פרסומים של סגל המחלקה לחינוך מתמטי

  • Ayalon, M., & Nama, S. (2025). Mathematics teache noticing of argumentation within small groups. ZDM Mathematics Education (2025). https://doi.org/10.1007/s11858-025-01741-9Berger-Baraban, R., Ayalon, M., & Biton, Y. (2025). Data-based instruction in mathematics among teachers using an adaptive learning environment. Eurasia Journal of Mathematics, Science and Technology Education, 21(1).
  • Ayalon, M., & Nama, S. (2025). Mathematics teachers’ noticing of critical events associated with argumentation. Journal of Mathematics Teacher Education, 1–28.
  • Ayalon, M., Wilkie, K., & Sweid, R. (2025). Investigating students’ arguments with real-life functional situations throughout a sequence of collaborative activities. Eurasia Journal of Mathematics, Science and Technology Education, 20(11), em2526.
  • Hayeen-Halloun, M., & Ayalon, M. (2025). Novice mathematics teacher educators’ noticing of mathematical and pedagogical thinking of pre-service mathematics teachers: an emerging model. Journal of Mathematics Teacher Education, 28, 369-397.28
  • Nama, S., & Ayalon, M. (2025). Enhancing secondary-school mathematics teachers' ability to notice argumentation through an Argumentation Classroom Situations-based course. Humanities and Social Sciences Communications, 12, 1316. https://doi.org/10.1057/s41599-025-05531-2ages 369–397 
  • Ayalon, M. (2024). Noticing of argumentation: a framework for developing and investigating teachers’ proficiency in promoting argumentation in the mathematics classroom. Teaching and Teacher Education, 148, 104683.
  • Rotem, S., & Ayalon, M. (2024). Constructing coherency levels between pre-service mathematics teachers’ noticing skills: shedding some lights on possible connections. Journal of Mathematics Teacher Education, 27(4), 579–605.
  • Nama, S., Hayeen-Halloun, M., & Ayalon, M. (2023). Noticing of argumentation: Exploring differences and similarities between mathematics pre-service and in-service secondary teachers. Journal of Mathematical Behavior, 72, 101098.
  • Wilkie, K., Ayalon, M., & Zoabe, S. (2023). Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks. Teaching and Teacher Education, 132, 104256.
  • Nama, S., & Ayalon, M. (2023). Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies. Journal of Mathematics Teacher Education, 27, 915–960.
  • Wilkie, K., Ayalon, M., & Hajjar, K. (2023). Learning to argue while arguing to learn: Students’ emotional experiences during argumentation for graphing real-life functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2312.
  • Ayalon, M., & Nama, S. (2023). Secondary mathematics teachers’ envisioning of potential argumentation situations in the classroom. Research in Mathematics Education, 26(1), 193–214.
  • Abdu, R., Olsher, S., & Yerushalmy, M. (2022). Pedagogical considerations for designing automated grouping systems: the case of parabola. Digital Experiences in Mathematics Education. 8, 99-124, https://doi.org/10.1007/s40751-021-00095-7
  • Ayalon, M., & Rubel, L. H. (2022). Teacher considerations about selecting and sequencing mathematical ideas for a whole-class discussion. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2022.100958
  • Ayalon, M., Wilkie, K., & Hajjar, K. (2022). Relating students’ emotions during argumentative discourse to their learning of real-life functional situations. Educational Studies in Mathematics, 110, 23-48. DOI:  10.1007/s10649-021-10121-5
  • Cusi, A., & Olsher, S., (2022). Design of classroom discussions and the role of the expert in fostering an effective and aware use of examples as a means of argumentation. International Journal of Science and Mathematics Education, 20, 1573-1593, https://link.springer.com/article/10.1007%2Fs10763-021-10201-1
  • Haj-Yahya, A., & Olsher, S., (2022). Preservice Teachers' Experiences with Digital Formative Assessment in Mathematics. International Journal of Mathematical Education in Science and Technology, 53(7), 1751-1769, https://doi.org/10.1080/0020739X.2020.1842527
  • Harel, R., Olsher, S., & Yerushalmy, M. (2022). Personal elaborated feedback design in support of students’ conjecturing processes, Research in Mathematics Education, Advance online publication:  https://doi.org/10.1080/14794802.2022.2137571
  • Kahn, J., Herbel-Eisenmann, B., Jiang, S., Lim, V., Peralta, M., Rubel, L.(2022). Notice, wonder, feel, act, and reimagine: A framework for social justice and equity in data science education. Education Technology & Society, 25(4). https://www.j-ets.net/collection/published-issues/25_4
  • Lim, V.,  Peralta, M., Rubel, L., Jiang, S., Khan, J., Herbel-Eisenmann. (2023, in press). Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis. ZDM Mathematics Education.
  • Leibovich-Raveh, T.(2022) Sub-cortical areas process physical size but not  numerical value. Psychon Bull Rev . https://doi.org/10.3758/s13423-022-02073-5
  • Leibovich-Raveh, T. & Gish, M. (2022). Does insect aversion lead to increased  household pesticide use. Insects, 13, 555.
  • Leikin, R., Ayalon, M., & Weissman, S. (in press). Unravelling mathematics tutor’s conceptions of teaching in virtual mathematics school using a goal-action model. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10300-7
  • Rotem, S., & Ayalon, M. (First online). Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2022.103932
  • Rubel, L., Ayalon, M., Shahbari, J. (2022). Sequencing & selecting solutions in a gendered world. Mathematical Thinking & Learning. https://doi.org/0000-0003-1309-0941
  • Rubel, L., Herbel-Eisenmann, B., Peralta, M., Lim, V., Kahn, J., Jiang, S. (2022). Intersectional feminist approach to mathematical literacies: A response to precarity. Research in Mathematics Education. https://doi.org/10.1080/14794802.2022.2089908
  • Sokolowski, H.M., Z Hawes, T Leibovich-Raveh, D Ansari (2022). Number symbols are processed more automatically than nonsymbolic numerical magnitudes: Findings from a symbolic-nonsymbolic Stroop task. Acta Psychologica, 228, 103644.