Publications

Conference Proceeding

Abdu, R., Olsher, S., Yerushalmy, M. (2020). Towards automated grouping: unraveling mathematics teachers’ considerations. In: Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14: Essen, Germany, 22nd to 25th of July 2019. S. 147–154.

 Harel, R., Olsher, S.,Yerushalmy, M. (2020). Designing online formative assessment that promotes students’ reasoning processes. In: Proceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14: Essen, Germany, 22nd to 25th of July 2019. S. 181–188. 

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 ? The 10th congress of European research in mathematics education (Ireland, February 2017). 

Olsher, S & Yerushalmy, M. (2017). Making good practice common practice by using computer aided formative assessment . In the Proceedings of the 13th International Conference on Technology in Mathematics Teaching (ICTMT Lyon, July 2017)

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

http://www.dm.uniba.it/ictmt11/download/ICTMT11_Abstracts.pdf (PDF File)

Yerushalmy, M. & Shubash, N. (2009) Experiencing Examples with Interactive Diagrams. In the Proceedings of the 33rd  Annual meeting of the International Group of Psychology of Mathematics Education, vol. 5, pp.385-392,  Thessaloniki, Greece

Naftaliev, E. & Yerushalmy, M. (2009) Interactive Diagrams: Alternative approach to the design of Algebar Inquiry. In the Proceedings of the 33rd  Annual meeting of the International Group of Psychology of Mathematics Education, vol. 4, pp. 185-192, Thessaloniki, Greece

Swidan, O. & Yerushalmy, M. (2009) Making sense of Accumulation function in a technological environment. In the Proceedings of the 33rd  Annual meeting of the International Group of Psychology of Mathematics Education, vol. 4, pp.201-208, Thessaloniki, Greece

Genossar, S., Botzer, G. & Yerushalmy, M. (2008) Learning with Mobile Technology: A Case Study with Students in Mathematics Education. Chaise Conference on Digital learning. The Open University, Israel.  

Yerushalmy, M. (2008) Educational Technology and Curricular Design; Promoting Mathematical Creativity. In R. Leikin (Ed.) In the 5th International Conference on Creativity in Mathematics and the Education of Gifted Students. Haifa, Israel. pp.57-63.

Douglas Butler, Nicholas Jackiw, Jean-Marie Laborde, Jean-Baptiste Lagrange, Michal Yerushalmy (2008)  Design for transformative practices. In the 17th ICMI study: "Digital Technologies and Mathematics Teaching and Learning". Hanoi, Vietnam. 

Sever, G. & Yerushalmy, M. (2007) To Sense and to Visualize Functions: The Case of Graphs' Stretching. In the Fifth Conference of the European Society for Research in Mathematics Education (CERME5), Cyprus.

Botzer, G. & Yerushalmy, M. (2007) Mobile Applications for Mobile learning. . In the proceedings to the  Cognition and Exploratory Learning in the Digital Age (CELDA). December. Algarve, Portugal.

Yerushalmy, M. & Naftaliev, E. (2007) Learning Mathematics with Interactive Diagrams. In the proceedings to the  Cognition and Exploratory Learning in the Digital Age (CELDA). December. Algarve, Portugal.

Gilead, S., Yerushalmy, M. (2006) Graphs that are Close to Situations: Affordances and Constrains. Paper delivered at The American Educational Research Association [AERA], Division C- Learning & Instruction. San Francisco, US.

Talmon, V., Yerushalmy, M. (2006) Computer "Knowledge" and Student's Images of Figures: The Case of Dragging. In the Proceedings of the 30th  Annual meeting of the International Group of Psychology of Mathematics Education, vol. 5, pp. 241-248 Prague.

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 ICTMT7–International Conference for Technology in Mathematics Teaching, vol.2, pp. 215-222. Bristol UK. 

Shternberg, B., Yerushalmy, M. (2004) Didactic Model – Bridging a Concept with Phenomena. In the 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 World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 pp. 1699-1703. Chesapeake, VA: AACE.

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 International Congress for Mathematics Education, Topic Study Group 9. The learning and teaching of algebra. Copenhagen, Denmark. 

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. Third Conference of the  European Society for Research in Mathematics Education  Bellaria, Italy http://www.dm.unipi.it/~didattica/CERME3/proceedings/Groups/TG9/TG9_Yerushalmy_cerme3.pdf (PDF File)

Talmon, V., Yerushalmy, M. (2003) Dynamic Behavior in DGE: Some Questions Of Order.  Thematic Working Group 9: Tools and Technologies in Mathematical Didactics. Third Conference of the  European Society for Research in Mathematics Education  Bellaria, Italy http://www.dm.unipi.it/~didattica/CERME3/proceedings/Groups/TG9/TG9_Talmon_cerme3.pdf (PDF File)

Gilead, S. & Yerushalmy, M. (2001) Deep structures of algebra word problems: Is it approach (in)dependent? In the Proceedings of the 25th  annual meeting of the International Group for the Psychology of Mathematics Education, (PME) vol.3, pp. 41-48. The Netherlands.

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 25th  annual meeting of the International Group for the Psychology of Mathematics Education, vol. 3, pp. 289-296. The Netherlands. 

Yerushalmy, M. & Chazan, D. (2001) Toward conceptual understanding and cognitively flexible fluency: Analyzing strategic decisions of curriculum developers. The ICMI study of algebra. vol. 2, pp. 668-675. Melbourne, Australia.

Yerushalmy, M, Shternberg, B. & Gilead, S. (1999) Visualization and Meaningful Symbolization in modeling algebra problems.  In the Proceedings of the 23rd annual meeting of the International Group for the Psychology of Mathematics Education (PME), vol.1, pp.197-211. Haifa, Israel.

Yerushalmy, M. (1998) Organizing the post-arithmetic curriculum around big ideas: An idea turned into practice. In the proceedings of the 2nd Nordic Conference on Mathematics Education - NORMA, June 1998, Kristiansand, Norway. 

Yerushalmy, M. (1997) New schemes for solving algebra word problems. In the proceedings for the 21st   annual meeting of the International Group of the Psychology of Mathematics Education (PME), vol. 1, pp. 165-178. Lahti, Finland.

Yerushalmy, M., Bohr, M. (1995)   Between Equations and Solutions: An Odyssey in 3D. In the Proceedings of the 19th annual meeting of the International Group for the Psychology of Mathematics Education (PME), vol. 2, pp. 218-225. Brazil. 

Yerushalmy, M & Shternberg, B. (1994) Symbolic awareness of Algebra Beginners. In the Proceedings of the 18th  annual meeting of the International Group for the Psychology of Mathematics Education (PME), vol. 4, pp. 393-400. Portugal. 

Yerushalmy, M. & Gafni, R. (1991) The Effect of Graphic Representation: An experiment involving algebraic transformations.  In the Proceedings of the 15th  annual meeting of the International Group for the Psychology of Mathematics Education (PME), vol. 3, pp. 372-377, Assisi, Italy.

Yerushalmy, M. (1989) The use of graphs as visual interactive feedback while carrying out algebraic transformations.  In the Proceedings of the 13th  annual meeting of the International Group for the Psychology of Mathematics Education (PME), vol.3, pp.252-260, Paris.

Yerushalmy, M. (1988) Computer data generated by geometry students: Criteria for an appropriate information.   In Computers in Education (ECCE), F. Lovis and E.D. Tagg (eds.), pp. 621-628, North-Holland.

Yerushalmy, M. & Chazan, D. (1987) Effective Problem Posing in an inquiry Environment:  A case study using the Geometric Supposer. In the  Proceedings of the 11th  annual meeting of the International Group for the Psychology of Mathematics Education (PME), vol. 2, pp. 253-259, Montreal.

Yerushalmy, M., Chazan, D., Gordon, M. & Houde, R. (1986)  Microcomputer-centered guided inquiry in plane geometry.  In the Proceedings of the eighth annual meeting of the International Group for the Psychology of Mathematics Education. The North American Chapter (PME-NA), Michigan.