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Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model

International journal of science and mathematics education, 2023-06, Vol.21 (5), p.1521-1543

2023

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Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment

Journal of mathematics teacher education, 2021-08, Vol.24 (4), p.399-426

2021

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Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers

Journal of mathematics teacher education, 2024-08, Vol.27 (4), p.579-605

2024

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Relating students’ emotions during argumentative discourse to their learning of real-life functional situations

Educational studies in mathematics, 2022-05, Vol.110 (1), p.23-48

2022

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Exploring Israeli high school graduates’ explanations for the spread of the coronavirus

Educational studies in mathematics, 2021-10, Vol.108 (1-2), p.161-181

2021

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Correction to: Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model

International journal of science and mathematics education, 2024, Vol.22 (6), p.1405-1406

2024

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A model for investigating and developing mathematics teachers' noticing of argumentation

Teaching and teacher education, 2024-10, Vol.148, p.104683, Article 104683

Ayalon, Michal

2024

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Prospective and In-Service Mathematics Teachers’ Attention to a Rich Mathematics Task While Planning its Implementation in the Classroom

International journal of science and mathematics education, 2021-12, Vol.19 (8), p.1695-1716

2021

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Students' identification and expression of relations between variables in linear functions tasks in three curriculum contexts

Mathematical thinking and learning, 2020-01, Vol.22 (1), p.1-22

2020

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Exploring changes in mathematics teachers' envisioning of potential argumentation situations in the classroom

Teaching and teacher education, 2019-10, Vol.85, p.190-203

Ayalon, Michal

2019

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Investigating Years 7 to 12 students' knowledge of linear relationships through different contexts and representations

Mathematics education research journal, 2018-12, Vol.30 (4), p.499-523

2018

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Development and Characterization of High Affinity Leptins and Leptin Antagonists

The Journal of biological chemistry, 2011-02, Vol.286 (6), p.4429-4442

2011

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Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers

Teaching and teacher education, 2023-01, Vol.121, p.103932, Article 103932

2023

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Discovery and Validation of Novel Peptide Agonists for G-protein-coupled Receptors

The Journal of biological chemistry, 2008-12, Vol.283 (50), p.34643-34649

2008

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Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies

Journal of mathematics teacher education, 2023-07

2023

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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, 2023-08, Vol.19 (8), p.em2312

2023

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Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task

Teaching and teacher education, 2020-03, Vol.89, p.103011, Article 103011

2020

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Mathematics teachers' attention to potential classroom situations of argumentation

The Journal of mathematical behavior, 2018-03, Vol.49, p.163-173

2018

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Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions

The Journal of mathematical behavior, 2022-06, Vol.66, p.100947, Article 100947

2022

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Selecting and sequencing for a whole-class discussion: Teachers’ considerations

The Journal of mathematical behavior, 2022-06, Vol.66, p.100958, Article 100958

2022

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Noticing of argumentation: A comparison between pre-service and in-service secondary-school mathematics teachers

The Journal of mathematical behavior, 2023-12, Vol.72, p.101098, Article 101098

2023

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Exploring secondary students’ conceptualization of functions in three curriculum contexts

The Journal of mathematical behavior, 2019-12, Vol.56, p.100718, Article 100718

2019

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Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks

Teaching and teacher education, 2023-10, Vol.132, p.104256, Article 104256

2023

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Secondary school mathematics teacher-perceived factors involved in argumentation: an emerging framework

Research in mathematics education, 2024-01, Vol.26 (1), p.193-214

2024

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FACTORS SHAPING STUDENTS’ OPPORTUNITIES TO ENGAGE IN ARGUMENTATIVE ACTIVITY

International journal of science and mathematics education, 2016-04, Vol.14 (3), p.575-601

2016

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Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model

Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment

Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers

Relating students’ emotions during argumentative discourse to their learning of real-life functional situations

Exploring Israeli high school graduates’ explanations for the spread of the coronavirus

Correction to: Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model

A model for investigating and developing mathematics teachers' noticing of argumentation

Prospective and In-Service Mathematics Teachers’ Attention to a Rich Mathematics Task While Planning its Implementation in the Classroom

Students' identification and expression of relations between variables in linear functions tasks in three curriculum contexts

Exploring changes in mathematics teachers' envisioning of potential argumentation situations in the classroom

Investigating Years 7 to 12 students' knowledge of linear relationships through different contexts and representations

Development and Characterization of High Affinity Leptins and Leptin Antagonists

Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers

Discovery and Validation of Novel Peptide Agonists for G-protein-coupled Receptors

Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies

Learning to argue while arguing to learn: Students’ emotional experiences during argumentation for graphing real-life functions

Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task

Mathematics teachers' attention to potential classroom situations of argumentation

Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions

Selecting and sequencing for a whole-class discussion: Teachers’ considerations

Noticing of argumentation: A comparison between pre-service and in-service secondary-school mathematics teachers

Exploring secondary students’ conceptualization of functions in three curriculum contexts

Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks

Secondary school mathematics teacher-perceived factors involved in argumentation: an emerging framework

FACTORS SHAPING STUDENTS’ OPPORTUNITIES TO ENGAGE IN ARGUMENTATIVE ACTIVITY

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