המחלקה לחינוך מתמטי

A. Scientific Books

Edited Volumes

Ayalon, M., Koichu, B., Leikin, R., Rubel, L & Tabach, M (Eds.). (2023) Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education(Vol. 1, online). University of Haifa, Israel: PME. https://pme46.edu.haifa.ac.il/. ISBN: 978-965-93112-1-7, 471 pages

       1a. Printed version ISBN: 978-965-93112-1-7

Ayalon, M., Koichu, B., Leikin, R., Rubel, L & Tabach, M (Eds.). (2023) Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education(Vol. 2, online). University of Haifa, Israel: PME. https://pme46.edu.haifa.ac.il/. ISBN: 978-965-93112-2-4, 430 pages

       2a.  Printed version ISBN: 978-965-93112-6-2

Ayalon, M., Koichu, B., Leikin, R., Rubel, L & Tabach, M (Eds.). (2023) Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education(Vol. 3, online). University of Haifa, Israel: PME. https://pme46.edu.haifa.ac.il/. ISBN: 978-965-93112-3-1, 462 pages

       3a   Printed version ISBN: 978-965-93112-7-9

Ayalon, M., Koichu, B., Leikin, R., Rubel, L & Tabach, M (Eds.). (2023) Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education(Vol. 4, online). University of Haifa, Israel: PME. https://pme46.edu.haifa.ac.il/. ISBN: 978-965-93112-4-8, 406 pages

4a. Printed version ISBN:  978-965-93112-8-6

B.  Articles in Refereed Journals

Ayalon, M. (2006). Thinking about logic. For the Learning of Mathematics, 26(2), 28. (1 page)

Ayalon, M., & Even, R. (2008). Deductive reasoning: In the eye of the beholder. Educational Studies in Mathematics, 69(3), 235-247. https://doi.org/10.1007/s10649-008-9136-2

Ayalon, M., & Even, R. (2010). Mathematics educators' views of mathematics learning and the development of deductive reasoning. International Journal of Science and Mathematics Education, 8, 1131-1154. https://doi.org/10.1007/s10763-010-9238-z

Ayalon, M., Lerman, S., & Watson, A. (2014). Graph-matching situations: Some insights from cross years’ survey in the UK. Research in Mathematics Education, 16(1), 73-74. https://doi.org/10.1080/14794802.2013.849082

Ayalon, M., & Even, R. (2015). Students’ opportunities to engage in transformational algebraic activity in different beginning algebra topics and classes. International Journal of Science and Mathematics Education, 13(2), 285-307. https://doi.org/10.1007/s10763-013-9498-5

Ayalon, M., Watson, A., & Lerman, S. (2015). Functions represented as sequential data: relationships between presentation and student responses. Educational Studies in Mathematics, 3, 321-339. https://doi.org/10.1007/s10649-015-9628-9

Ayalon, M., & Even, R. (2016). Factors shaping students’ opportunities to engage in classroom argumentative activity. International Journal of Science and Mathematics Education, 14, 575-601. https://doi.org/10.1007/s10763-014-9584-3

Ayalon, M., Watson, A., & Lerman, S. (2016). Progression towards functions: identifying variables and relations between them. International Journal of Science and Mathematics Education, 14, 1153-1173. https://doi.org/10.1007/s10763-014-9611-4

Ayalon, M., Watson, A., & Lerman, S. (2016). Reasoning about variables in 11 to 18 Year Olds: Informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal, 287, 379-404. https://doi.org/10.1007/s13394-016-0171-5

Evans, S., & Ayalon, M. (2016). Can designed student responses support teachers to interact with students in a productive way? Educational Designer, 3(9).
https://nottingham-repository.worktribe.com/output/882461

Ayalon, M., Watson, A., & Lerman, S. (2017). Students' conceptualizations of function. Research in Mathematics Education, 19, 1-19. https://doi.org/10.1080/14794802.2016.1249397

Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97, 255-272. https://doi.org/10.1007/s10649-017-9798-8

Ayalon, M., & Hershkowitz, R. (2018). Mathematics teachers' attention to potential classroom situations of argumentation. Journal of Mathematical Behavior, 49, 163-173. https://doi.org/10.1016/j.jmathb.2017.11.010

Wilkie, K., & Ayalon, M. (2018). Investigating Years 7 to 12 Students’ application of Rate of Change Concepts across different Linear Contexts and Representations. Mathematics Education Research Journal, 30(4), 499-523. https://doi.org/10.1007/s13394-018-0236-8

Ayalon, M. (2019). Exploring change in teachers' attention to potential teaching situations of argumentation. Teaching and Teacher Education, 85, 190-203. https://doi.org/10.1016/j.tate.2019.06.019

Ayalon, M., & Wilkie, K. (2019). Exploring secondary students’ conceptualization of functions in three different curriculum contexts. Journal of Mathematical Behavior, https://doi.org/10.1016/j.jmathb.2019.100718

Ayalon, M., & Wilkie, K. (2020). Students’ identification and expression of variables in linear functions tasks in three curriculum contexts. Mathematical Thinking and Learning, 22, 1-22. https://doi.org/10.1080/10986065.2019.1619221

Ayalon, M., & Wilkie, K. (2020). Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task. Teaching and Teacher Education, 89. https://doi.org/10.1016/j.tate.2019.103011

Ayalon, M., & Wilkie, K. (2020). Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment. Journal of Mathematics Teacher Education, 24, 399–426. https://doi.org/10.1007/s10857-020-09465-1

Ayalon, M., Nafaliev, E. Levenson, E., & Levi, S. (2020). Prospective and in-service mathematics teachers' attention to a rich task while planning its implementation in the classroom. International Journal of Science and Mathematics Education, 19, 1695-1716. https://doi.org/10.1007/s10763-020-10134-1

Rotem, S., & Ayalon, M. (2021). Exploring Israeli high-school graduates' explanations for the spread of the Coronavirus. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10042-3

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. https://doi.org/10.1007/s10649-021-10121-5

Rubel, L. H., Ayalon, M., & Shahbhari, J. A. (2022). Sequencing & selecting solutions towards a whole-class discussion: Who is invited to present which solution? Mathematical Thinking and Learning, 26(2), 185-207. https://doi.org/10.1080/10986065.2022.2062641

Rotem, S., & Ayalon, M. (2022) Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions. Journal of Mathematical Behavior, 66, 100947. https://doi.org/10.1016/j.jmathb.2022.100947

Ayalon, M., & Rubel, L. H. (2022). Teacher considerations about selecting and sequencing mathematical ideas for a whole-class discussion. Journal of Mathematical Behavior, 66, 100958. https://doi.org/10.1016/j.jmathb.2022.100958

Weissman, S., Ayalon, M., & Leikin, R. (2022). Unravelling mathematics tutor’s conceptions of teaching in virtual mathematics school using a goal-action model. International Journal of Science and Mathematics Education, 21(5), 1521-1543. https://doi.org/10.1007/s10763-022-10300-7

Rotem, S., & Ayalon, M. (2023). Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers. Teaching and Teacher Education, 121, 103932. https://doi.org/10.1016/j.tate.2022.103932

Ayalon, M., & Nama, S. (2023) Secondary mathematics teachers’ envisioning of potential argumentation situations in the classroom. Research in Mathematics Education, 26(1), 193-214.

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. https://doi.org/10.1007/s10857-023-09574-7

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. https://doi.org/10.29333/ejmste/13435

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. https://doi.org/10.1007/s10857-023-09586-3

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. https://doi.org/10.1016/j.tate.2023.104256

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. https://doi.org/10.1016/j.jmathb.2023.101098

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. https://doi.org/10.1016/j.tate.2024.104683

Hayeen-Halloun, M, & Ayalon, M. (2025) Novice mathematics teacher educators’ noticing of mathematical and pedagogical thinking of pre-service mathematic teachers: an emerging model. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09662-2

Ayalon, M. & Nama, S. (2025) Mathematics teachers’ noticing of critical events associated with argumentation. Journal of Mathematics Teacher Education, 1-28. https://doi.org/10.1007/s10857-025-09682-6

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. https://doi.org/10.29333/ejmste/15482

Nama, S., & Ayalon, M. Enhancing secondary-school mathematics teachers’ ability to notice argumentation through an argumentation classroom situations-based course. Humanities and Social Sciences Communications,12, 1316 (2025). https://doi.org/10.1057/s41599-025-05531-2

Ayalon, M., & Nama, S. (2025). Mathematics teachers’ noticing of argumentation within small groups. ZDM Mathematics Education(2025). https://doi.org/10.1007/s11858-025-01741-9

Berger-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).

Saleh-Rawashdi, S., & Ayalon, M. (2025). Shifts in students’ perspectives on mathematics and its learning during the transition to remote learning. Eurasia Journal of Mathematics, Science and Technology Education, 21(1).

D. Articles or Chapters in Scientific Books (Refereed)

Even, R., Ayalon, M. & Olsher, S. (2017). Teachers editing textbooks: Transforming conventional connections among teachers, textbook authors, and mathematicians. In M. Phakeng & S. Lerman (Eds.), Mathematics education in a context of inequity, poverty and language diversity: Giving direction and advancing the field (pp. 127-140). Dordrecht, Heidelberg, New York, London: Springer. https://doi.org/10.1007/978-3-319-38824-3_10

Ayalon, M., & Wilkie, K. A cycle of approximations of practice for developing mathematics pre-service teachers’ assessment literacy with rich tasks. In C. Fernandez, S. Llinares, & B. Choy. Innovations in initial mathematics teacher education, Springer’s Research in Mathematics Education monograph series edited by Jinfa Cai. 

E. Articles in Conference Proceedings

Ayalon, M., & Even, R. (2005). What does one mean when saying that learning mathematics improves deductive reasoning? In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Michael et al. (Eds.), Multiple perspectives on effective learning environments: Abstracts (pp. 480-481). Eleventh European Conference for Research Learning and Instruction (ERLI). Nicosia, Cyprus: University of Cyprus.

Ayalon, M., & Even, R. (2006). Deductive reasoning: Different conceptions and approaches. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30^th Conference of the International Group for the Psychology of Mathematics Education (PME), 2, 89-96.

Ayalon, M., & Even, R. (2007). Mathematics learning and the development of general deductive reasoning. In D. Pitta-Pantazi & G. Philippou (Eds.), Proceedings of the V Congress of the European Society for Research in Mathematics Education (CERME), 551-560. Larnaca, Cyprus.

Ayalon, M., & Even, R. (2008). Views of mathematics educators on the role of mathematics learning in the development of deductive reasoning. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education, and the XXX North American (PME & PME-NA), Vol. 2 (pp. 113-120). Morelia, Michoacán, México: PME.

Ayalon, M., & Even, R. (2009). Offering proof ideas in algebra lesson in different classes taught by the same teacher and by different teachers. Proceedings of the VI Congress of the European Society for Research in Mathematics Education (CERME) (pp. 430-439). Lyon, France.

Ayalon, M., & Even, R. (2009). Are they equivalent? Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME) (Vol. 2, pp. 81-88).Thessaloniki, Greece.

Ayalon, M., & Even, R. (2010). The nature of the transformational activities addressed in different classes of the same teacher. Proceedings of the 32nd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 178-185). Columbus, Ohio.

Ayalon, M., & Even, R. (2012). Factors shaping students’ opportunities to engage in argumentative activity. Proceedings of the British Society for Research into Learning Mathematics 32(3), 19-24. London: BSRLM, UK. https://doi.org/10.1007/s10763-014-9584-3

Ayalon, M., Lerman, S., & Watson, A. (2013) Development of students’ understanding of functions throughout school years. Proceedings of the British Society for Research into Learning Mathematics, 33(2), 7-12. London: BSRLM, UK.

Ayalon, M., Lerman, S., & Watson, A. (2014). Progression towards understanding functions: What does spatial generalization contribute? Proceedings of British Congress of Mathematics Education, BCME-8 (pp. 17-24), UK.

Ayalon, M., Watson, A., & Lerman, S. (2014). Comparison of students’ understanding of functions throughout school years in Israel and England. Proceedings of the British Society for Research into Learning Mathematics BSRLM, 34(2) (pp. 1-6).

Even, R. & Ayalon, M. (2015). Teachers editing textbooks: Transforming conventional connections among teachers, curriculum developers, mathematicians, and researchers. In K. Jones, C. Bokhove, G. Howson, & L. Fan, (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). (pp. 37-42). Southampton, GB: University of Southampton.

Ayalon, M, & Hershkowitz, R. (2015). Teachers' attention to task potential for encouraging classroom argumentative activity. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME. (pp. 2982-2988). Prague, Czech Republic. https://hal.science/hal-01289713v1

Ayalon, M, & Wilkie, K. (2017). Exploring Israeli, English, and Australian students’
conceptualizations of function. Proceedings of the 41 Conference of the International Group for the Psychology of Mathematics Education (PME), Vol. 2 (pp. 121-128).

Wilkie, K., & Ayalon, M. (2017). Exploring students’ approaches and success with growing pattern generalization at years 7 to 12. Proceedings of the 41 Conference of the International Group for the Psychology of Mathematics Education (PME), Vol. 4 (pp. 329-336).

Iannone, P., Ayalon, M., Hodgen, J., & Veldhuis, M. (2017). Introduction to the papers of TWG21: Assessment in mathematics education. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, 3414-3418.

Ayalon, M, & Wilkie, K. (2018). Learning to assess: Exploring changes to pre-service teachers’ criteria for a quadratics task. Proceedings of the 42 Conference of the International Group for the Psychology of Mathematics Education (PME), Vol 2. (pp. 91-98). http://www.pme42.se/

Rotem, S., & Ayalon, M. (2018). Using critical events in pre-service Training: Examining the coherence level between interpretations of students’ thinking and teacher’s responses. Proceedings of the 42Conference of the International Group for the Psychology of Mathematics Education (PME). (pp. 1-8).

Ayalon, M., & Nama, S. (2019). Emergent model for teachers' conceptions of argumentation for mathematics teaching. Proceedings of the 13 Congress of the European Society for Research in Mathematics Education (CERME) (pp. 1-8). Utrecht University, Utrecht, Netherlands.

Rotem, S., Ayalon, M., & Weissman, S. (2019). Pre-service mathematics teachers interpret observed teachers’ responses to students’ statements. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education, (pp. 1-8). Utrecht University, Utrecht, Netherlands.

Wilkie, K., & Ayalon, M. (2019). Learning through critiquing: Investigating students’ responses to others’ graphs of a real-life functional situation. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). pp. 763-770. Perth: MERGA.

Rotem, S., & Ayalon, M. (2021). What might be critical in A critical event? Proceedings of the 44 Conference of the International Group for the Psychology of Mathematics Education (PME), Interim Vol, pp. 491-499. Khon Kaen, Thailand: PME

Ayalon, M., & Nama, S. (2021). Exploring teachers’ envisioning of classroom argumentation? Proceedings of the 44 Conference of the International Group for the Psychology of Mathematics Education (PME). Vol 2, pp. 33-40. Khon Kaen, Thailand: PME

Rubel, L., Ayalon, M., & Shahbari, J. (2021). Selecting and sequencing students’ ideas: teachers’ social considerations. Proceedings of the 44 Conference of the International Group for the Psychology of Mathematics Education (PME). Vol. 1, pp. 444-451, Khon Kaen, Thailand: PME.

Rubel, L., Ayalon, M., & Shahbari, J. (2021). Gendered narratives shaping whole-class discussions: Who gets invited to present which solution? In D. Kollosche (Ed.), Exploring newways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp. 858–867). Tredition. https://doi.org/10.5281/zenodo.5416293

Rotem, S., & Ayalon, M. (2021). Building a model for characterizing critical events: noticing classroom situations through multiple dimensions. Proceedings of the The North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) 43. Philadelphia. https://doi.org/10.1016/j.jmathb.2022.100947

Ayalon, M., Potari, D., Psycharis, G., & Nama, S. (2021). Transforming critical events through script writing in mathematics teacher education. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 43-50). PME, Alicante, Spain.

Nama, S., & Ayalon, M. (2021). Exploring change in secondary mathematics teachers' noticing of argumentation. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 227-234). PME, Alicante, Spain.

Rotem, S., & Ayalon, M. (2021). From a pre-service to novice mathematics teacher: Changes in attending to critical events. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. PME, Alicante, Spain, 4, 282. (one page)

Ayalon, M., Potari, D., Psycharis, G., & Nama, S. (2022). Transforming critical events through script writing in mathematics teacher education. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. Alicante: PME, 2022. Vol. 2. ISBN 978-84-1302-176-8, pp. 43-50

Nama, S., & Ayalon, M. (2022). Exploring change in secondary mathematics teachers' noticing of argumentation. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 227-234

Rubel, L., Ayalon, M., & Shahbari, J. (2022). Mathematics as gendered? Views from Palestinian/Arab Israeli high schoolers. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 355-362

Ayalon, M., Kosko, K., & Kersting, N. (2023). Methodological approaches to the study of teacher noticing. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, pp. 109-112.

Abed, A., Ayalon, M., & Kouropatov, A. (2023). Teaching approaches to the derivative concept: using the goal-action model to compare three teachers' teaching approaches. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, p. 293.

Rawashdi, S., & Ayalon, M. (2023). Hybrid teaching in mathematics classes: students' perspective. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, p. 314.

Zaarura, R., & Ayalon, M. (2023). Integrating technological tools in mathematics education in the context of hybrid teaching during the covid-19 pandemic. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, p. 352.

Ghadban, H., Nachmias, L., Ayalon, M., & Raveh, T. (2023). Measuring Executive Functions in General and Specific Middle-School Level Geometry Context. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, p. 377.

Mayerowicz, H., & Ayalon, M. (2023). Investigating strategies for secondary mathematics teachers learning on formative assessment. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, p. 397.

Ayalon, M., & Leikin, R (2023). National presentation. In Ayalon et al. (Eds.). In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 1, p. 415-422.

Nama, S., Hayeen-Halloun, M. (#), & Ayalon, M. (2023). Attending to argumentation: exploring similarities and differences between mathematics pre-service and in-service secondary teachers. In Ayalon et al. (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa: PME, 2023. Vol. 3, p. 379-386.

Ayalon, M. (2024). Giving and receiving feedback on mathematics tasks: Insights gleaned from exploring teachers' and students' perspectives. In Iannone, Moons, Drüke-Noe, Geraniou, Morselli, et al., Eds, .Proceedings of FAME1–Feedback & Assessment in Mathematics Education (ETC14), Utrecht (The Netherlands) (pp 1-17).

Abed, A., Ayalon, M., & Kouropatov, A. (2025). Comparing two teachers’ teaching approaches to the derivative concept with respect to mathematical worldviews. In Thirteenth Congress of the European Society for Research in Mathematics Education (CERME14). Alfréd Rényi Institute of Mathematics; ERME.

F. Entries in Encyclopedias

Ayalon, M., & Even, R. (2012). Deductive reasoning and learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 911-912). Springer.

G. Other Scientific Publications

Iannone, P., Ayalon, M., Hodgen, J., & Veldhuis, M. (2017) Introduction to the papers of TWG21: Assessment in mathematics education. Proceedings of the 10th Congress of European Research in Mathematics Education. Dublin, Ireland.

Ayalon, M., & Adin, N. (2017). The Proceedings of the fifth Jerusalem Conference on Research in Mathematics Education (JCRME). (Eds.). In Hebrew

Ayalon, M., & Guttmann, A. (2020). Secondary mathematics teachers' use of curriculum materials. A survey conducted for the Trump Foundation. In Hebrew