2024

  1. Multi-variable narratives in qualitative research on mathematical problem posing

    Koichu B. & Cooper J. (2024), Journal of Mathematical Behavior. 74, 101157

    2.

  2. Editorial reflections on internationality

    Misfeldt M., Aguilar M. S., Jankvist U. T. & Koichu B. (2024), Implementation and Replication Studies in Mathematics Education. 4, 1, p. 1-13

    3.

  3. 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

    4.

  4. Designing Guiding Principles for Twenty-First Century Curricula: Navigating Knowledge, Thinking Skills, and Pedagogical Autonomy in the Israeli Curriculum

    Zohar A., Gilead T., Barzilai S. & Arcavi A. (2024), Interchange

    5.

  5. How Participation in a Teachers' Eco-Pedagogy Workshop Affects the Promotion of Teachers\u2019 Environmental Education and Organizational Concepts

    Asli S., Abu-Alhiga R., Teti T., Algmal S., Hofstein A., Shehadeh-Nasser A. & Hugerat M. (2024), European Journal of Educational Research. 13, 1, p. 341-352

    6.

  6. From knowledge acquired at academic mathematics courses to significant changes in instructional practices

    Even R. & Mytlis Y. (2024), Journal of Mathematical Behavior. 75, 101172

    7.

  7. Paths of Justification in Israeli 7<sup>th</sup> Grade Mathematics Textbooks

    Even R. & Silverman B. (2024), International Journal of Science and Mathematics Education. 22, 3, p. 609-631

    8.

    2023

  8. How do mathematics teachers learn to create a mathematical storyline in problem-based lessons?

    Schwarts G., Herbst P. & Brown A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 187-194

    9.

  9. The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: An ecological perspective

    Ehrenfeld N. (2023), Journal of Mathematics Teacher Education

    10.

  10. THE AFFORDANCES OF ADVANCED MATHEMATICS FOR SECONDARY MATHEMATICS TEACHING: COMPARING RESEARCH APPROACHES AND THEORETICAL PERSPECTIVES

    Pinto A., Buchbinder O. & Wasserman N. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 199

    11.

  11. Using monitoring traces to support teacher sensemaking about groupwork monitoring routines

    Ehrenfeld N., Horn I. & Jasien L. (2023), American Educational Research Association (AERA 2023).

    12.

  12. The connection between mathematics and other fields: The discipline of mathematics vs. mathematics education

    Hoffmann A. & Even R. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 67-74

    13.

  13. "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

    14.

  14. COMPARING MATHEMATICIANS’ AND MATHEMATICS TEACHERS’ PEDAGOGICAL CLAIMS: WHERE IS THE STUDENT?

    Goor M. & Pinto A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 250

    15.

  15. 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

    16.

  16. PROBLEM SOLVING WITH TECHNOLOGY: MULTIPLE PERSPECTIVES ON MATHEMATICAL CONJECTURING

    Olsher S., Abrahamson D., Arcavi A., Arzarello F., Chazan D., Clark-Wilson A., Leikin R., Sinclair N. & Yerushalmy M. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 134-158

    17.

  17. The mutual contribution between mathematics and other fields: Mathematicians’ and teachers’ views

    Hoffmann A. & Even R. (2023), ZDM - Mathematics Education

    18.

  18. Contemporary Dialogues on Implementation Research at CERME13

    Sánchez Aguilar M., Ahl L. M., Koichu B., Misfeldt M. & Jankvist U. T. (2023), Implementation and Replication Studies in Mathematics Education. 3, 2, p. 123-134

    19.

  19. Boundary Crossing in Curriculum Reform

    Pinto A. & Cooper J. (2023), Mathematics Curriculum Reforms Around the World. Vithal R. & Shimizu Y. (eds.). p. 445-453

    20.

  20. PROCESSES OF UTILIZING ACADEMICS MATHEMATICS IN SECONDARY MATHEMATICS TEACHING

    Mytlis Y. & Pinto A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 298

    21.

  21. What Happens after Implementation? ‘Post-Implementation’ as Framing of Implementation Research in Mathematics Education

    Misfeldt M., Jankvist U. T., Aguilar M. S. & Koichu B. (2023), Implementation and Replication Studies in Mathematics Education. 3, 1, p. 1-13

    22.

  22. Prospective mathematics secondary teachers\u2019 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

    23.

  23. Lesson study and improvisation: Can two walk together, except they be agreed?

    Nagari-Haddif G., Karsenty R. & Arcavi A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 371-378

    24.

  24. What do mathematicians wish to teach teachers about the discipline of mathematics?

    Hoffmann A. & Even R. (2023), Journal of Mathematics Teacher Education. 27, 3, p. 479-497

    25.

  25. 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

    26.

  26. From teacher professional development to teacher personal-professional growth: The case of expert science and mathematics teachers

    Even-Zahav A. & Widder M. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 307-314

    27.

  27. Types and features of dialogical tasks from mathematics teachers' perspective

    Parasha R. & Koichu B. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 19-26

    28.

  28. COMPREHENSION OF MATHEMATICAL TEXTS: TASKS AND LEARNING PROCESSES

    Marco N., Elbaum-Cohen A. & Arcavi A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 197

    29.

  29. LET'S TALK HISTORY…

    Arcavi A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 3-16

    30.

  30. Mathematics teacher educators in an unknowable world: Teaching mathematics for climate justice

    Helliwell T. & Schwarts G. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 35-42

    31.

  31. 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

    32.

  32. Cross-community collaborative task design

    Eraky A., Karsenty R. & Pinto A. (2023), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023. Koichu B., Rubel L., Ayalon M., Tabach M. & Leikin R. (eds.). p. 299-306

    33.

    2022

  33. 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

    34.

  34. 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

    35.

  35. 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

    36.

  36. 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. 55, 8, p. 1875-1895

    37.

  37. Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition

    Pinto A. & Koichu B. (2022), Educational Studies in Mathematics

    38.

  38. 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

    39.

  39. "This cannot be"-refutation feedback and its potential affordances for proof comprehension

    Pinto A. & Cooper J. (2022), Educational Studies in Mathematics

    40.

  40. 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. 76-106

    41.

  41. 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

    42.

  42. ‘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

    43.

  43. 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

    44.

  44. 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

    45.

  45. On Explaining, Explanations and Second Graders

    Hershkowitz R. & Arcavi A. (2022), Special Issues in Early Childhood Mathematics Education Research. p. 209-226

    46.

  46. Professional Learning Communities Across Science Teachers' Careers

    Blonder R. & Vescio V. (2022), Handbook of Research on Science Teacher Education.

    47.

    2021

  47. Mathematical Encounters and Pedagogical Detours: Stories of Disturbance and Learning Opportunities in Teacher Education

    Koichu B. & Zazkis R. (2021)

    48.

  48. 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

    49.

  49. What do teachers learn about the discipline of mathematics in academic mathematics courses?

    Hoffmann A. & Even R. (2021), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. Inprasitha M., Changsri N. & Boonsena N. (eds.). p. 40-47

    50.

  50. 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

    51.

  51. Implementing professional development programs for mathematics teachers at scale: what counts as success?

    Karsenty R. (2021), ZDM. 53, 5, p. 1021-1033

    52.

  52. Science and mathematics teacher educators and their professional growth: special issue

    Park Rogers M., Even R., Krainer K. & Berry A. (2021)

    53.

  53. Long-term research and development in science education: what have we learned?

    Hofstein A., Arcavi A., Eylon B. & Yarden A. (2021)

    54.

  54. 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

    55.

  55. Implementation-related research in mathematics education: the search for identity

    Koichu B., Aguilar M. S. & Misfeldt M. (2021), ZDM. 53, 5, p. 975-989

    56.

  56. Empirical reconstruction of learning progressions based on teachers\u2019 tagging of didactic metadata

    Cooper J., Olsher S. & Yerushalmy M. (2021), Journal of Mathematical Behavior. 61, 100833

    57.

  57. 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

    58.

  58. 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

    59.

  59. 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

    60.

  60. Novice facilitators\u2019 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

    61.

  61. 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

    62.

    2020

  62. Education of Mathematics Teacher Educators

    Even R., Krainer K. & Huang R. (2020), Encyclopedia of Mathematics Education, 2nd edition. Lerman S. (eds.). p. 258-262

    63.

  63. Academic Mathematics in Secondary School Mathematics Teacher Education

    Even R. (2020), Encyclopedia of Teacher Education.

    64.

  64. 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)

    65.

  65. 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

    66.

  66. 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

    67.

  67. Problem posing in the context of teaching for advanced problem solving

    Koichu B. (2020), International Journal of Educational Research. 102, 101428

    68.

  68. 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

    69.

    2019

  69. 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

    70.

  70. 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

    71.

  71. Problem Solving in Mathematics Instruction and Teacher Professional Development

    Felmer P., Liljedahl P. & Koichu B. (2019)

    72.

  72. 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

    73.

  73. 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

    74.

  74. 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

    75.

  75. 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

    76.

  76. Variability in the formal and informal content instructors convey in lectures

    Pinto A. (2019), Journal of Mathematical Behavior. 54, 100680

    77.

  77. Didactic metadata informing teachers\u2019 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

    78.

  78. Norms of proof in different pedagogical contexts

    Pinto A. & Karsenty R. (2019), For the Learning of Mathematics

    79.

  79. 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

    80.

  80. 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

    81.

  81. 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

    82.

  82. Flashes of Creativity

    Palatnik A. & Koichu B. (2019), For the Learning of Mathematics. 39, 2, p. 8-12
    Submitted Version

    83.

  83. 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

    84.

  84. 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

    85.

  85. 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

    86.

  86. 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

    87.

  87. Towards transition-oriented pedagogies in university calculus courses

    Pinto A. (2019), Calculus in upper secondary and beginning university mathematics. p. 116-119

    88.

    2018

  88. Diversity in curriculum committees: challenges and opportunities for cross-community collaboration

    Pinto A. & Cooper J. (2018)

    89.

  89. Professional Development of Mathematics Teachers: Through the Lens of the Camera

    Karsenty R. (2018)

    90.

  90. 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

    91.

  91. 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

    92.

  92. Talking about observed practices: Enhancing novice facilitators' proficiency to steer video-based discussions with mathematics teachers

    Karsenty R. (2018)

    93.

  93. 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

    94.

  94. 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

    95.

  95. 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)

    96.

  96. 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

    97.

  97. 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

    98.

  98. 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

    99.

  99. Boundary crossing in design based research: Lessons learned from tagging didactic metadata

    Cooper J. & Olsher S. (2018)

    100.

  100. Reflecting on didactic metadata of learning sequences

    Cooper J., Olsher S. & Yerushalmy M. (2018)

    101.

  101. 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

    102.

  102. 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)

    103.

  103. 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

    104.

  104. 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

    105.

  105. Hacia una visión integradora de la enseñanza y el aprendizaje de las matemáticas

    Arcavi A. (2018), Educación Matemática. 30, 2, p. 33-48

    106.

  106. 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)

    107.

  107. 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

    108.

  108. 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

    109.

  109. 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

    110.

  110. 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

    111.

  111. 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

    112.

  112. 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

    113.

  113. 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

    114.

  114. 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

    115.

  115. 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

    116.

    2017

  116. 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

    117.

  117. 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

    118.

  118. A splitting theorem for spaces of Busemann non-positive curvature

    Pinto A. (2017), Groups Geometry And Dynamics. 11, 1, p. 1-27

    119.

  119. Video as a catalyst for mathematics teachers’ professional growth

    Karsenty R. & Sherin M. G. (2017), Journal of Mathematics Teacher Education. 20, p. 409-413

    120.

  120. 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

    121.

  121. 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))

    122.

  122. 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

    123.

  123. 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

    124.

  124. Videotaped lessons as means to enhance reflection and knowledge of secondary mathematics teachers

    Karsenty R. (2017)

    125.

  125. “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))

    126.

  126. 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

    127.

  127. 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

    128.

  128. The Learning and Teaching of Algebra: Ideas, Insights and Activities

    Arcavi A., Drijvers P. & Stacey K. (2017)

    129.

  129. Heuristic and engagement aspects of learning through long-term collaborative mathematical problem solving and problem posing

    Koichu B. (2017)

    130.

  130. Tasks and Competencies in the Teaching and Learning of Algebra

    Friedlander A. & Arcavi A. (2017)

    131.

  131. 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

    132.

  132. 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

    133.

  133. 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

    134.

  134. 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

    135.

  135. 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.

    136.

  136. 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

    137.

  137. Sense making in the context of algebraic activities

    Palatnik A. & Koichu B. (2017), Educational Studies in Mathematics. 95, 3, p. 245-262

    138.

  138. 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

    139.

  139. 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

    140.

  140. 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

    141.

  141. 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

    142.

  142. 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

    143.

  143. 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

    144.

  144. 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

    145.

    2016

  145. 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

    146.

  146. 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

    147.

  147. 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

    148.

  148. 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

    149.

  149. 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

    150.

  150. 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

    151.

  151. 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

    152.

  152. 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

    153.

  153. Preparing facilitators to conduct video-based professional development for mathematics teachers: Needs, experiences and challenges

    Karsenty R. (2016)

    154.

  154. 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

    155.

  155. 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

    156.

  156. Enhancing reflective skills of secondary mathematics teachers through video-based peer discussions: The case of cross-cultural learning

    Karsenty R. & Schwarts G. (2016)

    157.

  157. Miradas Matemáticas y Pensamiento Numérico

    Arcavi A. (2016), Avances de Investigacion en Educacion Matematica. 9, p. 11-19

    158.

  158. 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

    159.

  159. 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

    160.

    2015

  160. 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)

    161.

  161. 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))

    162.

  162. Proving as problem solving: The role of cognitive decoupling

    Koichu B. & Leron U. (2015), Journal of Mathematical Behavior. 40B, p. 233-244

    163.

  163. 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

    164.

  164. Exploring practices and beliefs that shape the teaching of mathematical ways of thinking and doing at university

    Pinto A. (2015)

    165.

  165. A fictional dialogue on infinitude of primes: introducing virtual duoethnography

    Zazkis R. & Koichu B. (2015), Educational Studies in Mathematics. 88, 2, p. 163-181

    166.

  166. Exploring insight: Focus on shifts of attention

    Palatnik A. & Koichu B. (2015), For the Learning of Mathematics. 35, 2, p. 9-14

    167.

  167. 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

    168.

  168. 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

    169.

  169. 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

    170.

  170. 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

    171.

  171. 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

    172.

  172. 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

    173.

  173. 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

    174.

  174. 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

    175.

  175. 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

    176.

  176. 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

    177.

    2014

  177. 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

    178.

  178. Networking theories by iterative unpacking

    Koichu B. (2014), PNA. 8, 4, p. 151-161

    179.

  179. 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

    180.

  180. 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

    181.

  181. Educating the eye: The agam program

    Hershkowitz R., Eylon B. S., Ilani L., Markovits M. & Rosenfeld S. (2014)

    182.

  182. Challenges associated with the professional development of didacticians

    Even R. (2014), ZDM - International Journal on Mathematics Education. 46, 2, p. 329-333

    183.

  183. Education of mathematics teacher educators

    Even R. & Krainer K. (2014), Encyclopedia of Mathematics Education. Lerman S.. (eds.). p. 202-204

    184.

  184. 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

    185.

  185. Education for All and for Each and Every One in the Israeli Education System: Status report and recommendations

    Arcavi A. & Levy N. (2014)

    186.

  186. 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.).

    187.

  187. 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

    188.

  188. 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

    189.

  189. 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.).

    190.

  190. The interplay of empirical and deductive reasoning in proving \u201cif\u201d and \u201conly if\u201d statements in a Dynamic Geometry environment

    Lachmy R. & Koichu B. (2014), Journal of Mathematical Behavior. 36, p. 150-165

    191.

  191. 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

    192.

  192. The Interplay of Factors Involved in Shaping Students' Opportunities to Learn Mathematics

    Even R. (2014), Transforming Mathematics Instruction. p. 459-474

    193.

  193. 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

    194.

  194. 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

    195.

  195. 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))

    196.

    2013

  196. 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

    197.

  197. 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

    198.

  198. 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

    199.

  199. 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

    200.

  200. 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

    201.

  201. 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

    202.

  202. Reflexiones sobre el Álgebra escolar y su enseñanza

    Arcavi A. (2013), Investigación en didáctica de la matemática. p. 13-22

    203.

  203. 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

    204.

  204. 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

    205.

  205. 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

    206.

  206. 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

    207.

  207. 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

    208.

    2012

  208. Practicing Algebraic Skills: A Conceptual Approach

    Arcavi A. & Friedlander A. (2012), The Mathematics teacher. 105, 8, p. 608-614

    209.

  209. Argumentative activity in different beginning algebra classes and topics

    Ayalon M. & Even R. (2012)

    210.

  210. Achieving the feeling of innovation in expert problem posing

    Kontorovich I. & Koichu B. (2012), the 17th MAVI (Mathematical Views) Conference. Helsinki: Finland

    211.

  211. Feeling of innovation in expert problem posing

    Kontorovich I. & Koichu B. (2012), Nordic Studies in Mathematics Education. 17, 3-4, p. 199-212

    212.

  212. Deductive Reasoning and Learning

    Ayalon M. & Even R. (2012), Encyclopedia of the Sciences of Learning. p. 911-912

    213.

  213. Education of Teacher Educators

    Even R. (2012), Encyclopedia of the Sciences of Learning. p. 1073-1075

    214.

  214. 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

    215.

  215. 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

    216.

  216. Alternative theoretical perspectives in and for mathematics education

    Even R. (2012)

    217.

  217. 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

    218.

  218. Justifications and explanations in Israeli 7th grade math textbooks

    Dolev S. & Even R. (2012)

    219.

  219. 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

    220.

  220. Challenges associated with conceptualizing and developing teacher expertise in mathematics instruction

    Even R. (2012)

    221.

  221. 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

    222.

    2011

  222. 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

    223.

  223. 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

    224.

  224. 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

    225.

  225. Argumentation in the mathematics classroom: The role of the teacher, the mathematical situation, and the classroom

    Ayalon M. & Even R. (2011)

    226.

  226. Exploring mathematical thinking and giftedness of high achievers who learn mathematics in different types of classes

    Leikin R., Berman A. & Koichu B. (2011)

    227.

  227. 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

    228.

  228. Mathematicians teaching elementary school teachers – A case study

    Cooper J. (2011)

    229.

  229. 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

    230.

  230. 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

    231.

  231. 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

    232.

  232. 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

    233.

  233. 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

    234.

  234. Alan H. Schonenfeld: How We Think—A Theory of Goal-Oriented Decision Making and its Educational Implications: Routledge ISBN: 978-0-415-87865-4, 2011, XVIII + 245 (paperback)

    Arcavi A. (2011), ZDM. 43, 6, p. 1017-1019

    235.

  235. 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

    236.

  236. 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

    237.

    2010

  237. Focusing on educators of practicing teachers of mathematics: An Israeli perspective on scalability and sustainability

    Even R. (2010)

    238.

  238. 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

    239.

  239. 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

    240.

  240. An operational definition of learning

    Harel G. & Koichu B. (2010), Journal of Mathematical Behavior. 29, 3, p. 115-124

    241.

  241. 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

    242.

  242. 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)

    243.

  243. 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

    244.

  244. 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

    245.

  245. 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

    246.

  246. The nature of transformational algebraic activities addressed in different classes of the same teacher

    Ayalon M. & Even R. (2010)

    247.

  247. 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

    248.

    2009

  248. 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

    249.

  249. 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

    250.

  250. Mathematical behaviors of successful students from a challenged ethnic minority

    Mulat T. & Arcavi A. (2009)

    251.

  251. 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

    252.

  252. 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

    253.

  253. 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

    254.

  254. 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

    255.

  255. The Languages of Mathematics

    Arcavi A. (2009), Episteme Reviews.

    256.

  256. 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

    257.

  257. 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

    258.

  258. 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

    259.

    2008

  259. Modelling with Graphical Representations

    Arcavi A. (2008), For the Learning of Mathematics. 28, 2, p. 2-10

    260.

  260. 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

    261.

  261. Learning to connect professional development for teachers and change initiatives in school mathematics

    Even R. (2008)

    262.

  262. 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

    263.

  263. 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

    264.

  264. 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

    265.

  265. Views of mathematical educators on the role of mathematics learning in the development of deductive reasoning‏

    Ayalon M. & Even R. (2008)

    266.

  266. Making sense of students’ talk and action for teaching mathematics

    Even R. (2008)

    267.

  267. Generating Problems from Problems and Solutions from Solutions

    Arcavi A. & Resnick Z. (2008), The Mathematics teacher. 102, 1, p. 10-14

    268.

  268. If not, what yes?

    Koichu B. (2008), International Journal of Mathematical Education in Science and Technology. 39, 4, p. 443-454

    269.

  269. 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

    270.

  270. 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

    271.

  271. 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

    272.

  272. 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

    273.

  273. Algebra: Purpose and Empowerment

    Arcavi A. (2008), Algebra and Algebraic Thinking in School Mathematics, 70th Yearbook (2008).

    274.

  274. Games Kids Play: A Course in Game Theory

    Cooper J. (2008)

    275.

  275. 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)

    276.

  276. Mathematical creativity and giftedness in teacher professional development

    Even R. & Karp A. (2008)

    277.

  277. 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

    278.

  278. Teaching the same algebra topic in different classes by the same teacher

    Eisenmann T. & Even R. (2008)

    279.

  279. Deductive reasoning: In the eye of the beholder

    Ayalon M. & Even R. (2008), Educational Studies in Mathematics. 69, 3, p. 235-247

    280.

  280. 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

    281.

  281. 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

    282.

  282. 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

    283.

    2007

  283. 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

    284.

  284. Triadic interaction in clinical task-based interviews with mathematics teachers

    Koichu B. & Harel G. (2007), Educational Studies in Mathematics. 65, 3, p. 349-365

    285.

  285. 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)

    286.

  286. 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

    287.

  287. 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

    288.

  288. 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

    289.

  289. Comparing types of algebraic activities in schools with different socio-cultural backgrounds

    Eisenmann T. & Even R. (2007)

    290.

  290. Learning to listen: From historical sources to classroom practice

    Arcavi A. & Isoda M. (2007), Educational Studies in Mathematics. 66, 2, p. 111-129

    291.

  291. 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)

    292.

  292. 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

    293.

    2006

  293. Deductive reasoning: Different conceptions and approaches

    Ayalon M. & Even R. (2006)

    294.

  294. 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)

    295.

  295. 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)

    296.

  296. 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)

    297.

  297. 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

    298.

  298. 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

    299.

  299. 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-

    300.

    2005

  300. The same teacher and the same intended curriculum: Is it the same implemented curriculum?

    Eisenmann T. & Even R. (2005)

    301.

  301. 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

    302.

  302. From a study of teaching practices to issues in teacher education

    Even R., Carrillo J., Rowland T. & Serrazina L. (2005)

    303.

  303. 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

    304.

  304. Using assessment to inform instructional decisions: How hard can it be?

    Even R. (2005), Mathematics Education Research Journal. 17, 3, p. 45-61

    305.

  305. Developing and Using Symbol Sense in Mathematics

    Arcavi A. (2005), For the Learning of Mathematics. 25, 2, p. 42-47

    306.

  306. 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

    307.

  307. ‘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

    308.

  308. 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

    309.

    2004

  309. 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

    310.

  310. 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

    311.

  311. 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

    312.

  312. Education of Mathematics teachers Some thoughts inspired by the Conference

    Arcavi A. (2004)

    313.

  313. 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

    314.

  314. Solving Linear Equations: Why, How and When?

    Arcavi A. (2004), For the Learning of Mathematics. 24, 3, p. 25-28

    315.

  315. Using assessment to inform instructional decisions: How hard could it be?

    Even R. (2004)

    316.

  316. Integrating knowledge and practice in the preparation of providers of professional development for teachers: theoretical and empirical challenges

    Even R. (2004)

    317.

    2003

  317. Connecting research, practice and theory in the development and study of mathematics education: special issue

    Even R. & Ball D. L. (2003)

    318.

  318. The contribution of MANOR to the solution of important practical problems in mathematics education (1993-2003)

    Even R. (2003)

    319.

  319. 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

    320.

  320. 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

    321.

  321. Student assessment: Issues for teacher education

    Even R. & Wallach T. (2003)

    322.

  322. The role of visual representations in the learning of mathematics

    Arcavi A. (2003), Educational Studies in Mathematics. 52, 3, p. 215-241

    323.

  323. On student observation and student assessment

    Even R. & Wallach T. (2003)

    324.

  324. 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

    325.

  325. What Can Teachers Learn from Research in Mathematics Education?

    Even R. (2003), For the Learning of Mathematics. 23, 3, p. 38-42

    326.

    2002

  326. הערכת ההשכלה המתמטית בכיתות של מכון מופ"ת

    Koichu B. (2002)

    327.

  327. 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

    328.

  328. Framework for teacher knowledge and understanding about probability

    Kvatinsky T. & Even R. (2002)

    329.

  329. Implications of competing interpretations of practice to research and theory in mathematics education

    Even R. & Schwarz B. B. (2002)

    330.

  330. Teacher hearing students

    Wallach T. & Even R. (2002)

    331.

  331. Teacher knowledge and understanding of students’ mathematical learning

    Even R. & Tirosh D. (2002), Handbook of International Research in Mathematics Education. p. 219-240

    332.

  332. The Everyday and the Academic in Mathematics

    Arcavi A. (2002), Journal for research in mathematics education. Monograph. 11, p. 12-29

    333.

  333. 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

    334.

  334. 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

    335.

    2001

  335. Teachers’ interpretations of students’ mathematics thinking

    Wallach T. & Even R. (2001)

    336.

  336. 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

    337.

  337. 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

    338.

  338. 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

    339.

  339. 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

    340.

  340. 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.

    341.

    2000

  341. What Is a Circle?

    van Dormolen J. & Arcavi A. (2000), Mathematics in school. 29, 5, p. 15-19

    342.

  342. 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

    343.

  343. The Manor Resource Materials for teacher-leaders and educators

    Even R. (2000)

    344.

  344. Farey Rabbits

    Arcavi A. & Bruckheimer M. (2000), Mathematical Gazette. 84, 500, p. 223-226

    345.

  345. Problem-driven research in mathematics education

    Arcavi A. (2000), The Journal of mathematical behavior. 19, 2, p. 141-173

    346.

  346. Mathematics and its History: an Educational Partnership

    Bruckheimer M. & Arcavi A. (2000), Using history to teach mathematics: an international perspective. p. 135-146

    347.

  347. Didactical Uses of Primary Sources from the History of Mathematics

    Arcavi A. & Bruckheimer M. (2000), Themes in Education. 1, 1, p. 55-74

    348.

  348. שיחה עם פרופסור אפרים פישביין

    Arcavi A. (2000), על"ה. 26, p. 13-16

    349.

    1999

  349. 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

    350.

  350. The Development of Teacher Leaders and Inservice Teacher Educators

    Even R. (1999), Journal of Mathematics Teacher Education. 2, 1, p. 3-24

    351.

  351. 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

    352.

  352. Integrating academic and practical knowledge in a teacher leaders' development program

    Even R. (1999), Educational Studies in Mathematics. 38, 1, p. 235-252

    353.

  353. Mathematics Classroom Situations: An Inservice Course for Elementary School Teachers

    Markovits Z. & Even R. (1999), Mathematics teacher education: critical international perspectives. p. 59-67

    354.

  354. ... 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

    355.

    1998

  355. G. Harvard and P. Hodkinson (eds.). 1994. Action and reflection in teacher education

    Even R. (1998)

    356.

  356. Factors involved in linking representations of functions

    Even R. (1998), Journal of Mathematical Behavior. 17, 1, p. 105-121

    357.

  357. Univalence: A Critical or Non-Critical Characteristic of Functions?

    Even R. & Bruckheimer M. (1998), For the Learning of Mathematics. 18, 3, p. 30-32

    358.

  358. 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

    359.

  359. 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.

    360.

    1997

  360. 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

    361.

  361. A close look at the use of mathematics-classroom-situation cases in teacher education

    Even R. & Markovits Z. (1997)

    362.

  362. כבדהו וחשדהו

    Hershkowitz R. & Arcavi A. (1997), על"ה. 21, p. 41-41

    363.

  363. The development of teacher-leaders and in-service teacher educators

    Even R. (1997)

    364.

    1996

  364. Teacher subject-matter knowledge and pedagogical content knowledge: Research and development

    Even R., Tirosh D. & Markovits Z. (1996)

    365.

    1995

  365. Teaching and learning algebra: Past, present, and future

    Arcavi A. (1995), The Journal of mathematical behavior. 14, 1, p. 145-162

    366.

  366. 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

    367.

  367. FAREY SERIES AND PICKS AREA THEOREM

    Bruckheimer M. & Arcavi A. (1995), Mathematical Intelligencer. 17, 4, p. 64-67

    368.

  368. A Visual Approach to Some Elementary Number Theory

    Bruckheimer M. & Arcavi A. (1995), Mathematical Gazette. 79, 486, p. 471-478

    369.

  369. Farey series and pick’s area theorem

    Bruckheimer M. & Arcavi A. (1995), The Mathematical intelligencer. 17, 4, p. 64-67

    370.

  370. 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

    371.

  371. 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

    372.

    1994

  372. Teaching situations: Elementary teachers' pedagogical content knowledge

    Markovits Z. & Even R. (1994)

    373.

  373. Symbol Sense: Informal Sense-Making in Formal Mathematics

    Arcavi A. (1994), For the Learning of Mathematics. 14, 3, p. 24-35

    374.

  374. Tel-Aviv project for improving mathematics teaching in junior-high schools: A teacher development approach (1990–1993) - short description

    Even R. (1994)

    375.

  375. 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

    376.

  376. Constructing meaningful understanding of mathematics content

    Even R. & Lappan G. (1994), Professional development for teachers of mathematics: 1994 yearbook. p. 128-143

    377.

  377. Engineering Curriculum Tasks on the Basis of Theoretical and Empirical Findings

    Arcavi A., Hadas N. & Dreyfus T. (1994)

    378.

  378. How teachers deal with their students' conception of algebraic expressions as incomplete

    Even R. (1994)

    379.

    1993

  379. 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.

    380.

  380. 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

    381.

  381. Robustness’ extension of the rule for testing statistical hypotheses

    Sivers V. & Koichu B. (1993), Automation. 1, p. 22-37

    382.

  382. [title in Ukrainian]

    Koichu B. (1993), Conspectus. 1, p. 46-56

    383.

  383. 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

    384.

  384. 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

    385.

  385. Teachers' Pedagogical Content Knowledge of Functions: Characterization and Applications

    Even R. & Markovits Z. (1993), Journal of structural learning. 12, 1, p. 35-51

    386.

  386. 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

    387.

  387. סקירת קשיים בשימוש בתרשימי קרניים באופטיקה הגיאומטרית

    Ronen M., Langley D. & Eylon B. S. (1993), תהודה : עלון למורה הפיסיקה. 15, 2, p. 24-37

    388.

    1992

  388. 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

    389.

  389. 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

    390.

  390. Word Problems and Equations: An Historical Activity for the Algebra Classroom

    Ofir R. & Arcavi A. (1992), Mathematical Gazette. 76, 475, p. 69-84

    391.

  391. 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

    392.

  392. Connectedness in teaching algebra

    Robinson N., Even R. & Tirosh D. (1992)

    393.

    1991

  393. 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

    394.

  394. 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)

    395.

  395. Teachers' pedagogical knowledge: The case of functions

    Even R. & Markovits Z. (1991)

    396.

  396. Reading Bombelli's x-purgated Algebra

    Arcavi A. & Bruckheimer M. (1991), The College mathematics journal. 22, 3, p. 212-219

    397.

    1990

  397. 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

    398.

  398. Desperately Looking for the Focus

    Arcavi A. & Nachmias R. (1990), Mathematics in School. 19, 2, p. 19-23

    399.

  399. The two faces of the inverse function: Prospective teachers' use of "undoing"

    Even R. (1990)

    400.

  400. 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

    401.

  401. L'ALGEBRE AVANT LA LETTRE

    Arcavi A., Friedlander A. & Hershkowitz R. (1990), Petit x. 24, p. 61-67

    402.

  402. האלגברה שלפני האלגברה

    Arcavi A., Friedlander A. & Hershkowitz R. (1990), מספרים – עלון מורי מתמטיקה. 3, 3, p. 48-62

    403.

  403. Subject matter knowledge for teaching and the case of functions

    Even R. (1990), Educational Studies in Mathematics. 21, 6, p. 521-544

    404.

  404. החיפוש אחר המוקד

    Arcavi A. & Nachmias R. (1990), על"ה. 7, p. 49-56

    405.

  405. Prospective secondary mathematics teachers' thinking about teaching the concept of function

    Even R. (1990)

    406.

  406. The interplay between students' behavior and the mathematical structure of problem situations - issues and examples

    Hershkowitz R. & Arcavi A. (1990)

    407.

  407. Tessellations

    Even R. (1990), Projects to enrich school mathematics, level 1. p. 103-112

    408.

  408. Functional pedagogical knowledge

    Markovits Z. & Even R. (1990)

    409.

    1989

  409. Large Numbers and Calculators: A Classroom Activity

    Arcavi A. & Hadas N. (1989), School Science and Mathematics. 89, 5, p. 412-416

    410.

  410. 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

    411.

  411. Learning Y-Intercept: Assembling the pieces of an "atomic" concept

    Arcavi A., Smith J. & Schoenfeld A. H. (1989)

    412.

  412. סביבה ממוחשבת לייצוג פונקציות באמצעות מערכת צירים מקבילה

    Arcavi A. & Nachmias R. (1989), מספרים – עלון מורי מתמטיקה. 2, 3, p. 7-17

    413.

  413. Incipient algebraic thinking in pre-algebra students

    Arcavi A., Hershkowitz R. & Friedlander A. (1989)

    414.

  414. Re-exploring familiar concepts with a new representation

    Arcavi A. & Nachmias R. (1989)

    415.

  415. How do prospective secondary mathematics teachers understand the univalence of functions

    Even R. & Ball, D. L. (1989)

    416.

    1988

  416. On the Meaning of Variable

    SCHOENFELD A. H. & ARCAVI A. (1988), The Mathematics Teacher. 81, 6, p. 420-427

    417.

  417. 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)

    418.

  418. Changing Mathematical Conceptions of Preservice Teachers: A Content and Pedagogical Intervention

    Lappan G., Even R., Lanier P., Schram P. & Wilcox S. (1988)

    419.

  419. 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

    420.

    1987

  420. Using historical materials in the mathematics classroom

    Arcavi A. (1987), The Arithmetic teacher. 35, 4, p. 13-16

    421.

  421. Geometrical Adventures in Functionland

    Hershkowitz R., Arcavi A. & Eisenberg T. (1987), The Mathematics teacher. 80, 5, p. 346-352

    422.

  422. 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

    423.

    1986

  423. 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)

    424.

  424. Functions Today and Yesterday

    Eylon B., Markovits Z. & Bruckheimer M. (1986), For the Learning of Mathematics. 6, 2, p. 18-28

    425.

  425. 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)

    426.

  426. A curriculum for fostering visual thinking in young children: The Agam Program

    Eylon B. S. & Razel M. (1986), הד הגן. 50, p. 449-458

    427.

  427. Developing Visual Language Skills: The Agam Program

    Razel M. & Eylon B. (1986), Journal of visual, verbal languaging. 6, 1, p. 49-54

    428.

    1985

  428. "הרפתקאות הנדסיות" בעזרת מושג הפונקציה

    Arcavi A. & Hershkowitz R. (1985), שבבים – עלון מורי מתמטיקה. 24, p. 1-18

    429.

  429. חשוב לחשוב כשמחשבים במחשב הכיס

    Hadas N. & Arcavi A. (1985), שבבים – עלון מורי מתמטיקה. 25, p. 1-6

    430.

  430. History of mathematics and mathematics education: A suggested bibliography

    Arcavi A. (1985), Zentralblatt für Didaktik der Mathematik. 17, 1, p. 26-29

    431.

  431. Students preferences for industrial case studies

    NAE H. & Hofstein A. (1985), Journal of Chemical Education. 62, 3, p. 198

    432.

    1984

  432. פונקציות ה"מוגדרות" על ידי תנאים

    Markovits Z., Eylon B. S. & Bruckheimer M. (1984), שבבים. 24

    433.

    1983

  433. הבנת ההגדרה של מושג הפונקציה על ידי תלמידי כיתות ט'

    Markovits Z., Eylon B. S. & Bruckheimer M. (1983), שבבים. 22

    434.

  434. 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

    435.

  435. 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

    436.

    1982

  436. 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

    437.

  437. איך נלמד את הכפל במספרים שליליים?

    Arcavi A. (1982), שבבים – עלון מורי מתמטיקה. 20

    438.

    1981

  438. How Shall We Teach the Multiplication of Negative Numbers?

    Arcavi A. & Bruckheimer M. (1981), Mathematics in School. 10, 5, p. 31-33

    439.

    1980

  439. פגישת האוניות

    Arcavi A. (1980), שבבים – עלון מורי מתמטיקה. 15, p. 1-4

    440.