Cooper, J., Olsher, J. & Yerushalmy, M. (2018) Reflecting on didactic metadata of learning sequences . To be presented in Lyon, May 2018. Olsher, S. & Yerushalmy, M. (2018) Making Informed decisions: Teachers' interacting with curriculum resources . Paper presented at ICMI study 24 Tsukuba, Japan.
Nagari-Haddif, G., & Yerushalmy, M. (2018).
Symbolic sketching: A challenge for online assessment in an interactive multiple-representation environment
. Edited by: Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska, 187.
Olsher, S. & Yerushalmy, M., (2017).
What can we learn about mathematics multiple choice problems from attached supporting examples
?
Olsher, S & Yerushalmy, M. (2017).
Making good practice common practice by using computer aided formative assessment
.
Naftaliev, E., & Yerushalmy M. (2015). GUIDING STUDENTS INSTRUCTION WITH AN INTERACTIVE DIAGRAM: THE CASE OF EQUATIONS. In the Proceedings of the 12th International Conference on Technology in Mathematics Teaching – ICTMT 12, Faro, Portugal. Nagari Haddif, G. & Yerushalmy, M. (2015). Digital Interactive Assessment in Mathematics: The Case of Construction E-tasks. CERME 9, Prague. Luz, Y. & Yerushalmy, M. (2015). E-assessment of understanding of geometric proofs using interactive diagrams. CERME 9, Prague. Yerushalmy M., (2013), Learning
mathematics with digital textbooks: challenging authoring and authority,
in Proceedings of the 11th International Conference on Technology in
Mathematics Teaching ICTMT11, Faggiano E. & Mondone A. (Eds), ISBN
978-88-6629-000-1, Bari, Italy, University of Bari, pp. 38 – 43 Yerushalmy, M. & Shubash, N. (2009) Experiencing Examples with Interactive Diagrams. In the Proceedings of the Naftaliev, E. & Yerushalmy,
M. (2009) Interactive Diagrams: Alternative approach to the design of
Algebar Inquiry. In the Proceedings of the Swidan, O. & Yerushalmy, M. (2009) Making sense of Accumulation function in a technological environment. In the Proceedings of the Genossar, S., Botzer, G. &
Yerushalmy, M. (2008) Learning with Mobile Technology: A Case Study with
Students in Mathematics Education. Yerushalmy, M. (2008) Educational
Technology and Curricular Design; Promoting Mathematical Creativity.
In R. Leikin (Ed.) In the Douglas Butler, Nicholas Jackiw,
Jean-Marie Laborde, Jean-Baptiste Lagrange, Michal Yerushalmy (2008)
Design for transformative practices. In the Sever, G. & Yerushalmy, M. (2007) To Sense and to Visualize Functions: The Case of Graphs' Stretching. In the Botzer, G. & Yerushalmy, M. (2007) Mobile Applications for Mobile learning. . In the proceedings to the Yerushalmy, M. & Naftaliev, E. (2007) Learning Mathematics with Interactive Diagrams. In the proceedings to the Gilead, S., Yerushalmy, M. (2006) Graphs that are Close to Situations: Affordances and Constrains. Paper delivered at The Talmon, V., Yerushalmy, M. (2006) Computer "Knowledge" and Student's Images of Figures: The Case of Dragging. In the Proceedings of the Botzer, G., Yerushalmy, M. (2005)
Hand Movement and Conceptualization of Motion. In F. Olivero &
Sutherland, R. (Eds.) Visions of Mathematics Education: Embedding
Technology in Learning. Proceedings of the 28th Annual meeting of the International Group of Psychology of Mathematics Education, vol. 4, pp. 185–192. Bergen, Norway.
Yerushalmy, M. (2004). Designing and
implementing Interactive Textbook for highschool mathematics. In P.
Kommers & G. Richards (Eds.), Proceedings of Yerushalmy, M. (2004). Does technology
transform the content of algebra curricula? An analysis of critical
transitions for learning and teaching. Paper delivered at the
quadrennial meeting of the Yerushalmy, M. & Chazan, D. (2003) Analyzing Changes in Student Performance: What is The Role Of Technology? Working Group 9: Tools and Technologies in Mathematical Didactics. Talmon, V., Yerushalmy, M. (2003) Dynamic
Behavior in DGE: Some Questions Of Order. Thematic Working Group 9:
Tools and Technologies in Mathematical Didactics. Gilead, S. & Yerushalmy, M. (2001) Deep
structures of algebra word problems: Is it approach (in)dependent? In
the Proceedings of the Leikin, R., Chazan, D. & Yerushalmy, M.
(2001) Understanding teachers' changing approaches to school algebra:
Contributions of concept maps as part of clinical interviews. In the
Proceedings of the Yerushalmy, M. & Chazan, D. (2001) Toward
conceptual understanding and cognitively flexible fluency: Analyzing
strategic decisions of curriculum developers. Yerushalmy, M, Shternberg, B. & Gilead, S.
(1999) Visualization and Meaningful Symbolization in modeling algebra
problems. In the Proceedings of the Yerushalmy, M. (1998) Organizing the
post-arithmetic curriculum around big ideas: An idea turned into
practice. In the proceedings of the Yerushalmy, M. (1997) New schemes for solving algebra word problems. In the proceedings for the Yerushalmy, M., Bohr, M. (1995) Between Equations and Solutions: An Odyssey in 3D. In the Proceedings of the Yerushalmy, M & Shternberg, B. (1994) Symbolic awareness of Algebra Beginners. In the Proceedings of the Yerushalmy, M. & Gafni, R. (1991) The
Effect of Graphic Representation: An experiment involving algebraic
transformations. In the Proceedings of the Yerushalmy, M. (1989) The use of graphs as
visual interactive feedback while carrying out algebraic
transformations. In the Proceedings of the 1 Yerushalmy, M. (1988) Computer data generated by geometry students: Criteria for an appropriate information. In Yerushalmy, M. & Chazan, D. (1987)
Effective Problem Posing in an inquiry Environment: A case study
using the Geometric Supposer. In the Proceedings of the Yerushalmy, M., Chazan, D., Gordon, M. &
Houde, R. (1986) Microcomputer-centered guided inquiry in plane
geometry. In the Proceedings of the |

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