Research Output per year

## Research Output 1978 2018

## 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference contribution

## 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference 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 proceeding › Conference contribution

## 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 proceeding › Conference 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution

## 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 proceeding › Conference 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 proceeding › Conference contribution

## 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 proceeding › Conference contribution