Research

RBMC: Raising the Bar in Mathematics Classrooms

(Funded by ISF and Tramp Family Foundation)

RBMC is an R&D project aimed at facilitating and exploring ways to teach and learn mathematics as a problem-solving discipline. The RBMC vision is that mathematics teachers will engage their students in increasingly demanding problem-solving activities, at an increasing frequency (hence the metaphor of raising the bar).

TRAIL – Teacher-Researcher Alliance for Investigating Learning

TRAIL is a R&D project based on an original theoretical-organizational framework, which is designed for supporting, enhancing and scaling-up partnerships between education researchers and teachers, for the benefit of both. TRAIL is designed so that it makes the borders between teaching, conducting research and implementing it somewhat blurred.

PETEL – Mathematics (PETEL-M)(since 2020)

PETEL – M is part of the departmental PETEL program and as such it is focused on personalized teaching and learning and on classroom-level activity. The characteristic feature of PETEL-M is that it does not aim at covering the entire secondary-school mathematics curriculum but develops a rich collection of curriculum-related activities having the potential to facilitate skills and aspects of school mathematics that are known as particularly important (e.g., explorations, advanced problem solving, creativity). to PETEL website.

HTM - Heterogeneous Teaching of Mathematics

HTM (Heterogeneous Teaching of Mathematics) (since 2023, Funded by the Center for the Study of Pedagogy: Research-Practice Partnerships at the Ben Gurion University of Negev)

Ability grouping, in which students are sorted by perceived ability level, is common in many countries, including Israel, despite extensive research indicating that this approach can exacerbate educational and social disparities.

Past project - DIALOGUS: Collective reasoning around texts across disciplines towards deliberative democracy

(Funded by the Israel Science Foundation)

The R&D project DIALOGUS aims at enhancing culture of argumentation and accountable talk in school. The project's idea is that secondary-school classes would systematically be engaged in lessons of a special format – dialogical lessons – in a number of disciplines, including mathematics, science, civic education and history. The project is led by a group of five Principle Investigators from four Israeli universities: Hebrew University of Jerusalem (Prof. Baruch Schwarz who is also the Project Coordinator), Tel Aviv University (Prof. Michal Tabach), Technion (Dr. Einat Heyd Metzuyanim) and the Weizmann Institute of Science (Prof. Anat Yarden and Prof. Boris Koichu).

Past project - ITEM: Innovative Teacher Education in Mathematics

(Funded by ERASMUS+)

The ITEM project envisions to help undergraduate students to realize the impact of mathematics on their studies and professional carrier success.

Past project - PD-HMD: Professional Development for Heads of Mathematics Departments

(Funded by the Trump Foundation and the Ministry of Education)

Professional Learning Communities (PLCs) are known as a particularly effective organizational form for the professional development of teachers.