2024

  1. 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

    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. 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

    4.

  4. 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

    5.

  5. 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

    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. 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

    8.

  8. 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

    9.

  9. 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

    10.

  10. 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

    11.

  11. 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

    12.

  12. Unveiling prospective teachers' concerns: Using a guided reflection process as part of mathematics teacher education

    Nagari-Haddif G., Karsenty R. & Arcavi A. (2024), PME-47. Leach G., Hunter J., Jhagroo J., Marmur O. & Evans T. (eds.). Vol. 3. p. 249-256

    13.

  13. 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).

    14.

  14. 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

    15.

  15. 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).

    16.

  16. 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

    17.

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

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

    18.

    2023

  18. 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

    19.

  19. 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

    20.

  20. 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

    21.

  21. 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

    22.

  22. 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

    23.

  23. 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

    24.

  24. 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

    25.

  25. 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

    26.

  26. 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

    27.

  27. 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

    28.

  28. 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

    29.

  29. 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

    30.

  30. 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

    31.

  31. 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

    32.

  32. 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

    33.

  33. 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.). p. 298

    34.

  34. 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

    35.

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

    Ehrenfeld N. (2023), Journal of Mathematics Teacher Education. 28, 3, p. 545-574, n3

    36.

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

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

    37.

    2022

  37. The road not takenInvestigating 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

    38.

  38. 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

    39.

  39. 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

    40.

  40. On Explaining, Explanations and Second Graders

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

    41.

  41. 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

    42.

  42. 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

    43.

  43. 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

    44.

  44. 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

    45.

  45. 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

    46.

  46. 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

    47.

  47. 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

    48.

  48. 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

    49.

    2021

  49. שגרות הנחייה של עבודה בקבוצות בשיעור מתמטיקה

    Ehrenfeld N. & Horn I. (2021), כנס ירושלים התשיעי למחקר בחינוך מתמטי. p. 90-94

    50.

  50. 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

    51.

  51. 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

    52.

  52. 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.). p. 169-176

    53.

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

    Jankvist U. T., Aguilar M. S., Misfeldt M. & Koichu B. (2021), Implementation and Replication Studies in Mathematics Education. 1, p. 1-19

    54.

  54. 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

    55.

  55. 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

    56.

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

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

    57.

  57. 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

    58.

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

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

    59.

  59. 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

    60.

  60. 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

    61.

  61. 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

    62.

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

    Koichu B. & Zazkis R. (2021)

    63.

  63. 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

    64.

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

    Ehrenfeld N. (2021), Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Olanoff D., Johnson K. & Spitzer S. M. (eds.). p. 623-632

    65.

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

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

    66.

    2020

  66. 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

    67.

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

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

    68.

    2019

  68. Learning to Look at the World Through Mathematical SpectaclesA 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

    69.

  69. Norms of proof in different pedagogical contexts

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

    70.

  70. 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

    71.

  71. Flashes of Creativity

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

    72.

  72. 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

    73.

  73. 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

    74.

  74. Learning: The Microgenetic Analysis of One Students 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

    75.

  75. 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

    76.

  76. Towards transition-oriented pedagogies in university calculus courses

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

    77.

  77. 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

    78.

  78. 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

    79.

  79. 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

    80.

  80. 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

    81.

  81. 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

    82.

  82. Problem Solving in Mathematics Instruction and Teacher Professional Development

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

    83.

  83. 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

    84.

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

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

    85.

  85. 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

    86.

    2018

  86. Reflecting on didactic metadata of learning sequences

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

    87.

  87. 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

    88.

  88. 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

    89.

  89. 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)

    90.

  90. 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

    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. 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

    93.

  93. 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)

    94.

  94. 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

    95.

  95. 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

    96.

  96. 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

    97.

  97. 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

    98.

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

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

    99.

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

    Pinto A. & Cooper J. (2018)

    100.

  100. 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

    101.

  101. 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

    102.

  102. 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

    103.

  103. 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

    104.

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

    Karsenty R. (2018)

    105.

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

    Cooper J. & Olsher S. (2018)

    106.

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

    Karsenty R. (2018)

    107.

    2017

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

    Koichu B. (2017)

    108.

  108. 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

    109.

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

    Karsenty R. (2017)

    110.

  110. 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

    111.

  111. 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

    112.

  112. 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

    113.

  113. 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

    114.

  114. 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.

    115.

  115. 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))

    116.

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

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

    117.

  117. 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

    118.

  118. \u201cI Understand\u201d Talk in Script Writing: A Case from Euclids 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))

    119.

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

    Friedlander A. & Arcavi A. (2017)

    120.

  120. 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

    121.

  121. 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

    122.

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

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

    123.

  123. 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

    124.

  124. Sense making in the context of algebraic activities

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

    125.

  125. 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

    126.

  126. 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

    127.

  127. 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

    128.

  128. 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

    129.

  129. 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

    130.

    2016

  130. 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

    131.

  131. 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

    132.

  132. 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

    133.

  133. 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

    134.

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

    Karsenty R. (2016)

    135.

  135. 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

    136.

  136. 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

    137.

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

    Karsenty R. & Schwarts G. (2016)

    138.

  138. 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

    139.

  139. 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

    140.

  140. 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

    141.

  141. Miradas Matemáticas y Pensamiento Numérico

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

    142.

    2015

  142. 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

    143.

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

    Pinto A. (2015)

    144.

  144. What Do High School Teachers Mean by Saying \u201cI Pose My Own Problems\u201d?

    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))

    145.

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

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

    146.

  146. 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

    147.

  147. 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

    148.

  148. 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

    149.

  149. 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)

    150.

  150. 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

    151.

  151. 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

    152.

  152. 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

    153.

  153. 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

    154.

  154. 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

    155.

    2014

  155. Networking theories by iterative unpacking

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

    156.

  156. 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))

    157.

  157. 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

    158.

  158. 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.).

    159.

  159. 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

    160.

  160. 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.).

    161.

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

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

    162.

  162. 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

    163.

  163. 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

    164.

  164. 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

    165.

  165. 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

    166.

  166. 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

    167.

  167. 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

    168.

    2013

  168. 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

    169.

  169. 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

    170.

  170. 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

    171.

  171. 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

    172.

  172. 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

    173.

  173. 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

    174.

  174. 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

    175.

  175. 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

    176.

  176. 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

    177.

  177. 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

    178.

    2012

  178. Some gold is found - much more is in the mine: A commentary on Gilah Leders chapter \u201cLooking for gold: Catering for mathematically gifted students within and beyond ZDM\u201d

    Koichu B. (2012), Advances in Mathematics Education series, p. 407-410

    179.

  179. 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

    180.

  180. 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

    181.

  181. Achieving the feeling of innovation in expert problem posing

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

    182.

  182. Feeling of innovation in expert problem posing

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

    183.

  183. 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

    184.

    2011

  184. 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

    185.

  185. 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

    186.

  186. 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

    187.

  187. 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

    188.

  188. 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

    189.

  189. 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

    190.

  190. Mathematicians teaching elementary school teachers A case study

    Cooper J. (2011)

    191.

  191. 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

    192.

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

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

    193.

    2010

  193. 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

    194.

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

    Even R. (2010)

    195.

  195. 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

    196.

  196. 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

    197.

  197. 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

    198.

  198. 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

    199.

  199. 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

    200.

    2009

  200. 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

    201.

  201. 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

    202.

  202. 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

    203.

  203. 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

    204.

  204. 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

    205.

  205. 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

    206.

    2008

  206. 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)

    207.

  207. 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

    208.

  208. 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

    209.

  209. 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

    210.

  210. 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

    211.

  211. If not, what yes?

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

    212.

  212. Deductive reasoning: In the eye of the beholder

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

    213.

  213. Games Kids Play: A Course in Game Theory

    Cooper J. (2008)

    214.

    2007

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

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

    215.

  215. 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)

    216.

    2006

  216. 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

    217.

  217. 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)

    218.

  218. 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)

    219.

  219. On usefulness of unfortunate \u201ctheorems\u201d 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

    220.

    2005

  220. 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

    221.

  221. 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

    222.

    2004

  222. 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

    223.

    2003

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

    Even R. (2003)

    224.

  224. 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

    225.

    2002

  225. 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

    226.

  226. הערכת ההשכלה המתמטית בכיתות של מכון מופ"ת

    Koichu B. (2002)

    227.

    2001

  227. Teachers interpretations of students mathematics thinking

    Wallach T. & Even R. (2001)

    228.

    1999

  228. 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

    229.

    1998

  229. 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

    230.

    1997

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

    Even R. (1997)

    231.

    1995

  231. Farey series and pick's area theorem

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

    232.

    1994

  232. 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

    233.

    1993

  233. 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

    234.

  234. Robustness extension of the rule for testing statistical hypotheses

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

    235.

  235. [title in Ukrainian]

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

    236.

  236. 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

    237.

    1990

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

    Even R. (1990)

    238.

  238. Functional pedagogical knowledge

    Markovits Z. & Even R. (1990)

    239.

  239. Desperately Looking for the Focus

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

    240.

  240. 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

    241.

    1989

  241. Large Numbers and Calculators: A Classroom Activity

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

    242.

  242. 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

    243.

    1988

  243. On the Meaning of Variable

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

    244.

    1987

  244. 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

    245.

    1982

  245. 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

    246.

    1981

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

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

    247.