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Naftaliev, E., & Yerushalmy, M. (2017).   Engagement with Interactive Diagrams: The Role Played by Resources and Constraints. In A. Leung, & A. Baccaglini-Frank, (Eds), Digital Technologies in Designing Mathematics Education Tasks. Springer. pp. 153-173

Swidan, O., & Yerushalmy, M. (2015). Conceptual Structure of the Accumulation Function in an Interactive and Multiple-Linked Representational Environment. International Journal of Research in Undergraduate Mathematics Education, 1-29.‏

Yerushalmy, M. (2015) E-textbooks for mathematical guided inquiry: Design of Tasks and Task Sequences. A. Watson and M. Ohtani (Eds.) Task Design in Mathematics Education. Springer. pp. 229-248.

Pepin, B., Gueudet, G., Yerushalmy, M., Trouche, T., & Chazan, D. (2015).  E-textbooks in/for teaching and learning mathematics: Re-thinking interfaces.  In L. English, & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education (3rd Edition). Routledge. pp. 636-661.

Yerushalmy, M. (2016).  Inquiry Curriculum and eTextbooks: Technological changes that challenge the representation of Mathematics Pedagogy. In M. Bates & Z. Usiskin (Eds.), Mathematics Curriculum Development, Delivery, and Enactment in a Digital World. Information Age Publishing. pp. 87-106

Yerushalmy, M. (2015).  Low-Achieving Students Using Graphing Software to Solve Problems. In E.A. Silver, and P.A. Kenny, (Eds.), More Lessons Learned from Research, Volume 1. NCTM. pp.189-202.

Chazan, D. & Yerushalmy, M.(2014). The Future of Mathematics Textbooks: Ramifications of Technological Change. In Stocchetti, M. (ed.), Media and Education in the Digital AgeConcepts, Assessments, Subversions, 63-76.

Swidan, O., & Yerushalmy, M. (2014). Learning the indefinite integral in a dynamic and interactive technological environment. ZDM, 46(4), 517-531.
DOI 10.1007/s11858-014-0583-1

Naftaliev, E., & Yerushalmy M. (2013). Guiding Explorations: Design Principles and Functions of Interactive Diagrams. Computers in the Schools, 30(1-2), 61-75.

Yerushalmy , M. (2013) Designing for Inquiry in School Mathematics. Educational Designer, 2(6). Retrieved from:

Yerushalmy, M. & Swidan, O. (2011) Signifying the accumulation graph in a dynamic and multi-representation environment. Educational Studies of Mathematics. DOI 10.1007/s10649-011-9356-8

Yerushalmy, M, Naftaliev, E. (2011) Design of Interactive Diagrams Structured Upon Generic Animations. Technology, Knowledge and Learning DOI: 10.1007/s10758-011-9183-0

Naftaliev, E.,& Yerushalmy, M. (2011). Solving algebra problems with interactive diagrams: Demonstration and construction of examples. Journal of Mathematical Behavior. 30(1), 48-61

Yerushalmy, M. & Botzer, G. (2011) Teaching secondary mathematics in the mobile age. In Zaslavsky, O. and Sullivan, P. (Eds.) Constructing Knowledge for Teaching Secondary Mathematics Tasks to enhance prospective and practicing teacher learning pp. 191-208 [final draft]

Yerushalmy, M. & Elikan, S. (2010). Exploring reform ideas of teaching Algebra: Analysis of videotaped episodes and of conversations about them In R. Leikin & R. Zazkis (Eds.), Learning through Teaching: Developing mathematics teachers' knowledge and expertise in practice. Springer.

Douglas Butler, Nicholas Jackiw, Jean-Marie Laborde, Jean-Baptiste Lagrange, Michal Yerushalmy (In Press) Design for transformative practices. In C. Hoyles and J.-B. Lagrange (eds.), Mathematics Education and Technology-Rethinking the Terrain. ICMI Study series. Springer.

Yerushalmy, M. (2009) Epistemological discontinuities and cognitive hierarchies in technology-based Algebra learning. In Dreyfus, T., Schwarz, B. & Hershkowitz, R. (Eds.) The Transformation of Knowledge. Routledge. pp.56-64.

Yerushalmy, M. (2009). Educational technology and curricular design: Promoting mathematical creativity for all students. In R. Leikin, A. Berman & B. Koichu (Eds.), Mathematical creativity and the education of gifted students. Sense Publishers. pp. 101-113.

Yerushalmy, M. & Chazan, D. (2008) Technology and Curriculum Design: The ordering of discontinuities in school algebra. L. English et al. (Eds.) Handbook of International Research in Mathematics Education (2nd edition). pp. 806-837. Routledge.

Botzer, G. & Yerushalmy, M. (2008) Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion Graphs. The International Journal for Computers in Mathematical learning. 13.

Chazan, D., Yerushalmy, M. & Leikin, R. (2008) An Analytic Conception of Equation and Teachers’ Views of School Algebra. Journal of Mathematical Behavior. 27, 87-100

Maymon-Erez M., Yerushalmy, M. (2007) "If you can turn a rectangle to a square then you can turn a square to a rectangle…": On the complexity and importance of psychologizing the dragging tool by young students. International Journal of Computers for Mathematical Learning. 11 (3), 271-299.

Yerushalmy, M., Shternberg, B. (2006) Epistemological and cognitive aspects of time: A tool perspective. Journal for Research in Mathematics Education Monograph 13. 

Yerushalmy, M. (2006) Slower algebra students meet faster tools: Solving algebra word problems with graphing software. Journal for Research in Mathematics Education. 37 (5), 356 – 387.

Yerushalmy, M. (2005) Function of Interactive Visual Representations in Interactive Mathematical Textbooks. International Journal of Computers for Mathematical learning, 10 (3), 217 – 249.

Botzer, G. & Yerushalmy, M. (2006) Interpreting motion graphs through metaphorical projection of embodied experience. International Journal for Technology in Mathematics Education. 13(3).

Yerushalmy, M. (2005) Challenging known transitions: Learning and teaching algebra with technology. For the Learning of Mathematics. 25 (3), 37-42.

Talmon, V, Yerushalmy, M.(2004) Understanding Dynamic Behavior: Parent-Child Relations in Dynamic Geometry Environments. Educational Studies in Mathematics. 57, 91-119.

Yerushalmy, M., Elikan, S. (2004) A discussion may reveal it! Multimedia roles in professional development of mathematics teachers. In S. Guri (ed.)   Teachers in a Changing World: Trends and Challenges.  (In Hebrew) pp. 390-425. Open University Press, Tel Aviv.

Kieran, C, Yerushalmy, M. (2004) Research on the role of technological environments in algebra learning and teaching. In K. Stacey, H. Shick & M. Kendal (Eds.)   The Future of the Teaching and Learning of Algebra. The 12th ICMI Study. New ICMI (International Commission on Mathematical Instruction) Study Series, Vol. 8. pp.99-152. Kluwer Academic Publishers.

Schwartz, J.L. & Yerushalmy, M. (2003) Getting Students to Function in Algebra. Unpublished Manuscript. The institute for Alternatives in Education, University of Haifa.

Chazan, D. & Yerushalmy, M. (2003). On appreciating the cognitive complexity of school algebra: Research on algebra learning and directions of curricular change. In J. Kilpatrick, D. Schifter, & G. Martin. A Research Companion to the Principles and Standards for School Mathematics. pp. 123-135 NCTM, Reston, Virginia.

Shternberg, B., Yerushalmy, M. (2003)  Models of functions and models of situations: On design of a modeling based learning environment In H. M. Doerr & R. Lesh (Eds.) Beyond constructivism: A model and modeling perspective on teaching, learning, and problem solving in mathematics education.  pp. 479-500. Mahwah, NJ:  Lawrence Erlbaum.  

Yerushalmy, M. (2002) A response to Challis & Gretton: "Expressive and explicit CAS - is it enough?" The International Journal of Computer Algebra in Mathematics Education. 9 (2), 167-174.

Yerushalmy, M. & Chazan D. (2002) Flux in school algebra: Curricular change, graphing technology, and research on student learning and teacher knowledge.  In L. English et al. (Eds.) Handbook of International Research in Mathematics Education. pp. 725-756. Hillsdale, NJ: Erlbaum.

Yerushalmy, M. & Shternberg, B. (2001) A Visual Course to Functions. In A. Cuoco  & F. Curcio (Eds.) The Roles of Representations in School Mathematics. The 2001 Yearbook of the National Council of Teachers of Mathematics. pp. 251-268. NCTM, Reston, Virginia.

Yerushalmy, M. (2001) Problem Solving Strategies and Mathematical Resources: A longitudinal view on problem solving in a function based approach to algebra. Educational Studies in Mathematics. 43, 125-147.

Yerushalmy, M. Gilead, S. (1999) Structures of constant rate word problems: A functional approach analysis. Educational Studies in Mathematics. 39, 185-203.

Yerushalmy, M. (1999) Guest Editor. Special Issue on Learning Big Ideas: Curriculum reform and the use of technology. International Journal of Computers for Mathematical Learning. Volume 4 (2-3).

Yerushalmy, M. (1999) Making Exploration Visible: On Software Design and School Algebra Curriculum. International Journal for Computers for  Mathematical Learning, 4 (2-3), 169-189.

Yerushalmy, M., Schwartz, J.L. (1999) A procedural approach to exploration in calculus. International Journal of Mathematical Education in Science and Technology, 30 (6), 903-914.

Chazan, D. & Yerushalmy, M. (1998)   Charting a Course for Secondary Geometry. Lehrer, R. and D. Chazan (Eds.), Designing Learning Environments for Developing Understanding of Geometry and Space. pp. 67-90. Hillsdale, NJ: Erlbaum.

Yerushalmy, M. (1997) Designing Representations: Reasoning about Functions of Two VariablesJournal for Research in Mathematics Education. 28 (4), 431-466.

Yerushalmy, M. (1997) Mathematizing Qualitative Verbal Descriptions of Situations: A Language to Support Modeling. Cognition and Instruction. 15(2), 207-264.

Yerushalmy, M. (1997) Reaching the Unreachable: Technology and the Semantics of AsymptotesInternational Journal of Computers for Mathematical Learning. 2(1), 1-25.

Yerushalmy, M., Gilead, S. (1997) Solving Equation in a Technological Environment: Seeing and Manipulating Mathematics Teacher, National Council for Teachers of Mathematics. 90 (2), 156-163.

Yerushalmy, M.  (1996)  Computers in the Math Class (in Hebrew), In Z. Mevarech, N. Hativa, N. (Eds.), Computers in the School. pp.116-152. Shoken, Tel-Aviv.

Yerushalmy, M.  (1996)  Modeling students' knowledge of generalizations: options and obstacles. In: J.M. Laborde and C. Hoyles (Eds.), Intelligent Geometry Systems NATO ASI series. pp.246-262. Springer-Verlag.

Schwartz, J.L., Yerushalmy, M. (1995) On the need for a Bridging Language for Mathematical Modeling. For the Learning of Mathematics, 15 (2), 29-35.

Yerushalmy, M. (1994) Understanding concepts in algebra using linked representation tools. In D. Ferguson, (Ed.) Advanced Educational Technologies for Mathematics and Science.  Computer and System Sciences series vol.107. pp.497-524. Springer-Verlag.

Yerushalmy, M. (1993) Generalizations in Geometry. In Schwartz, Yerushalmy & Wilson (eds.): The Geometric Supposer: What it is a case of? pp.57-84. Erlbaum Inc. NJ.

Yerushalmy, M. & Schwartz, J.L. (1993)  Seizing the Opportunity to Make Algebra Mathematically and Pedagogically Interesting  In : T.A. Romberg, E. Fennema, and T. Carpenter (Eds.) Integrating Research on Graphical Representations of Functions. pp. 41-68. Erlbaum Inc. NJ.

Yerushalmy, M &  Gafni, R. (1992) Syntactic Manipulations and Semantic Interpretations in Algebra: The effect of graphic representationLearning and Instruction. Pergamon Press Ltd. 2, 303-319.

Yerushalmy, M. & Chazan, D. (1992) Guided Inquiry, Geometry and Technology: Some effects of educational research of teaching and learning.  Zentralblatt fur Didaktik der Mathematik (ZDM). 24, 172-177.

Yerushalmy, M. & Chazan, D. (1992) Research and Classroom Assessment of Student's Verifying, Conjecturing and Generalizing in Mathematics. In R. Lesh, S. Lamon (eds.) Assessing Deeper and Higher-Order Understanding of Foundation-Level Mathematical Ideas. pp. 89-118. American Association for the Advancement of Science Press, Washington.

Schwartz, J. L. & Yerushalmy, M. (1992) Getting Students to Function In and With Algebra.  In E. Dubinski, G. Harel (Eds.) Learning the Concept of Function.  pp. 281-289. The Mathematical Association of America (MAA).

Yerushalmy, M. (1991) Effects of Computerized Feedbacks on Performing and Debugging Algebraic Transformations. Journal of Educational Computing Research. 7, 309-330.

Yerushalmy, M. (1991) Students Perceptions of Aspects of Algebraic Function Using Multiple Representation Software.   Journal of Computer Assisted Learning. Blackwell Scientific Publications. 7, 42-57.

Yerushalmy, M. (1991) Enhancing Acquisition of Basic Geometrical Concepts with the Use of the SUPPOSER. Journal of Educational Computing Research. 7, 407-420.

Yerushalmy, M. (1990) Using empirical information in  geometry: students and designers' expectations.  Journal of Computers in Mathematics and Science Teaching. 9(3). 23- 38.

Yerushalmy, M. & Chazan, D. (1990) Overcoming Visualization Obstacles with the Aid of the SUPPOSER . Educational Studies in Mathematics. 21, 199-219. 

Yerushalmy, M., Chazan, D. & Gordon, M. (1990) Mathematical problem posing: Implications for facilitating Student Inquiry in Classrooms. Instructional Science, Kluwer Academic Publishers. 19, 219-245. PDF of earlier version

Schwartz, J.L. & Yerushalmy, M. (1987) The Geometric Supposer:  The computer as an intellectual prosthetic for the  making of conjectures. The College Mathematics  Journal. 18(1). 58-65.

Schwartz, J. L. & Yerushalmy, M. (1987) The Geometric Supposer:  A case study in the use of microcomputers in mathematics education.  In Bishop, J. Lochhead, J. & Perkins,D.N. Thinking.  Erlbaum, Hillsdale, NJ.

Yerushalmy, M. & Houde, R. (1986) The Geometric Supposer: Promoting thinking and  learning .  Mathematics Teacher. 79(6). 418-423.

Houde, R. & Yerushalmy, M. (1985) Teaching the Expected with the Geometric Supposer and Meeting the Unexpected. In Teaching Mathematics:  Strategies that work.  Driscoll, M. and Confrey, J. (eds.), North East Regional Exchange, MA. pp. 153-166.