2026

  1. The effectiveness of a principle-based professional development programme in promoting teachers' high-level talk in primary mathematics classrooms

    Brandel N., Deri M., Karsenty R. & Schwarz B. B. (2026), British Journal of Educational Psychology. 96, 1, p. 356-381

    2.

  2. Realistic visual representations as mediators between everyday and mathematical discourses in heterogeneous classrooms

    Weingarden M., Karsenty R. & Koichu B. (2026), Journal of Mathematical Behavior. 81, 101300

    3.

  3. The interplay between metacognitive and self-assessment skills of mathematics teachers as learners in online problem-solving forums

    Kohen Z., Keller N. & Koichu B. (2026), Technology, Knowledge and Learning

    4.

  4. Undergraduate Mathematics Students Narratives on Mathematical Curiosity and Its Relation to Problem Solving

    Felmer P. & Koichu B. (2026), Mathematical Curiosity. Karp A., Cai J. & Leikin R. (eds.). Cham p. 263-288

    5.

  5. “You know, its like the evolvement of a caterpillar into a butterfly”: Identity shifts of novice mathematics teacher educators along their professional journeys

    Karsenty R. (2026), Journal of Mathematical Behavior. 83, 101335

    6.

  6. From Student to Teacher, to Teacher of Teachers, to Teacher of Teachers of Teachers: Reflections from Trodding Along a Long Winding Road: Reflections from Trodding Along a Long Winding Road

    Arcavi A. (2026), Mathematics Teacher Educator Expertise: Experiences, Conceptions, Learning and Development. Chapman O., Chorney S. & Helliwell T. (eds.). Cham p. 427-440

    7.

  7. Curious About Curiosity

    Arcavi A. (2026), Mathematical Curiosity: Conceptualizations and Multiple Perspectives. Karp A., Cai J. & Leikin R. (eds.). p. 139-155

    8.

  8. A Scoping Review of Mathematics Teachers Use of Evidence of Students Learning for Informing Instructional Decisions: Two Approaches

    Even R. & Silverman B. (2026), International Journal of Science and Mathematics Education. 24, 5, 61

    9.

  9. Implementation, Resistance and Change: the Latin American Connection

    Sánchez Aguilar M., Misfeldt M., Jankvist U. T. & Koichu B. (2026), Implementation and Replication Studies in Mathematics Education. 6, 1, p. 1-10

    10.

    2025

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

    Ehrenfeld N. (2025), Journal of Mathematics Teacher Education. 28, 3, p. 545-574, n3

    11.

  11. Harnessing Asynchronous Digital Simulations of Problem-based Lessons to Support Mathematics Teachers Professional Development: A Design-based Approach

    Schwarts G., Herbst P. & Brown A. M. (2025), International Journal of Science and Mathematics Education. 23, 6, p. 1883-1916

    12.

  12. Planning and Improvising: Allies? Enemies? Companions?

    Nagari-Haddif G., Karsenty R. & Arcavi A. (2025), For the Learning of Mathematics. 45, 1, p. 45-49

    13.

  13. Socio-ecological complexities in Israel? Stories and silences in Israeli national mathematics tests

    Rubel L. H., Ehrenfeld N., Schwarts G., Dreyfus T. & Sfard A. (2025), Proceedings of the 27th ICMI Study Conference (Mathematics Education and the Socio-Ecological. Coles A., Bose A., Solares-Rojas A., Vistro-Yu C. P. & le Roux K. (eds.).

    14.

  14. The Current State of Implementation Research in Mathematics Education

    Ahl L. M., Helenius O., Færch J. V., Koichu B., Misfeldt M., Aguilar M. S. & Jankvist U. T. (2025), Implementation and Replication Studies in Mathematics Education. 5, 1, p. 1-17

    15.

  15. To Share Your Stance, or Not to Share?: Positioning, Identity, and Agency of Mathematics Teachers Becoming Facilitators

    Schwarts G., Karsenty R. & Arcavi A. (2025), School Science and Mathematics

    16.

  16. History of Mathematics as a Component of Mathematical Knowledge for Teaching

    Arcavi A. (2025), History and Epistemology in Mathematics Education. barbin E., tortoriello F. S., Menghini M. & Fried M. N. (eds.). p. 305-317

    17.

  17. The impact of video-based professional development on mathematics teachers sustained implementation of accountable talk practices

    Deri M., Karsenty R. & Schwarz B. B. (2025), Proceedings of the International Group for the Psychology of Mathematics Education. 1, p. 203-210

    18.

  18. Prospective Mathematics Teachers' Perceptions on Collaborative Lesson Study

    Nagari-Haddif G., Arcavi A. & Karsenty R. (2025), Proceedings of the International Group for the Psychology of Mathematics Education. 2, p. 131-138

    19.

  19. Moving beyond moves: Redefining mathematically responsive teaching as a humanistic stance

    Schwarts G. (2025), Proceedings of the International Group for the Psychology of Mathematics Education. 2, p. 267-274

    20.

  20. Tracking teachers learning to select student work for classroom discussion in a simulation

    Herbst P., Jeon S., Schwarts G., Savuran Y. & Brown A. (2025), Proceedings of the International Group for the Psychology of Mathematics Education. 1, p. 379-386

    21.

  21. Tensions as springboards to actions in a partnership between mathematics teachers and mathematics education researchers

    Widder M., Tabach M. & Koichu B. (2025), Journal of Mathematics Teacher Education. 28, 1, p. 239-265

    22.

  22. What is ... a boundary Object?

    Pinto A. & Lai Y. (2025), Notices of the American Mathematical Society. 72, 5, p. 523-527

    23.

  23. Mathematics teacher educators navigational expertise when designing multimodal representations of practice: a semiotic analysis

    Schwarts G., Herbst P., Chazan D., Buchbinder O., Clark L. M., Wieman R. & Zahner W. (2025), Journal of Mathematics Teacher Education. 28, 2, p. 341-368

    24.

  24. Resilience as a pedagogical Process: A multidimensional model of STEM teachers cognitive, emotional, and social resilience during crisis

    Alon L., Schwarts G. & Sabbah S. (2025), Teaching and Teacher Education. 167, 105225

    25.

  25. "I Don't Understand the Purpose of This Experience": Tensions in Collaborative, Process-oriented Professional Development for Mathematics Teachers

    Schwarts G., Herbst P. & Brown A. (2025), Mathematics Teacher Education and Development. 27, 1, 3

    26.

  26. The epistemological and authority shifts in mathematical facilitation

    Schwarts G. (2025), For the Learning of Mathematics. 45, 3, p. 14-19

    27.

  27. Peace of mind", and what else?: Connections between resilience, everyday life, and learning mathematics from the perspective of teachers in a Jewish-Arab writing group

    Schwarts G., Alon L. & Sabbah S. (2025), Proceedings of the 13th Jerusalem Conference on Research in Mathematics Education. Anabousy A., Palatnik A., Weingarden M., Ehrenfeld N., Barkal R., G S. & Kohen Z. (eds.). p. 144-145

    28.

  28. Shifting from on-site to on-line: How can key design criteria for effective PD be transferred to online, asynchronous programs?.

    Schwarts G. & Friesen M. (2025), The 14th Congress of the European Society for Research in Mathematics Education.

    29.

  29. The Learning to Facilitate Framework: A model for preparing professional development facilitators

    Borko H., Jarry-Shore M., Schwarts G., Karsenty R., Prediger S. & Rösike K. A. (2025), The 14th Congress of the European Society for Research in Mathematics Education.

    30.

  30. Subjects and objects of research and theories of learning in the education and professional development of mathematics teachers

    Friesen M., Helliwell T., Biró F., Casi R., Ebbelind A., Fauskanger J., Ivars P., Samková L. & Schwarts G. (2025), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education.
    Submitted Version

    31.

  31. "Solid Findings" in Mathematics Education: an Inspiration for Replication

    Jankvist U. T., Sánchez Aguilar M., Koichu B. & Misfeldt M. (2025), Implementation and Replication Studies in Mathematics Education. 5, 2, p. 137-150

    32.

  32. Advancing Ecological Conceptualizations of Learning through Studying World-Making Practices in Interdisciplinary Education

    Markauskaite L., Schwartz B., Novis-Deutsch N., Papendieck A., Arthars N., Muukkonen H., Damsa C., Cohen E., Clarke J. A., Esterhazy R., Heyd-Metzuyanim E., Kajamaa A., Koichu B., Mathissen L., Tabach M., Wøien H., Yarden A., Kali Y. & Reimann P. (2025), Proceedings of the 19th International Conference of the Learning Sciences. Antti R. (eds.). p. 2451-2459

    33.

  33. Conversations on Student Problem-Solving Experiences in a Learning Environment Combining Classroom Teaching and an Asynchronous Forum

    Keller N. & Koichu B. (2025), Social Media in the Changing Mathematics Classroom. Oates G., Engelbrecht J. & de Carvalho Borba M. (eds.). Cham p. 85-107

    34.

  34. An introduction to TWG23: Implementation of research findings in mathematics education

    Ahl L. M., Helenius O., Koichu B., Færch J. V. & Sánchez Aguilar M. (2025), Proceedings of the fourteenth Congress of the European Society for Research in Mathematics Education. Spagnolo C., Bolondi G., Bosch M. & Carreira S. (eds.). p. 3801-3804

    35.

  35. Curiosity in Mathematics: Theoretical, Methodological and Practical Lenses

    Leikin R., Pitta-Pantazi D., Cai J., Hsu H., Felmer P., Gödeke P., karp A., Koichu B., Krawitz J., Robison V., Schukajlow S. & Zazkis R. (2025), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education. Randolph A., Peri A., Cornejo C., Gomez D. M., Dartnell P., Felmer P. & Araya P. (eds.). p. 151-180

    36.

  36. Post-funding implementation - Attending to teachers' readiness

    Cooper J. & Koichu B. (2025), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). Bozen-Bolzano, Italy Vol. TWG23: Implementation of Research Findings in Mathematics Education.

    37.

    2024

  37. Using scaffolds in support of teachers as task designers in geometry: a case study

    Rachamim M., Berman A. & Koichu B. (2024), International Journal of Mathematical Education in Science and Technology. 55, 8, p. 1875-1895

    38.

  38. 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

    39.

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

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

    40.

  40. Advances in research on mathematical problem posing: Focus on task variables

    Cai J., Koichu B., Rott B. & Jiang C. (2024), Journal of Mathematical Behavior. 76, 101186

    41.

  41. 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. 55, 1, p. 93-113

    42.

  42. 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

    43.

  43. Middle school students' use of the energy concept to engage in new learning: What ideas matter?

    Nordine J., Kubsch M., Fortus D., Krajcik J. & Neumann K. (2024), Journal of Research in Science Teaching. 61, 9, p. 2191-2222

    44.

  44. The role of representations of practice in bridging the gap between research and practice when discussing teaching

    Weingarden M. & Ehrenfeld N. (2024), Proceedings of the 15th International Congress on Mathematical Education (ICME 2024).

    45.

  45. Bridging the mathematical and social dimensions of undergraduate calculus: Students perspectives on a program of weekly guided collaborative problems solving

    Ehrenfeld N. & Mark A. (2024), Proceedings of the Research of Undergraduate Mathematics Education Conference (RUME 2024).

    46.

  46. Pedagogical mediators for mathematics teacher learning: comparing four representations of practice and conceptual frameworks

    Ehrenfeld N. & Weingarden M. (2024), Proceedings AERA 2024.
    Submitted Version

    47.

  47. Theoretical Perspectives on Studying Mathematics Teacher Collaboration

    da Ponte J. P., Miyakawa T., Bannister N., Koichu B. & Pepin B. (2024), Teachers of Mathematics Working and Learning in Collaborative Groups. p. 25-67

    48.

  48. Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration

    Karsenty R., Dole S., Clivaz S., Griese B. & Pöhler B. (2024), Teachers of Mathematics Working and Learning in Collaborative Groups. Potari D. & Borko H. (eds.). p. 135-202

    49.

  49. The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers Collaboration

    Koichu B. (2024), Teachers of Mathematics Working and Learning in Collaborative Groups. Potari D. & Borko H. (eds.). p. 301-315

    50.

  50. Simulations of problem-based lessons: Using a conjuncture map to relate design and outcomes

    Schwarts G., Herbst P. & Brown A. (2024), Proceedings of the International Group for the Psychology of Mathematics Education. 4, p. 89-96

    51.

  51. Illustrating a method for analyzing multimodal artifacts used in transactions of practice

    Herbst P., Schwarts G. & Brown A. (2024), Proceedings of the International Group for the Psychology of Mathematics Education. 3, p. 25-32

    52.

  52. Learning to leverage teachers ideas: facilitators growth in moderation practices with simultaneously strong goal focus and participant focus

    Pöhler-Friedrich B., Prediger S., Schwarts G. & Karsenty R. (2024), Journal of Mathematics Teacher Education. 29, 1, p. 107-137

    53.

  53. Teachers' Pedagogical Sensemaking of Mathematics Education Research through Replication: a Way of Increasing Implementability of Research Findings

    Cooper J., Hershkowitz R. & Koichu B. (2024), Implementation and Replication Studies in Mathematics Education. 4, 2, p. 243-281

    54.

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

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

    55.

  55. When Theory Should Guide Action, What Kind of Theorizing Do We Need?

    Prediger S., Jackson K. & Koichu B. (2024), Springer International Handbooks of Education. Kaur B., Prytz J., Clements M. A. (., Lowrie T. & Mesa V. (eds.). p. 341-364

    56.

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

    Hoffmann A. & Even R. (2024), Journal of Mathematics Teacher Education. 27, 3, p. 479-497

    57.

  57. Voluntary Math Clubs - A sustainable Model For Implementing Educational innovation?

    Cooper J. & Badarne A. (2024), PME-47. Leach G., Hunter J., Jhagroo J., Marmur O. & Evans T. (eds.). Vol. 1. p. 124

    58.

  58. The secret life of mathematical problems through the lens of research-practice partnerships

    Koichu B. (2024), PME-47. Leach G., Hunter J., Jhagroo J., Marmur O. & Evans T. (eds.). Vol. 1. p. 14-29

    59.

  59. About Implementability

    Koichu B., Misfeldt M., Sánchez Aguilar M. & Jankvist U. T. (2024), Implementation and Replication Studies in Mathematics Education. 4, 2, p. 161-176

    60.

  60. Navigating the journey from professional development to the classroom: Accountable talk implementation in primary mathematics classes

    Deri M., Karsenty R. & Schwarz B. B. (2024), Proceedings of the International Group for the Psychology of Mathematics Education. 2, p. 176-183

    61.

  61. Gauging professional growth: Moving beyond binary assessments by examining teachers practical arguments in simulations practice

    Brown A., Herbst P. & Schwarts G. (2024), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Morris G. A., Caniglia J., Kosko K. W., Zolfaghari M. & Courtney S. A. (eds.). p. 1234-1243

    62.

  62. Mathematical Competitions and Other Challenging Activities

    Koichu B., Taylor P., Semanišinová I., Yao Y. & Dorichenko S. (2024), Proceedings of the 14th International Congress on Mathematical Education. p. 565-569

    63.

  63. Unveiling Prospective Teachers' Concerns: Using a Guided Reflection Process as Part of Mathematics Teacher Education

    Nagari-Haddif G., Karsenty R. & Arcavi A. (2024), Proceedings of the International Group for the Psychology of Mathematics Education. 3, p. 249-256

    64.

    2023

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

    Hoffmann A. & Even R. (2023), ZDM - Mathematics Education. 55, 4, p. 909-921

    65.

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

    Pinto A. & Koichu B. (2023), Educational Studies in Mathematics. 113, 1, p. 147-164

    66.

  66. 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

    67.

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

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

    68.

  68. 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

    69.

  69. 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. 197-198

    70.

  70. 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

    71.

  71. 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.). University of Haifa, Israel p. 299-306

    72.

  72. 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.). University of Haifa, Israel p. 199-200

    73.

  73. 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

    74.

  74. 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.). University of Haifa, Israel Vol. 1. p. 250

    75.

  75. Processes of utilizing academics mathematics in secondary mathematics iteaching

    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.). University of Haifa, Israel p. 298

    76.

  76. 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

    77.

  77. 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

    78.

  78. 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

    79.

  79. 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

    80.

  80. 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

    81.

  81. The interplay between students' motivational profiles and science learning

    Kubsch M., Fortus D., Neumann K., Nordine J. & Krajcik J. (2023), Journal of Research in Science Teaching. 60, 1, p. 3-25

    82.

  82. 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

    83.

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

    Pinto A. & Cooper J. (2023), Educational Studies in Mathematics. 113, 2, p. 287-306

    84.

  84. Boundary Crossing in Curriculum Reform

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

    85.

  85. 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. (2023), Educational Studies in Mathematics. 112, 2, p. 247-266

    86.

  86. "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, 4, p. 883-896

    87.

  87. 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

    88.

  88. 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.). 1 ed. p. 291-321

    89.

  89. 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. (2023), Journal of Mathematics Teacher Education. 26, 1, p. 27-51

    90.

  90. When the Problem Seems Answerable yet the Solution is Unavailable: Affective Reactions Around an Impasse in Mathematical Discourse

    Heyd-Metzuyanim E. & Cooper J. (2023), International Journal of Research in Undergraduate Mathematics Education. 9, 3, p. 605-631

    91.

  91. What does it mean for geometry teachers to improve a lesson? A multimodal analysis

    Schwarts G., Herbst P., Jeon S. & Brown A. (2023), Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Moss D. & Lamberg T. (eds.). Vol. 1. p. 782-790

    92.

  92. What can researchers and teachers co-learn from data on students' problem-solving experiences?

    Koichu B., Badarneh A. & Farber M. (2023), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Csapodi C., Kónya E., Palmér H., Gosztonyi K. & Drijvers P. (eds.). Budapest, Hungary Vol. TWG23.

    93.

  93. Teaching situations designed by experienced teachers to foster students' mathematical flexibility

    Farber M. & Koichu B. (2023), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Csapodi C., Kónya E., Palmér H., Gosztonyi K. & Drijvers P. (eds.). Budapest, Hungary Vol. TWG22.

    94.

  94. Design considerations and decisions of mathematics teachers in creating dialogical situations for their students

    Parasha R. & Koichu B. (2023), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Csapodi C., Kónya E., Palmér H., Gosztonyi K. & Drijvers P. (eds.). Budapest, Hungary Vol. TWG20.

    95.

  95. Three roles of curiosity in problem posing and solving

    Koichu B. (2023), Mathematical curiosity as means for the developing of mathematical proficiency in a wide range of students. p. 28-30

    96.

  96. Insights into the collaborative work of expert teachers within a lesson study project

    Nagari-Haddif G., Karsenty R. & Arcavi A. (2023), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Csapodi C., Kónya E., Palmér H., Gosztonyi K. & Drijvers P. (eds.). Budapest, Hungary Vol. TWG28.

    97.

    2022

  97. 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

    98.

  98. 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

    99.

  99. 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

    100.

  100. '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

    101.

  101. 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

    102.

  102. PROFESSIONAL LEARNING COMMUNITIES ACROSS SCIENCE TEACHERS CAREERS: The Importance of Differentiating Learning

    Blonder R. & Vescio V. (2022), Handbook of Research on Science Teacher Education. p. 300-312

    103.

  103. 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

    104.

  104. Recent Discussions on Implementation Research at CERME12

    Ahl L. M., Aguilar M. S., Misfeldt M., Koichu B. & Jankvist U. T. (2022), Implementation and Replication Studies in Mathematics Education. 2, 1, p. 1-19

    105.

  105. How about Fidelity?

    Jankvist U. T., Aguilar M. S., Misfeldt M. & Koichu B. (2022), Implementation and Replication Studies in Mathematics Education. 2, 2, p. 131-148

    106.

  106. On Explaining, Explanations and Second Graders

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

    107.

  107. Teachers' qualitative replication of research

    Cooper J. & Hershkowitz R. (2022), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Gutiérrez ?., Fernández C., Planas N. & Llinares S. (eds.). p. 193

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  108. How Can a Setting Influence Ones Reflection?

    Nurick Y., Arcavi A. & Karsenty R. (2022), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Gutiérrez ?., Fernández C., Planas N. & Llinares S. (eds.). p. 259-266

    109.

  109. Mathematical problem posing: task variables, processes, and products

    Cai J., Koichu B., Rott B., Zazkis R. & Jiang C. (2022), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Gutiérrez ?., Fernández C., Planas N. & Llinares S. (eds.). p. 119-145

    110.

  110. How do teachers adopt autonomous problem solving as a classroom practice?

    Zaks R. & Koichu B. (2022), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Gutiérrez ?., Fernández C., Planas N. & Llinares S. (eds.). p. 147-154

    111.

  111. Using online discussion forums for the professional development of mathematics teachers

    Keller N., Koichu B. & Kohen Z. (2022), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Gutiérrez ?., Fernández C., Planas N. & Llinares S. (eds.). p. 19-26

    112.

  112. Ignoring, Upholding, Redirecting, Provoking: Ways of Enacting Norms in a Video-Based Professional Development

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    113.

  113. "It's a Different Mindset Here": Facilitation Challenges in a Practice-Based Professional Development

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    114.

  114. Problem-solving implementation chain: from intended to experienced

    Cooper J. & Koichu B. (2022), Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Bozen-Bolzano, Italy Vol. TWG23.

    115.

    2021

  115. Expressing the Voice of the Textbook-Insights Gained from Tagging Didactic Metadata

    Olsher S. & Cooper J. (2021), International Journal of Science and Mathematics Education. 19, 8, p. 1635-1653

    116.

  116. Empirical reconstruction of learning progressions based on teachers tagging of didactic metadata

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

    117.

  117. 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

    118.

  118. Novice Facilitators Changes in Practices: From Launching to Managing Discussions About Mathematics Teaching

    Schwarts G., Pöhler B., Elbaum-Cohen A., Karsenty R., Arcavi A. & Prediger S. (2021), Journal of Mathematical Behavior. 64, 100901

    119.

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

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

    120.

  120. Understanding mathematics teachers collaborative learning in the context of teachers learning ecologies

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    121.

  121. שגרות הנחייה של עבודה בקבוצות בשיעור מתמטיקה

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    122.

  122. Who-Is-Right tasks as a means for supporting collective looking-back practices

    Koichu B., Parasha R. & Tabach M. (2021), ZDM - Mathematics Education. 53, 4, p. 831-846

    123.

  123. Contribution of academic mathematics studies to teaching topics from the High-school curriculum

    Mytlis Y. & 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.). Vol. 3. p. 301-308

    124.

  124. 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

    125.

  125. Launching Implementation and Replication Studies in Mathematics Education (IRME)

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    126.

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

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

    127.

  127. 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?. Arcavi A., Hofstein A., Yarden A. & Eylon BS. (eds.). Vol. 21. p. 191-214

    128.

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

    Koichu B. & Zazkis R. (2021)

    129.

  129. Long-Term Research and Development in Science Education: What Have We Learned?

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

    130.

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

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

    131.

  131. Instructional innovation in mathematics courses for engineering programs - A case study

    Cooper J., Gamlieli H. L., Koichu B., Karsenty R. & Pinto A. (2021), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. Inprasitha M., Changsri N. & Boonsena N. (eds.). Khon Kaen, Thailand Vol. 2. p. 169-176

    132.

  132. Aspects of the teacher-textbook relationship: What can we learn about teachers when they tag didactic metadata?

    Olsher S. & Cooper J. (2021), ZDM. 53, 6, p. 1347-1358

    133.

  133. 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

    134.

  134. Implementation of mathematics education research as crossing the boundary between disciplined inquiry and teacher inquiry

    Pinto A. & Koichu B. (2021), ZDM - Mathematics Education. 53, 5, p. 1085-1096

    135.

  135. 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, p. 167-180

    136.

  136. What to Replicate?

    Jankvist U. T., Aguilar M. S., Misfeldt M. & Koichu B. (2021), Implementation and Replication Studies in Mathematics Education. 1, 2, p. 141-153

    137.

  137. Novice Facilitators Participation Practices in Discussions About Issues of Mathematics Teaching

    Schwarts G., Arcavi A. & Karsenty 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. 25-32

    138.

  138. דפוסי ההשתתפות של מנחים חדשים בדיונים שהם מובילים בהשתלמויות למורי מתמטיקה

    Schwarts G., Arcavi A. & Karsenty R. (2021), כנס ירושלים התשיעי למחקר בחינוך מתמטי. זילברמן ?., חן-חדד ?. & עובדיה ?. (eds.). p. 59-63

    139.

  139. In the Pursuit of Impact: Design and Practice of Three Innovative Professional Development Programs for Mathematics Teachers

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    140.

    2020

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

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

    141.

  141. 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

    142.

  142. Education of Mathematics Teacher Educators

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

    143.

  143. Academic Mathematics in Secondary School Mathematics Teacher Education

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

    144.

  144. Norms of proof in different pedagogical contexts

    Pinto A. & Karsenty R. (2020), For the Learning of Mathematics. 40, 1, p. 22-27

    145.

  145. 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)

    146.

  146. Mathematics teachers edit textbooks: Opportunities and challenges

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    147.

  147. Education of Mathematics Teacher Educators

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    148.

  148. Mathematical Ability

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    149.

  149. "Can this happen only in Japan?": mathematics teachers reflect on a videotaped lesson in a cross-cultural context

    Schwarts G. & Karsenty R. (2020), Journal of Mathematics Teacher Education. 23, p. 527-554

    150.

  150. Facilitating a Collaborative Professional Development for the First Time

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    151.

  151. כיצד מתרחש שינוי בפרקטיקות של מנחה השתלמות חדש

    Schwarts G., Karsenty R. & Arcavi A. (2020), כנס ירושלים השמיני למחקר בחינוך מתמטי. חן-חדד ?., בסן-צינצינטוס ?. & סגל ?. (eds.). p. 192-194

    152.

  152. Teachers voices from two communities of inquiry engaged in practices of mathematics education research

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    153.

  153. Metacognitive Processes in Online Collaborative Problem Solving Forums: Mathematics Teachers' Dual Roles

    Kohen Z., Keller N. & Koichu B. (2020), ICMI Study 25 Conference Proceedings. Potari D. & Borko H. (eds.). p. 484-491

    154.

  154. רפלקציה על הפרקטיקה והזדמנויות לפיתוח מקצועי של מורים למתמטיקה במרחבים שונים

    Nurick Y., Karsenty R. & Arcavi A. (2020), כנס ירושלים השמיני למחקר בחינוך מתמטי. חן-חדד ?., בסן-צינצינטוס ?. & סגל ?. (eds.). p. 112-114

    155.

    2019

  155. Flashes of Creativity

    Palatnik A. & Koichu B. (2019), For the Learning of Mathematics. 39, 2, p. 8-12
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    156.

  156. 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

    157.

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

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

    158.

  158. Towards transition-oriented pedagogies in university calculus courses

    Pinto A. (2019), Calculus in upper secondary and beginning university mathematics - Conference proceedings MatRIC. Nardi E., Monaghan J. & Dreyfus T. (eds.). Kristiansand, Norway p. 116-119

    159.

  159. Problem Solving in Mathematics Instruction and Teacher Professional Development

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

    160.

  160. 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

    161.

  161. 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

    162.

  162. Reconciling tensions between lecturing and active learning in professional learning communities

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    163.

  163. 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

    164.

  164. Didactic metadata informing teachers selection of learning resources: boundary crossing in professional development: boundary crossing in professional development

    Cooper J., Olsher S. & Yerushalmy M. (2019), Journal of Mathematics Teacher Education. 23, 4, p. 363-384

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  165. Learning to Look at the World Through Mathematical SpectaclesA Personal Tribute to Realistic Mathematics Education

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    166.

  166. 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

    167.

  167. 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

    168.

  168. 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. van den Heuvel-Panhuizen M., Veldhuis M. & Jankvist U. T. (eds.). p. 2630-2637

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  169. From judgmental evaluations to productive conversations: Mathematics teachers' shifts in communication within a video club

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  170. 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. Veldhuis M., van den Heuvel-Panhuizen M. & Jankvist U. T. (eds.). p. 4413-4420

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  171. CONTRIBUTION OF ACADEMIC MATHEMATICS TO TEACHER LEARNING ABOUT THE ESSENCE OF MATHEMATICS

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  172. THE USE OF VIDEO FOR THE LEARNING OF TEACHERS OF MATHEMATICS

    Coles A., Karsenty R., Beswick K., Oates G. & Abdulhamid L. (2019), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Essien A. A., Venkat H., Graven M. & Vale P. (eds.). p. 107-135

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  173. INTERNATIONAL PERSPECTIVES ON PROOF AND PROVING

    Reid D., Jones K. & Even R. (2019), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Essien A. A., Venkat H., Graven M. & Vale P. (eds.). p. 181-182

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  174. From Tools to Resources in the Professional Development of Mathematics Teachers: General perspectives and crosscutting issues

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    175.

  175. Collaborative Construction of Knowledge by Mathematics Teachers in Their Professional Development Communities: Perspectives from Israel and Singapore

    Kaur B. & Karsenty R. (2019), International Handbook of Mathematics Teacher Education. Vol. 3. p. 51-79

    176.

    2018

  176. 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

    177.

  177. 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.). Umeå, Sweden Vol. 2. p. 307-314

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

    Pinto A. & Cooper J. (2018), Conference Proceedings of The Twenty-fourth ICMI Study School Mathematics Curriculum Reforms. Vithal R. & Shimizu Y. (eds.). Tsukuba, Japan p. 547-554

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  179. Mathematics at the virtual school: Why? Why not? Who? What? And So What?

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    180.

  180. On making epistemological inferences based on linguistic observations: a commentary on Shinno et al.

    Koichu B. (2018), For the Learning of Mathematics. 38, 2, p. 25-26

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  181. Which key memorable events are experienced by students during calculus tutorials?

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  182. Action strategies in spatial geometry problem solving supported by dynamic geometry software

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

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    184.

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

    185.

  185. 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)

    186.

  186. 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

    187.

  187. Highlights in the Development of Education and Mathematics Education in the State of Israel: A Timeline

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  188. Enhancing Mathematics Teachers' Knowledge and Reflection Through Peer-Discussions of Videotaped Lessons: A Pioneer Program in Israel

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    189.

  189. Hacia una Visión Integradora de la Enseñanza y el Aprendizaje de las Matemáticas

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

    190.

  190. A reformed mathematics curriculum for low-track students in Israel: What lessons can be learned?

    Karsenty R. (2018), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. p. 365-372

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    Schwarts G. & Karsenty R. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Granberg C., Bergqvist E., Sumpter L. & Österholm M. (eds.). Vol. 4. p. 123-130

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

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    194.

  194. Classroom-Based Issues Related to Proofs and Proving

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  195. Mathematical Problem Solving in Choice-Affluent Environments

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  196. “I Understand” Talk in Script Writing: A Case from Euclids Elements

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    Coopers J. & Karsenty R. (2018), Journal of Mathematics Teacher Education. 21, 3, p. 237-261

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  203. Developing Education Research Competencies in Mathematics Teachers Through TRAIL: Teacher-Researcher Alliance for Investigating Learning.

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  205. 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

    206.

  206. Mathematical and Pedagogical Perspectives on Warranting: Approximating the Root of 18

    Cooper J. & Pinto A. (2017), For the Learning of Mathematics. 37, 2, p. 8-13

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  207. 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.). Dublin, Ireland p. 2217-2224

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  208. Sense making through algebraic activities: A case study

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  209. 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 (CERME). Gueudet G. & Dooley T. (eds.). Dublin, Ireland p. 1953-1960

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

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

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    Olsher S., Yerushalmy M. & Cooper J. (2017), Proceedings of the International Conference on Mathematics Textbook Research and Development 2.

    212.

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

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    214.

  214. Mathematics, Lenses and Videotapes: a Framework and a Language for Developing Reflective Practices of Teaching

    Karsenty R. & Arcavi A. (2017), Journal of Mathematics Teacher Education. 20, p. 433-455

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  216. 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

    217.

  217. 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

    218.

  218. 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

    219.

  219. 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

    220.

  220. 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

    221.

  221. 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))

    222.

  222. 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

    223.

  223. Sense making in the context of algebraic activities

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

    224.

  224. 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

    225.

  225. 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

    226.

  226. 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

    227.

  227. 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

    228.

  228. 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

    229.

  229. Video as a catalyst for mathematics teachers professional growth

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

    230.

  230. 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

    231.

    2016

  231. 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

    232.

  232. Miradas Matemáticas y Pensamiento Numérico

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

    233.

  233. 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

    234.

  234. 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

    235.

  235. 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

    236.

  236. 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

    237.

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

    Karsenty R. (2016)

    238.

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

    Karsenty R. & Schwarts G. (2016)

    239.

  239. 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

    240.

  240. 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

    241.

  241. 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

    242.

  242. 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

    243.

    2015

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

    Pinto A. (2015), Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education. Keene K., Zandieh M., Engelke Infante N. & Fukawa-Connelly T. (eds.). Pittsburgh, Pennsylvania p. 881-888

    244.

  244. 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.). Kassel, Germany p. 236-240

    245.

  245. 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

    246.

  246. 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)

    247.

  247. 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

    248.

  248. 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

    249.

  249. 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

    250.

  250. 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

    251.

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

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

    252.

  252. 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))

    253.

  253. 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

    254.

  254. Challenging mathematics for all and choice-based pedagogies: Plenary address

    Koichu B. (2015), 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

    255.

    2014

  255. 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

    256.

  256. 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

    257.

  257. 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

    258.

  258. 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.).

    259.

  259. 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.).

    260.

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

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

    261.

  261. The interplay of empirical and deductive reasoning in proving “if” and “only if” statements in a Dynamic Geometry environment

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

    262.

  262. 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))

    263.

  263. Networking theories by iterative unpacking

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

    264.

  264. 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

    265.

  265. What counts for being creative? A mathematically gifted students 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

    266.

  266. 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

    267.

    2013

  267. Variability in university mathematics teaching: a tale of two Instructors

    Pinto A. (2013), Proceedings of the Eight Congress of the European Society for Research in Mathematics Education. Ubuz B., Haser C. & Mariotti M. A. (eds.). p. 2416-2425

    268.

  268. 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

    269.

  269. 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

    270.

  270. 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

    271.

  271. 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

    272.

  272. 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

    273.

  273. 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

    274.

  274. 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 p. 2296-2305

    275.

  275. 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), Proceedings of the 8th Conference of the European Society for Research in Mathematics Education. Antalya, Turkey p. 3217-3226

    276.

  276. 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
    Submitted Version

    277.

    2012

  277. A commentary on Gilah Leders chapter “Looking for gold: Catering for mathematically gifted students within and beyond ZDM”: Some Gold Is FoundMuch More Is in the Mine

    Koichu B. (2012), Towards Equity in Mathematics Education. Rivera F. & Forgasz H. (eds.). p. 407-410

    278.

  278. 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

    279.

  279. 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

    280.

  280. Feeling of innovation in expert problem posing

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

    281.

  281. 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

    282.

  282. Achieving the feeling of innovation in expert problem posing

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

    283.

    2011

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

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

    284.

  284. 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

    285.

  285. Mathematicians teaching elementary school teachers A case study

    Cooper J. (2011)

    286.

  286. 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

    287.

  287. On the role of basic assumptions in the debate on the equity issue in gifted education: A commentary on the Gagnés paper

    Koichu B. (2011), Talent Development and Excellence. 3, 1, p. 79-81

    288.

  288. 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

    289.

  289. 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

    290.

  290. 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

    291.

  291. 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

    292.

    2010

  292. 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

    293.

  293. 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

    294.

  294. 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

    295.

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

    Even R. (2010)

    296.

  296. 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

    297.

  297. 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

    298.

  298. 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

    299.

    2009

  299. 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

    300.

  300. 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

    301.

  301. 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

    302.

  302. 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

    303.

  303. 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

    304.

  304. 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

    305.

    2008

  305. Games Kids Play: A Course in Game Theory

    Cooper J. (2008)

    306.

  306. Deductive reasoning: In the eye of the beholder

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

    307.

  307. On considerations of parsimony in mathematical problem solving

    Koichu B. (2008), Proceedings of the Joint Meeting of the 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)

    308.

  308. If not, what yes?

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

    309.

  309. 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

    310.

  310. 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

    311.

  311. 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

    312.

  312. 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

    313.

    2007

  313. 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)

    314.

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

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

    315.

    2006

  315. 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

    316.

  316. 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)

    317.

  317. 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)

    318.

  318. 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

    319.

    2005

  319. 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

    320.

  320. 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

    321.

    2004

  321. 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

    322.

    2003

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

    Even R. (2003)

    323.

  323. 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

    324.

    2002

  324. 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

    325.

  325. הערכת ההשכלה המתמטית בכיתות של מכון מופ"ת

    Koichu B. (2002)

    326.

    2001

  326. Teachers interpretations of students mathematics thinking

    Wallach T. & Even R. (2001)

    327.

    1999

  327. 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

    328.

    1998

  328. 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

    329.

    1997

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

    Even R. (1997)

    330.

    1995

  330. Farey Series and Pick's Area Theorem

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

    331.

    1994

  331. 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

    332.

    1993

  332. 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

    333.

  333. Learning: The Microgenetic Analysis of One Students Evolving Understanding of a Complex Subject Matter Domain

    Schoenfeld A. H., Smith J. P. & Arcavi A. (1993), Advances in instructional Psychology. Vol. 4. p. 55-175

    334.

  334. 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

    335.

  335. Robustness extension of the rule for testing statistical hypotheses

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

    336.

  336. Modeling in high school mathematics

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

    337.

    1990

  337. Desperately Looking for the Focus

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

    338.

  338. 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. 7988

    339.

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

    Even R. (1990)

    340.

  340. Functional pedagogical knowledge

    Markovits Z. & Even R. (1990)

    341.

    1989

  341. Large Numbers and Calculators: A Classroom Activity

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

    342.

  342. 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

    343.

    1988

  343. On the Meaning of Variable

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

    344.

    1987

  344. 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

    345.

    1982

  345. 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

    346.

    1981

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

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

    347.