2026

  1. Practicing complexity in teacher development research: a call to action and a caveat

    Stengel B. & Ehrenfeld N. (2026), Asia-Pacific Journal of Teacher Education. 54, 3, p. 227-245

    2.

  2. The identity development across multiple contexts of an out-of-field mathematics teacher

    Sabbah S. & Ehrenfeld N. (2026), Proceedings of the Nineteenth ERME Topic Conference. Ferretti F., Fauskanger J., Vondrova N. & Mosvold R. (eds.). p. 525-532

    3.

  3. When the mathematical concept is the pedagogical argument: Teachers productive pedagogical-mathematical discourse

    Araidy R. & Ehrenfeld N. (2026), Proceedings of the Nineteenth ERME Topic Conference. Ferretti F., Fauskanger J., Vondrova N. & Mosvold R. (eds.). p. 355-362

    4.

    2025

  4. The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective

    Ehrenfeld N. & Stengel B. (2025), Journal of the Learning Sciences. 34, 3, p. 285-328

    5.

  5. When Interdisciplinary Groups Succeed: The Role of Direct Critiques

    Perl Nussbaum D. S., Schwarz B. B. & Yerushalmi E. (2025), Proceedings of the 19th International Conference of the Learning Sciences. p. 431-439

    6.

  6. Four Causal Problems that Engage Laypeople in Interacting with Science

    London A. & Haskel-Ittah M. (2025), Proceedings of the 19th International Conference of the Learning Sciences. p. 2557-2559

    7.

  7. Beyond Linear Learning: The Role of Epistemic Strategies in Students Trajectories of Explanations Construction

    Molad R. & Haskel-Ittah M. (2025), Proceedings of the 19th International Conference of the Learning Sciences. p. 1434-1438

    8.

  8. Investigating the Role of Perceived Intra-Unit Coherence for Science Learning

    Kubsch M., Neumann K., Nordine J. & Fortus D. (2025), Proceedings of the 19th International Conference of the Learning Sciences. p. 305-313

    9.

  9. Learning to teach across departments: an ecological perspective on the learning experiences of mathematics pre-service teachers

    Ehrenfeld N. & Brady C. (2025), Journal of Mathematics Teacher Education. 29, 3, p. 669-702

    10.

  10. From a classroom situation to teacher interaction: a multilayered conceptualization of representations of practice for mathematics teacher learning

    Weingarden M. & Ehrenfeld N. (2025), Journal of Mathematics Teacher Education

    11.

  11. "Push Forward and We Will Help": Teacher Autonomy and System Support in the Context of Teaching Displaced Students

    Ehrenfeld N., Marco N., Gilead T., Nurick Y. & Kurzweil L. (2025), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025. Jornet A., Rajala A., Cortez A., Lotz-Sisitka H., Markauskaite L. & R. H. (eds.). p. 1314-1318

    12.

  12. Exploring Convergences and Divergences in Pedagogical Judgment During Teacher Workplace Conversations

    Ehrenfeld N., Araidy R., Elgamal R., Cooper J. & Sabbah S. (2025), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025. Jornet A., Rajala A., Cortez A., Lotz-Sisitka H., Markauskaite L. & Hofmann R. (eds.). p. 1319-1323

    13.

  13. Meaningful Teacher Professional Development: A Learning Sciences Perspective

    Seidel Horn I., Marshall S., Chen G. A., Ehrenfeld N., Garner B., Jasien L. & McGugan K. S. (2025), Handbook of Education Policy Research. Scott J., Cohen-Vogel L. & Youngs P. (eds.). 2 ed. p. 1391-1410

    14.

  14. Mechanistic reasoning in biology among elementary school children: Epistemic criteria for evaluation and construction

    Shtechman Y., Ergazaki M. & Haskel-Ittah M. (2025), Journal of the Learning Sciences. 34, 1, p. 35-70

    15.

  15. Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses

    Marco N., Gilead T., Ehrenfeld N. & Nurick Y. (2025), Teaching and Teacher Education. 154, 104868

    16.

    2024

  16. Opportunities and hindrances for promoting interdisciplinary learning in schools

    Schwarz B., Heyd-Metzuyanim E., Koichu B., Tabach M. & Yarden A. (2024), Journal of the Learning Sciences. 33, 2, p. 242-283

    17.

  17. Creating order in chaotic environments: Teachers coping strategies in provisional schools

    Gilead T., Marco N., Ehrenfeld N. & Nurik Y. (2024), European Conference on Educational Research (ECER 2024).

    18.

  18. Capturing Interdisciplinary Dialogic Argumentation among Science Teachers: An Analysis of Epistemic Practices in a Dialogue

    Perl-Nussbaum D., Schwarz B. B. & Yerushalmi E. (2024), ISLS Annual Meeting 2024. Looi C-K, Keifert D. T., Kyza E. A., Suarez E., Lindgren R. & Asino T. (eds.). p. 2239-2240

    19.

  19. The Role of Causal Inferences in Everyday Reasoning: Study on Oncology Patients

    Dubovi I., Pelles-Avraham S., Visel T., Kashi A. & Haskel-Ittah M. (2024), ISLS Annual Meeting 2024. Looi C-K, Keifert D. T., Kyza E. A., Suarez E., Lindgren R. & Asino T. (eds.). p. 1031-1034

    20.

    2023

  20. Where (or who) is the mathematics in socio-ecological mathematics education research?

    Chen G. A. & Ehrenfeld N. (2023), Proceedings of the ICMI Symposium on Mathematics Education and the Socio-Ecological. p. 119-121

    21.

  21. Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning

    Buenrostro P. & Ehrenfeld N. (2023), Educational Studies in Mathematics. 114, 2, p. 199-221

    22.

  22. Using the adaptive cycles framework to conceptualize the temporal dimension of teacher learning

    Ehrenfeld N. & Stengel B. (2023), Proceedings of the International Conference of the Learning Sciences. Charles E. S. & Slotta J. D. (eds.). p. 433-440

    23.

  23. Using the Adaptive Cycles Framework to Conceptualize the Temporal Dimension of Teacher Learning

    Ehrenfeld N. & Stengel B. (2023), ISLS Annual Meeting 2023. Van Aalst J., Brennan K., Blikstein P. & Kizito R. (eds.). p. 433-440

    24.

    2022

  24. Framing an Ecological Perspective on Teacher Professional Development

    Ehrenfeld N. (2022), Educational Researcher. 51, 7, p. 489-495

    25.

  25. Learning about teaching over time

    Horn I., Garner B., Ehrenfeld N. & Metts E. (2022), Teacher Learning of Ambitious and Equitable Mathematics Instruction. Garne B. & Horn I. (eds.). 1 ed. p. 183-219

    26.

    2021

  26. Towards a Theory of Mathematics Teacher Learning Ecologies

    Ehrenfeld N. (2021), ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. de Vries E., Ahn J. & Hod Y. (eds.). p. 929-930

    27.

    2020

  27. Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines

    Ehrenfeld N. & Horn I. S. (2020), Educational Studies in Mathematics. 103, 3, p. 251-272

    28.

  28. Palestinian/Arab Israeli women's experiences in mathematics education: An intersectional analysis

    Rubel L. H. & Ehrenfeld N. (2020), International Journal of Educational Research. 102, 101616

    29.

  29. Teacher groupwork monitoring routines and the nature of students' conversation in small groups

    Ehrenfeld N., Horn I., Moses J. & Garner B. (2020), 14th International Conference of the Learning Sciences. Horn I. S. & Gresalfi M. (eds.). p. 1863-1870

    30.

  30. Analytical designs Goodwins substrates as a tool for studying learning: Teacher sense-making with and about external conceptual resources

    Keifert D., Hall R., Enyedy N., Vogelstein L., Pierson A., Ehrenfeld N., Marshall S., McGugan K. S., Marin A., Orellana Faulstich E. N., Bordeaux C., Clark H., Gravell J., Lindberg L., Morales D., Rodriguez L., Eyes R. W., Flood V. J., Sharma G., DeLiema D., Valerie J., Cabrera A., Smith S., Xiao S., Xiao C., Wang X., Garner B., Smith M. S., Harrer B. W. & Clark D. (2020), 14th International Conference of the Learning Sciences. Horn I. S. & Gresalfi M. (eds.). p. 1471-1478

    31.

  31. Together building a theory of teacher learning: Learning to listen closely: experienced mathematics teachers instructional tuning via video feedback

    Horn I., Garner B. & Ehrenfeld N. (2020), 14th International Conference of the Learning Sciences. Horn I. S. & Gresalfi M. (eds.). p. 2167-2174

    32.

  32. Reconciling local contexts and external conceptual resources in mathematics teachers collaborative sensemaking

    Ehrenfeld N., McGugan K. S., Marshall S. & Garner B. (2020), Mathematics Education Across Cultures. Sacristan A. I., Cortes-Zavala J. C. & Ruiz-Arias P. M. (eds.). p. 1800-1808

    33.

    2019

  33. Teacher monitoring routines: Understanding pedagogical judgments during students collaborative learning

    Ehrenfeld N. & Horn I. S. (2019), A Wide Lens. Hmelo-Silver C., Lavoue E., Gweon G., Niccolai G. P., Lund K. & Baker M. (eds.). p. 120-127

    34.

  34. Conceptual resources in teacher professional conversations

    Ehrenfeld N. & Marshall S. (2019), LSGS Conference 2019. p. 58-59

    35.

  35. Intellective Identities in the Construction of a Hybrid Discourse: the Case of an Ultra-Orthodox Jewish Mathematics Classroom

    Ehrenfeld N. & Heyd-Metzuyanim E. (2019), International Journal of Science and Mathematics Education. 17, 4, p. 739-757

    36.

  36. Math teachers sensemaking and enactment of the Discourse of “perseverance”

    Buenrostro P. & Ehrenfeld N. (2019), Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Candela A. G., Haines C., Munter C., Otten S. & de Araujo Z. (eds.). p. 451-459

    37.

    2018

  37. Rituals, explorations, and cultural resources in the mathematics classroom: When arguing does not help learning

    Ehrenfeld N. & Heyd-Metzuyanim E. (2018), 13th International Conference of the Learning Sciences, ICLS 2018. Kay J. & Luckin R. (eds.). 2018-June ed. Vol. 3. p. 1627-1628

    38.

  38. Productive framing of pedagogical failure: How teacher framings can facilitate or impede learning from problems of practice

    Vedder-Weiss D., Ehrenfeld N., Ram-Menashe M. & Pollak I. (2018), Thinking Skills and Creativity. 30, p. 31-41

    39.

    2017

  39. The ritual vs. exploration conceptual dyad affordances and open questions.

    Heyd-Metzuyanim E., Nachlieli T., Graven M. & Ehrenfeld N. (2017), Proceedings of the 5rd Jerusalem Conference for Research in Mathematics Education, Jerusalem, Israel.

    40.