המחלקה לחינוך מתמטי

Peer-reviewed journal articles

Olsher, S., Haj-Yahya, A. (2025). Exploring proof relations using digital interactive building blocks. For the Learning of Mathematics. 45(2), 24-30. https://flm-journal.org/index.php?do=details&lang=en&vol=45&num=2&pages=24-30&ArtID=1539

Abdu, R., & Olsher, S. (2025). Mathematics Teachers’ Use of Content-specific Data for Dialogic Grouping, Mathematics Teacher Education and Development, 27(1), Advanced online publication: https://mted.merga.net.au/index.php/mted/article/view/1158

Haj-Yahya, A., & Olsher, S. (2025). Exploring proof building blocks as scaffolds for proving high school geometry theorems, International Journal of Mathematical Education in Science and Technology, Advanced online publication: 10.1080/0020739X.2025.2475933

Olsher, S., Abdu, R. & Shalata, M. (2025). The relationships between student content-specific grouping and teachers-students’ interactions during online collaborative mathematical task solving. Educational Studies in Mathematics. 119, 249–268. https://doi.org/10.1007/s10649-024-10382-w 

Moed-Abu Raya, K., Olsher, S. (2024). Teachers’ Formative Assessment Practices in Their Mathematics Classroom Using Learning Analytics Visualizations. Digital Experiences in Mathematics Education. Advanced online publication:  https://doi.org/10.1007/s***********0148-7

Yerushalmy, M., Olsher, S., Harel, R., Chazan, D. (2023). Supporting Inquiry Learning: an Intellectual Mirror that Describes what It “Sees”. Digital Experiences in Mathematics Education. 9, 315–342, https://doi.org/10.1007/s40751-022-00120-3

Harel, R., Olsher, S., & Yerushalmy, M. (2022). Personal elaborated feedback design in support of students’ conjecturing processes, Research in Mathematics Education, 26(1), 70–89.   https://doi.org/10.1080/14794802.2022.2137571

Olsher, S., & Lavie, I. (2023). Design of Tasks for Assessment of Generalization Abilities by Pre-Service Teachers of Elementary School Mathematics. International Journal of Mathematical Education in Science and Technology.  54(5), 706–724. https://doi.org/10.1080/0020739X.2021.1962999

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

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

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

Olsher, S., & Cooper, J. (2021). Aspects of the teacher-textbook relationship: What can we learn about teachers when they tag didactic metadata?. ZDM Mathematics Education, 53(6), 1347-1358,  https://doi.org/10.1007/s11858-021-01251-4

Cooper, J., Olsher, S., & Yerushalmy, M. (2021). Empirical Reconstruction of Learning Progressions Based on Teachers’ Tagging of Didactic Metadata. Journal of Mathematical Behavior, 61,100833. https://www.sciencedirect.com/science/article/pii/S0732312320300973

Olsher, S., & Cooper, J. (2021). Expressing the Voice of the Textbook—Insights Gained from Tagging Didactic Metadata. International Journal of Science and Mathematics Education. 19, 1635–1653, https://doi.org/10.1007/s10763-020-10124-3.

Yerushalmy, M., & Olsher, S., (2020). Online assessment of students’ reasoning when solving example-eliciting tasks: using conjunction and disjunction to increase the power of examples. ZDM – The International Journal on Mathematics Education. 52, 1033–1049. https://DOI.org/10.1007/s11858-020-01134-0 

Cooper. J., Olsher, S., & Yerushalmy, M. (2020). Didactic metadata informing teachers’ selection of learning resources – Boundary-crossing in professional development. Journal of Mathematics Teacher Education. 23, 363–384. https://doi.org/10.1007/s10857-019-09428-1 

Olsher, S., & Even, R. (2019). Organizing Tools Suggested by Teachers in the Mathematics Textbook They Use in Class. International Journal of Science and Mathematics Education, 17, 1381–1399. https://doi.org/10.1007/s10763-018-9902-2 

Yerushalmy, M., Nagari Haddif, G., & Olsher, S. (2017). How Might the Design of Tasks for Online Formative Assessment Support our Understanding of Students' Conceptions? ZDM – The International Journal on Mathematics Education. 49(5), 701-716. https://doi.org/10.1007/s11858-017-0871-7

Olsher, S., Yerushalmy, M., & Chazan, D. (2016). How might the use of technology in formative assessment support changes in mathematics teaching? For the Learning of Mathematics, 36(3), 11-18. https://flm-journal.org/Articles/1083F0AD733094BDDDBD64476F743F.pdf

Olsher, S. (2011). Gradual Teaching of Mathematical Operators through Parameterization and Programming. Aspects in Computer Science Teaching, 33, 8-15 (in Hebrew). https://cse.net.technion.ac.il/files/2016/09/Hebetim-jan11-33.pdf

Book chapters

Cusi, A., Aldon, G., Barzel, B., Olsher, S. (2024). Rethinking Teachers’ Formative Assessment Practices Within Technology-Enhanced Classrooms. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_29-1

Olsher, S., Chazan, D., Drijvers, P., Sangwin, C., & Yerushalmy, M. (2023). Digital Assessment and the “Machine”. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_44-1

Robutti, O., Aldon, G., Cusi, A., Olsher, S., Panero, M., Cooper, J., Carante, P., & Prodromou, T. (2019). Boundary objects in mathematics education and their role across communities of teachers and researchers in interaction. In Lloyd, G. M. & Lynch, C. (Eds.) The Second Edition of the International Handbook of Mathematics Teacher Education (pp. 211-240). Brill. https://doi.org/10.1163/9789004419230_009

Har-Carmel, Y., Olsher, S., Elkin-Koren, N., & Yerushalmy, M., (2019). eTextbooks: Challenges to pedagogy, law and policy. In Y.Kali, A. Baram-Tsabary, A., Schejter (Eds.), Learning in a networked society. (pp. 177-200). Springer. https://DOI.org/10.1007/978-3-030-14610-8_10

Olsher S. (2019). Making Good Practice Common Using Computer-Aided Formative Assessment. In: Aldon G., Trgalová J. (eds) Technology in Mathematics Teaching. Mathematics Education in the Digital Era, vol 13. (pp. 31-47). Springer. https://DOI.org/10.1007/978-3-030-19741-4_2

Even, R., Ayalon, M., & Olsher, S. (2016). Teacher editing textbooks: Transforming conventional connections between teachers, curriculum developers, and mathematicians. In M. Phakeng & S. Lerman (Eds.) Mathematics Education in a Context of Inequity, Poverty and Language Diversity (pp 127-140). Springer. https://DOI.org/10.1007/978-3-319-38824-3_10

Even, R., & Olsher, S. (2014). Teachers as participants in textbook development: The Integrated Mathematics Wiki-book Project. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp 333-350). Springer. https://doi.org/10.1007/978-94-007-7560-2_16