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Orit Zaslavsky

Prof Of Mathematics Education

    1978 …2019

    Research output per year

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    Research Output

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    Conference contribution
    2015

    Productive use of examples for proving: What might this look like?

    Zaslavsky, O., Aricha-Metzer, I., Sabouri, P., Thoms, M. & Bernal, O., 2015, Proceedings of the 37 th Conference of the annual meeting of the No rth America n Chapter of the International Group for the Psychology of Mathematics Education. Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K. & Dominguez, H. (eds.). East Lansing, MI: Michigan State University, p. 371 - 378

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2014

    Thinking with and through examples

    Zaslavsky, O., 2014, Proceedings of the Joint Meeting of PME 38 and PME - NA 36. Vancouver, Canada: PME, Vol. 1. p. 21 - 34

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2013

    A holistic approach for designing tasks that capture and enhance mathematical understanding of a particular topic: The case of the interplay between examples and proof

    Buchbinder, O. & Zaslavsky, O., 2013, Task Design in Mathematics Education. Proceedings of ICMI Study 22. Margolinas, C. (ed.). Oxford Press, p. 27 - 35

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    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. (ed.). Oxford Press, p. 463 - 471

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Engaging teachers in the web of considerations underlying the design of tasks that foster the need for new mathematical concepts or tools: The case of calculus

    Ron, G., Zaslavsky, O. & Zodik, I., 2013, Task Design in Mathematics Education. Proceedings of ICMI Study 22. Margolinas, C. (ed.). Oxford Press, p. 643 - 649

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Inconsistencies in students’ understanding of proof and refutation of mathematical statements

    Buchbinder, O. & Zaslavsky, O., 2013, Proceedings of the 3 7 th Conference of the International Group for the Psychology of Mathematics Education. Lindmeier, A. M. & Heinze, A. (eds.). Kiel, Germany: PME, Vol. 2. p. 129 - 136

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    The Merits of Collaboration Between Mathematicians and Mathematics Educators on the Design and Implementation of An Undergraduate Course on Mathematical Proof and Proving [online publication]

    Sabouri, P., Thoms, M. & Zaslavsky, O., 2013, Online proceedings of RUME - 16 – the 16 th Annual Research Conference of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education, Denver, Colorado.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2011

    Researching the Nature and Use of Tasks and Experiences for Effective Mathematics Teacher Education

    Sullivan, P. & Zaslavsky, O., 2011, Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Ubuz, B. (ed.). Ankara, Turkey: PME, Vol. 1. p. 107 - 110

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2009

    A framework for understanding the status of examples in establishing the validity of mathematical statements

    Buchbinder, O. & Zaslavsky, O., 2009, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (eds.). Thessaloniki, Greece: PME, Vol. 2. p. 225 - 232

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Generic Proving: Reflections on Scope and Method

    Leron, U. & Zaslavsky, O., 2009, Proceedings of the ICMI Study 19 Conference: Proof and proving in mathematics education. Lin, F-L., Hsieh, F-J., Hanna, G. & de Villiers, M. (eds.). Taipei, Taiwan: The Department of Mathematics, National Taiwan Normal University, p. 53 - 58

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Teachers' treatment of examples as learning opportunities

    Zodik, I. & Zaslavsky, O., 2009, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (eds.). Thessaloniki, Greece: PME, Vol. 5. p. 425 - 432

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2007

    Exemplification in the mathematics classroom: What is it like and what does it imply?

    Zodik, I. & Zaslavsky, O., 2007, Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (Larnaca, University of Cyprus). Pitta-Pantazi, D. & Philippou, G. (eds.). p. 2024 - 2033

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    How to decide? Students’ ways of determining the validity of mathematical statements

    Buchbinder, O. & Zaslavsky, O., 2007, Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (Larnaca, University of Cyprus). Pitta-Pantazi, D. & Philippou, G. (eds.). p. 561 - 570

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Is a visual example in geometry always helpful?

    Zodik, I. & Zaslavsky, O., 2007, Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, v.4 (Seoul, Korea). Woo, J-H., Lew, H-C., Park, K-S. & Seo, D-Y. (eds.). p. 265 - 272

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Resolving cognitive conflict with peers: Is there a difference between two and four?

    Sela, H. & Zaslavsky, O., 2007, Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, v.4 (Seoul, Korea). Woo, J-H., Lew, H-C., Park, K-S. & Seo, D-Y. (eds.). p. 169 - 176

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Teacher change in the context of addressing students’ special needs in mathematics

    Zaslavsky, O. & Linchevski, L., 2007, Proceedings of the 31 st Conference of the International Group for the Psychology of Mathematics Education (Seoul, Korea). Woo, J-H., Lew, H-C., Park, K-S. & Seo, D-Y. (eds.). Vol. 1. p. 166 - 169

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2006

    A teacher's treatment of examples as reflection of her knowledge-base

    Zaslavsky, O., Harel, G. & Manaster, A., 2006, Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, v.5. Novotná, J., Moraová, H., Krátká, M. & Stehliková, N. (eds.). p. 457 - 464

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Exemplification in mathematics education

    Bills, L., Dreyfus, T., Mason, J., Tsamir, P., Watson, A. & Zaslavsky, O., 2006, Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, v.1. Novotná, J., Moraová, H., Krátká, M. & Stehliková, N. (eds.). p. 126 - 154

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2004

    Characteristics of mathematical problem solving tutoring in an informal setting

    Zodik, I. & Zaslavsky, O., 2004, Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, v.4 (Bergen: Bergen University College). Høines, M. J. & Fuglestad, A. B. (eds.). p. 489 - 496

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2002

    Students’ conceptions of an acceptable geometric definition

    Shir, K. & Zaslavsky, O., 2002, Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, v4. Cockburn, A. D. & Nardi, E. (eds.). p. 201 - 208

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Undergraduate students’ verification strategies of solutions to combinatorial problems

    Eizenberg, M. M. & Zaslavsky, O., 2002, Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, v.2. Cockburn, A. D. & Nardi, E. (eds.). p. 321 - 328

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    2001

    What constitutes a (good) definition? The case of a square

    Shir, K. & Zaslavsky, O., 2001, Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, v.4. van den Heuvel-Panhuizen, M. (ed.). p. 161 - 168

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    1999

    Interweaving the training of mathematics teacher-educators and the professional development of mathematics teachers

    Zaslavsky, O. & Leikin, R., 1999, Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education, v.1. Zaslavsky, O. (ed.). p. 143-158

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    1998

    Students’ understandings of the role of counter-examples

    Zaslavsky, O. & Ron, G., 1998, Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, v.4 . Olivier, A. & Newstead, K. (eds.). p. 225 - 232

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    1997

    Defining and understanding symmetry

    Leikin, R., Berman, A. & Zaslavsky, O., 1997, Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education, v.3. Pehkonen, E. (ed.). p. 192 - 199

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    1994

    Difficulties with commutativity and associativity encountered by teachers and student-teachers

    Zaslavsky, O. & Peled, I., 1994, Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education, v.4. Pedro da Ponte, J. & Matos, J. F. (eds.). p. 417 - 422

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Promoting active classroom activities through cooperative learning of mathematics

    Leikin, R. & Zaslavsky, O., 1994, Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education, v.3. Pedro da Ponte, J. & Matos, J. F. (eds.). p. 136 - 143

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    1991

    In what ways are similar figures similar?

    Zaslavsky, O., 1991, Proceedings of the 15th Conference of the International Group for the Psychology of Mathematics Education, v.3. Furinghetti, F. (ed.). p. 378 - 385

    Research output: Chapter in Book/Report/Conference proceedingConference contribution