Har-Carmel, Y., Olsher, S., Elkin-Koren, N., & Yerushalmy, M.,
(forthcoming). eTextbooks: Challenges to pedagogy, law and policy. In
Y.Kali, A. Baram-Tsabary, A., Schejter (Eds.), Cooper, J., Olsher, S., & Yerushalmy, M. (2019). Didactic metadata
informing teachers’ selection of learning resources: boundary-crossing in
professional development. Nagari-Haddif, G., Yerushalmy, M. (2018) Supporting Online E-Assessment of Problem Solving: Resources and Constraints. In D. R. Thompson et al. (Eds.), Classroom Assessment in Mathematics, ICME-13 Monographs, Chapter 7. https://doi.org/10.1007/978-3-319-73748-5_7 Yerushalmy, M. & Hess-Green, R. (2018) Challenges teachers face when designing their resources: The case of technology-based formative assessment. In: Movshovitz-Hadar, N. (Ed).K-12 Mathematics Education in Israel - Issues and Challenges, pp. 335-342. Series on Mathematics Education: Volume 13, World Scientific Publication, Singapore.
Soldano, C., Luz, Y., Arzarello, F. & Yerushalmy, M. (2018)
Yerushalmy, M., Nagari-Haddif, G. & Olsher, S. (2017). Design of tasks
for online assessment that supports understanding of students’ conceptions. 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
Olsher, S., Yerushalmy, M., Chazan, D. (2016) ‘
How might the use of technology in formative assessment support changes in
mathematics teaching?’
Sinclair, N., & Yerushalmy, M. (2016). Digital Technology in
Mathematics Teaching and Learning: A Decade Focused on Theorising and
Teaching. Sense Publishers. pp. 235-274. Yerushalmy, M. (2016). Inquiry Curriculum and eTextbooks: Technological changes that challenge the representation of Mathematics Pedagogy. In M. Bates & Z. Usiskin (Eds.), Swidan, O., & Yerushalmy, M. (2015). Conceptual Structure of the Accumulation Function in an Interactive and Multiple-Linked Representational Environment.
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. Naftaliev, E., & Yerushalmy M. (2013). Guiding Explorations: Design Principles and Functions of Interactive Diagrams. Computers in the Schools, 30(1-2), 61-75. http://www.tandfonline.com/eprint/j8seqyGQtKs3AyDSj4wn/full Yerushalmy , M. (2013) Designing for Inquiry in School Mathematics. Educational Designer, 2(6). Retrieved from: http://www.educationaldesigner.org/ed/volume2/issue6/article22/ 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. & 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.), Yerushalmy, M. (2009) Epistemological discontinuities and cognitive hierarchies in technology-based Algebra learning. In Dreyfus, T., Schwarz, B. & Hershkowitz, R. (Eds.) Yerushalmy, M. (2009). Educational technology and curricular design: Promoting mathematical creativity for all students. In R. Leikin, A. Berman & B. Koichu (Eds.), Yerushalmy, M. & Chazan, D. (2008) Technology and Curriculum Design: The ordering of discontinuities in school algebra. L. English et al. (Eds.) Botzer, G. & Yerushalmy, M. (2008) Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion Graphs. Chazan, D., Yerushalmy, M. & Leikin, R. (2008) An Analytic Conception of Equation and Teachers’ Views of School Algebra. 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. Yerushalmy, M., Shternberg, B. (2006) Epistemological and cognitive aspects of time: A tool perspective. Yerushalmy, M. (2006) Slower algebra students meet faster tools: Solving algebra word problems with graphing software. Yerushalmy, M. (2005) Function of Interactive Visual Representations in Interactive Mathematical Textbooks. Botzer, G. & Yerushalmy, M. (2006) Interpreting motion graphs through metaphorical projection of embodied experience. Yerushalmy, M. (2005) Challenging known transitions: Learning and teaching algebra with technology. Talmon, V, Yerushalmy, M.(2004) Understanding Dynamic Behavior: Parent-Child Relations in Dynamic Geometry Environments. Yerushalmy, M., Elikan, S. (2004) A discussion may reveal it! Multimedia roles in professional development of mathematics teachers. In S. Guri (ed.) 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.) 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. 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.) Yerushalmy, M. (2002) A response to Challis & Gretton: "Expressive and explicit CAS - is it enough?" 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.) Yerushalmy, M. & Shternberg, B. (2001) A Visual Course to Functions. In A. Cuoco & F. Curcio (Eds.) Yerushalmy, M. (2001) Problem Solving Strategies and Mathematical Resources: A longitudinal view on problem solving in a function based approach to algebra. Yerushalmy, M. Gilead, S. (1999) Structures of constant rate word problems: A functional approach analysis. Yerushalmy, M. (1999) Guest Editor. Special Issue on Learning Big Ideas: Curriculum reform and the use of technology. Yerushalmy, M. (1999) Making Exploration Visible: On Software Design and School Algebra Curriculum. Yerushalmy, M., Schwartz, J.L. (1999) A procedural approach to exploration in calculus. Chazan, D. & Yerushalmy, M. (1998) Charting a Course for Secondary Geometry. Lehrer, R. and D. Chazan (Eds.), Yerushalmy, M. (1997) Designing Representations: Reasoning about Functions of Two Variables. Yerushalmy, M. (1997) Mathematizing Qualitative Verbal Descriptions of Situations: A Language to Support Modeling. Yerushalmy, M. (1997) Reaching the Unreachable: Technology and the Semantics of Asymptotes. Yerushalmy, M., Gilead, S. (1997) Solving Equation in a Technological Environment: Seeing and Manipulating Yerushalmy, M. (1996) Computers in the Math Class (in Hebrew), In Z. Mevarech, N. Hativa, N. (Eds.), Yerushalmy, M. (1996) Modeling students'
knowledge of generalizations: options and obstacles. In: J.M. Laborde
and C. Hoyles (Eds.), Schwartz, J.L., Yerushalmy, M. (1995) On the need for a Bridging Language for Mathematical Modeling. Yerushalmy, M. (1994) Understanding concepts in algebra using linked representation tools. In D. Ferguson, (Ed.) Yerushalmy, M. (1993) Generalizations in Geometry. In Schwartz, Yerushalmy & Wilson (eds.): 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.) Yerushalmy, M & Gafni, R. (1992) Syntactic Manipulations and Semantic Interpretations in Algebra: The effect of graphic representation. Yerushalmy, M. & Chazan, D. (1992) Guided
Inquiry, Geometry and Technology: Some effects of educational research
of teaching and learning. Yerushalmy, M. & Chazan, D. (1992) Research and Classroom Assessment of Student's Verifying, Conjecturing and Generalizing in Mathematics. In R. Lesh, S. Lamon (eds.) Schwartz, J. L. & Yerushalmy, M. (1992) Getting Students to Function In and With Algebra. In E. Dubinski, G. Harel (Eds.) Yerushalmy, M. (1991) Effects of Computerized Feedbacks on Performing and Debugging Algebraic Transformations. Yerushalmy, M. (1991) Students Perceptions of Aspects of Algebraic Function Using Multiple Representation Software. Yerushalmy, M. (1991) Enhancing Acquisition of Basic Geometrical Concepts with the Use of the SUPPOSER. Yerushalmy, M. (1990) Using empirical information in geometry: students and designers' expectations. Yerushalmy, M. & Chazan, D. (1990) Overcoming Visualization Obstacles with the Aid of the SUPPOSER. Yerushalmy, M., Chazan, D. & Gordon, M.
(1990) Mathematical problem posing: Implications for facilitating Student Inquiry in Classrooms. Schwartz, J.L. & Yerushalmy, M. (1987) The Geometric Supposer: The computer as an intellectual prosthetic for the making of conjectures. 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. Yerushalmy, M. & Houde, R. (1986) The Geometric Supposer: Promoting thinking and learning . Teaching Mathematics: Strategies that work. Driscoll, M. and Confrey, J. (eds.), North East Regional Exchange, MA. pp. 153-166. |

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