Prof. Michal Yerushalmy
Director of the The Mathematics Education Research and Innovation Center
The Mathematics Education Department in the Faculty of Education, University of Haifa
Publications
Articles
Yerushalmy, M., Olsher, S., Harel, R. & Chazan, D. (2022). Supporting Inquiry Learning: an Intellectual Mirror that Describes what It “Sees”. Digit Exp Math Educ (2022). https://doi.org/10.1007/s40751-022-00120-3
Harel, R., Olsher, S., & Yerushalmy, M. (2022). Personal elaborated feedback design in support of students’ conjecturing processes, Research in Mathematics Education, DOI: 10.1080/14794802.2022.2137571
Popper, P., & Yerushalmy, M. (2021). Online example-based assessment as a resource for teaching about quadrilaterals. Educational Studies in Mathematics, 1-18. https://doi.org/10.1007/s10649-021-10109-1
Abdu, R., Olsher, S. & Yerushalmy, M. (2021). Pedagogical Considerations for Designing Automated Grouping Systems: the Case of the Parabola. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-021-00095-7
Yerushalmy, M., Olsher, S., (2020). Online assessment of students’ reasoning when solving example-eliciting tasks: using conjunction and disjunction to increase the power of examples. ZDM Mathematics Education 52, 1033–1049. https://doi.org/10.1007/s11858-020-01134-0
Yerushalmy, M.,(2020) Seeing the entire picture (STEP): an example-eliciting approach to online formative assessment In Barzel, B., Bebernik, R., Göbel, L. , Pohl, M., Ruchniewicz, H., Schacht, F., Thurm, D.(Eds.) Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 : Essen, Germany.
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.), Learning in a networked society. Springer.
Cooper, J., Olsher, S., & Yerushalmy, M. (2019). Didactic metadata informing teachers’ selection of learning resources: boundary-crossing in professional development. Journal of Mathematics Teacher Education. Advance online publication.https://doi.org/10.1007/s10857-019-09428-1
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). Technology-based inquiry in geometry: semantic games through the lens of variation. Educational studies in Mathematics. https://doi.org/10.1007/s10649-018-9841-4
Yerushalmy, M., Nagari-Haddif, G. & Olsher, S. (2017). Design of tasks for online assessment that supports understanding of students’ conceptions. ZDM Mathematics Education. DOI 10.1007/s11858-017-0871-7
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?’ For the Learning of Mathematics, 36 (3), 11-18.
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.), Mathematics Curriculum Development, Delivery, and Enactment in a Digital World. Information Age Publishing. pp. 87-106
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. (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. 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. & 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 Variables. Journal 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 Asymptotes. International 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 representation. Learning 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.