Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Talli Nachlieli"'
Autor:
Talli Nachlieli, Einat Heyd-Metzuyanim
Publikováno v:
Journal of Mathematics Teacher Education. 25:347-369
This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learni
Publikováno v:
Educational Studies in Mathematics. 104:385-403
This study explored what was entailed in implementing a professional development (PD) designed in the United States (US) to a different, Israeli, context. To achieve this goal, the first step was empirically examining the effectiveness of such a PD u
Autor:
Talli Nachlieli, Michal Tabach
Publikováno v:
The Journal of Mathematical Behavior. 65:100930
Autor:
Talli Nachlieli, Michal Tabach
Publikováno v:
Educational Studies in Mathematics. 101:253-271
Ritual teaching, which provides students with ritual opportunities to learn, is common worldwide, notwithstanding extensive research calls for more reform-oriented teaching. Such resilience to change suggests that there are gains for ritual teaching.
Autor:
Talli Nachlieli, Avital Elbaum-Cohen
Publikováno v:
The Journal of Mathematical Behavior. 62:100872
In this paper we seek to promote a conceptualization of “teaching toward meta-level learning” based on theoretical and empirical aspects. We adopt the commognitive distinction between object- and meta-level learning, and relate to meta-level lear
Autor:
Michal Tabach, Talli Nachlieli
Publikováno v:
Series on Mathematics Education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::afcd31f4ef46c2fbb62a0de726e104a2
https://doi.org/10.1142/9789813231191_0044
https://doi.org/10.1142/9789813231191_0044
Publikováno v:
Series on Mathematics Education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::259471125ef3209caf8ff7ec67cf6634
https://doi.org/10.1142/9789813231191_0032
https://doi.org/10.1142/9789813231191_0032
Autor:
Michal Tabach, Talli Nachlieli
Publikováno v:
Educational Studies in Mathematics. 91:299-306
This special issue comprises five studies which vary in their focus and mathematical content, yet they all share an underlying communicational theoretical framework—commognition. Within this framework, learning mathematics is defined as a change in
Autor:
Michal Tabach, Talli Nachlieli
Publikováno v:
Educational Studies in Mathematics. 90:163-187
For mathematicians, definitions are the ultimate tool for reaching agreement about the nature and properties of mathematical objects. As research in school mathematics has revealed, however, mathematics learners are often reluctant, perhaps even unab
Publikováno v:
Journal of Mathematics Teacher Education. 19:547-574
The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to exa