science Teaching, The Weizmann Institute. Rehovot, Israel.  

13.Hershkowitz, R. and Schwarz, B. B.(1995).  Report on the CompuMath Activities,                   Tomorrow 98, The Ministry of Education and Culture.  Israel.

   14. Yerushalmy, M., Hershkowitz, R., Oberman, J., Levy, A. (1997). Towards the 3rd Millennium; On Standards and tools in the Mathematics Curriculum. The Ministry of Education and Culture. Israel.

  15. Hershkowitz, R.,  Oberman, J., Mauntvitan, M., Markovitz, Z., Koren, M., Keret, Y., & Shein, R. (2003). A Report of the Recommendation Committee for the Development of Elementary School Learning Materials in Mathematics. The De-Shalit Israeli Center for Science Education and Technology. Israel.

  16. Hershkowitz, R., Ben-Zvi, D., Dreyfus, T., Friedlander, A., Hadas, N., Reznick, T., Stein, H., Schwarz, B.B., & Tabach, M. (2008). CompuMath project as a product and a trigger. Science Teaching Department, Weizmann Institute of Science. Rehovot. Israel.

  17. Arcavi, A., Fridlander, A., Fresko, B., Carmeli, M., Hershkowitz, R. And Markovits, Z. (2006). Evaluation of Six Mathematics Curriculum Projects for First and Second Grade Classes, 113 pages, Final report submitted to the Chief Scientist of the Ministry of Education.

  20. Eylon, B. S., Hershkowitz, R., Ilani, L., Markovits, M., Rosenfeld, S. (Eds, 2014). Educating the eye: The agam program. A research report. Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel.

 

 Papers (In Hebrew)

 

1. הרשקוביץ רנה וברוקהיימר מקסים. פיתוח תכנית לימודים בהתאם לצרכי הלומדים כחלק מתהליך ההפעלה. הלכה למעשה 2, עמודים 43-56, 1978.

2. הרשקוביץ רנה וברוקהיימר מקסים. מודל להפעלה כחלק אינטגרלי של פיתוח תכנית לימודים. הלכה למעשה 2, 1978.

3. הרשקוביץ רנה וברוקהיימר מקסים. בעקבות הגרף של הפונקציה הריבועית. שבבים 12, הוראת המדעים, מכון וייצמן למדע, רחובות, 1978.

4. ישראלי רחל והרשקוביץ רנה.  הידע בשברים פשוטים של תלמידים הלומדים לפי "תכנית רחובות". שבבים 14, הוראת המדעים, מכון וייצמן למדע, רחובות, 1979.

5. הרשקוביץ רנה, ברוקהיימר מקסים ווינר שלמה. האתגר שבשגיאות. שבבים 17, הוראת המדעים, מכון וייצמן למדע, רחובות, 1980.

6. בן צבי רות, אילון בת-שבע והרשקוביץ רנה. מדעים ככלי למשאבי אנוש בישראל. הד החינוך. כרך 58, 3, 1983.

7. הרשקוביץ רנה. על מתמטיקה ופסיכולוגיה. שבבים 22, הוראת המדעים, מכון וייצמן למדע, רחובות, 1984.

8. הרשקוביץ רנה והרכבי אברהם. הרפתקאות בגיאומטריה. שבבים 24, הוראת המדעים, מכון וייצמן למדע, רחובות, 1985.

9. הרשקוביץ רנה והלוי תרצה. על אחוזים. מסרים כרך 2 ,2,  הוראת המדעים, מכון וייצמן למדע, רחובות, 1988.

10. הרשקוביץ רנה. פעילויות עם מורים על מושגים גיאומטריים בסיסיים. באלכס פרידלנדר (עורך). הוראת גיאומטריה – אוסף מקורות.  הוראת המדעים, מכון וייצמן למדע, רחובות,  עמודים 115-142, 1989

11. הרשקוביץ רנה. המודל של ואן הילי והוראת גיאומטריה. באלכס פרידלנדר (עורך). הוראת גיאומטריה – אוסף מקורות.  הוראת המדעים, מכון וייצמן למדע, רחובות,  עמודים. 11-14, 1989.

12. הרכבי אברהם, פרידלנדר אלכס, והרשקוביץ רנה. האלגברה שלפני האלגברה. מסרים כרך 3, 3,  הוראת המדעים, מכון וייצמן למדע, רחובות, 1990.

13. הרשקוביץ רנה. אספקטים קוגניטיביים בהוראת ולמידת גיאומטריה (חלק ראשון). עלה 9. עמודים 28-34. המרכז להוראת המדעים, האוניברסיטה העברית בירושלים. 1991.

14. הרשקוביץ רנה. אספקטים קוגניטיביים בהוראת ולמידת גיאומטריה (חלק שני). עלה 10. עמודים 20-28. המרכז להוראת המדעים, האוניברסיטה העברית בירושלים. 1992.

15. הרשקוביץ רנה. פעילות במשורבעים. בהוראת הגיאומטריה בביה"ס היסודי. עמודים. 50-54, מכון מופת, 1992.

16. הדס נורית, הרשקוביץ רנה ושוורץ ברוך. חקר בגיאומטריה כתהליך דיאלקטי שבין חיפוש אינדוקטיבי והסבר. בענת זוהר (עורכת). למידה בדרך החקר: אתגר מתמשך. מאגנס. האוניברסיטה העברית, ירושלים. עמודים  250 – 278. 2007

 

 Text books for students, guides for teachers and teaching aids in the Science Teaching Department, Weizmann Institute for Science, Israel (Hebrew)

  • כמחברת, ו/או מחברת בצוות ו/או עורכת

1969- 1971     סדרת ספרים לרמה א: פרקי מתמטיקה:  (עולם המספרים, אשנב                 לאלגברה, אלגברה 1,  אלגברה 2)

1969- 1974          מדריכים למורה לסדרה לעיל

1979                   אוסף עבודות סיכום לרמה א ומדריך למורה לאוסף             

  1975                        תיק שקפים לאלגברה 2           

1992            מקום גיאומטרי – לומדה לכיתות ט – יא, עם מדריך למורה, בעברית       ואנגלית.                           

ב.  כראש פרויקט, ו\או כיועצת ו/או כמחברת בצוות:

 פרויקט ההפעלה

1979 -  1984  סדרת ספרים להשלמת פערים בידע קודם (חוליות שברים פשוטים,                                 חוליות שברים עשרוניים, חוליות הנדסה 1 ו-2, חוליות שלמים, חוליות אומדן, חוליות משפה לתבניות 1 ו-2).

1979 – 1984        מדריכים למורה לחלק מספרי סדרת חוליות.

פרויקט חטיבת הביניים

1983 – 1986    סטטיסטיקה ומערכת צירים, לרמות א ו-ב, למורה ולתלמיד.

1987 – 1993     סדרות של 5 ספרי לימוד לתלמידי רמות א ו-ב המכסות את תכנית חטה"ב.

1987 – 1993    סדרות מדריכים למורה לספרים הנ"ל.

1992 – 1994    סדרה של 4 ספרי לימוד לתלמידי רמה ג המכסה את תכנית חטה"ב.

1981 – 1982   סדרה של 3 ספרים בגיאומטריה לתלמידי רמה ב בחטה"ב, עם מדריכים למורה.

1985 – 1987   שתי לומדות לתלמידי רמה ב בחטה"ב, עם חוברות לתלמידים ומדריכים למורה.

פרויקט מתימחשב

1995 – 1996    סדרת ארבעה ספרי לימוד (עם גרפר) בנושא הפונקציות לרמות א ו-ב כתה ט.

2001 – 2002     סדרת מדריכים למורה לארבעת הספרים הנ"ל.

1998 -  1999     סדרת ספרי לימוד (עם גרפר) בנושא הפונקציות לרמות ב ו-ג כתה ט.

1998 – 2002    סדרת ספרים לתחילת האלגברה (כתה ז), עם גיליון אלקטרוני.

2001 – 2002    מדריכים למורה לנ"ל.

2002 – 2003  סיפורי יוסף – סדרת ספרים באלגברה לכתה ח (עם אקסל, גרפר, ותוכנה                סימבולית).

2002 – 2003   מדריכים למורה לנ"ל.

1995 – 1997   פרויקט כתה הטרוגנית- סדרה של 5 ספרים לכתה ז הטרוגנית.

1984 – 2016  פרויקט אגם לחשיבה וויזואלית- יועצת ומפתחת בצוות לסדרת החוברות            של הפרויקט.

 

  As a consulter for books and Text books outside the Department (Hebrew and English)

1997     דליה שרון, כלי חשיבה בסיסיים לפתירת בעיות מילוליות במתמטיקה. משרד החינוך והתרבות, מח"ר 98, ומכון ברנקו-וייס לפיתוח החשיבה.

1986-1989    Team work with curriculum designers from Singapore on 4 textbooks for Junior-  High School, as an Over-Sea Consultor.