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Research in Mathematics Education Volume 9, 2007 - Issue 1
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Original Articles

MATHEMATICS TEACHERS' CHOICES OF EXAMPLES THAT POTENTIALLY SUPPORT OR IMPEDE LEARNINGFootnote1

Orit Zaslavsky Department of Education in Technology & Science Technion, Israel Institute of Technology, Haifa
&
Iris Zodik Department of Education in Technology & Science Technion, Israel Institute of Technology, Haifa
Pages 143-155 | Published online: 21 Apr 2008

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Read on this site (3)

Raz Harel, Shai Olsher & Michal Yerushalmy. (2022) Personal elaborated feedback design in support of students’ conjecturing processes. Research in Mathematics Education 0:0, pages 1-20.
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Ramazan Avcu. (2022) Middle-school mathematics teachers’ provision of non-examples and explanations in rational number instruction. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-29.
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Michael Kainose Mhlolo. (2016) Students’ Dichotomous Experiences of the Illuminating and Illusionary Nature of Pattern Recognition in Mathematics. African Journal of Research in Mathematics, Science and Technology Education 20:1, pages 45-56.
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Articles from other publishers (15)

Mücahit ŞAHİN & Fatih KARAKUŞ. (2023) Ortaokul Matematik Öğretmenlerinin Oran-Orantı Konusunun Öğretiminde Kullandıkları Örneklere İlişkin Görüşlerinin İncelenmesiInvestigation of Elementary Mathematics Teachers' Views on the Examples Used in the Teaching of Ratio and Proportion. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:4, pages 1213-1234.
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Mücahit ŞAHİN & Fatih KARAKUŞ. (2021) Ortaokul Matematik Öğretmenlerinin Oran ve Orantı Konusunun Öğretiminde Kullandıkları Örneklerin İncelenmesi. Cumhuriyet International Journal of Education.
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Yew Hoong Leong, Lu Pien Cheng, Wei Yeng Karen Toh, Berinderjeet Kaur & Tin Lam Toh. (2019) Teaching students to apply formula using instructional materials: a case of a Singapore teacher’s practice. Mathematics Education Research Journal 33:1, pages 89-111.
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Mi Yeon Lee & Ji-Eun Lee. (2020) Pre-service Teachers’ Selection, Interpretation, and Sequence of Fraction Examples. International Journal of Science and Mathematics Education 19:3, pages 539-558.
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Duygu ÖREN VURAL & Fulya KULA. (2019) MATEMATİK ÖĞRETİMİNDE ÖRNEKLER: TEMEL TANIM, KAVRAM VE YAKLAŞIMLARTHE USE OF EXAMPLES IN MATHEMATICS TEACHING: BASIC DEFINITIONS, CONCEPTS AND APPROACHES. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 19:2, pages 569-586.
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Dina Tirosh, Pessia Tsamir, Esther S. Levenson & Ruthi Barkai. (2017) Using theories and research to analyze a case: learning about example use. Journal of Mathematics Teacher Education 22:2, pages 205-225.
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Orit Zaslavsky. (2019) There is more to examples than meets the eye: Thinking with and through mathematical examples in different settings. The Journal of Mathematical Behavior 53, pages 245-255.
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Inbar Aricha-Metzer & Orit Zaslavsky. (2019) The nature of students’ productive and non-productive example-use for proving. The Journal of Mathematical Behavior 53, pages 304-322.
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Yasemin Saglam Kaya. (2017) Öğretmen Adaylarının Matematiksel Örnekleri Algılayışları Üzerine Bir Metafor Analizi. Bartın Üniversitesi Eğitim Fakültesi Dergisi 6:1, pages 48-48.
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Dov Zazkis. (2014) Proof-scripts as a lens for exploring students’ understanding of odd/even functions. The Journal of Mathematical Behavior 35, pages 31-43.
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Orit Zaslavsky & Iris Zodik. 2014. Transforming Mathematics Instruction. Transforming Mathematics Instruction 525 546 .
Martin Griffiths. (2012) Intuiting the fundamental theorem of arithmetic. Educational Studies in Mathematics 82:1, pages 75-96.
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Mohini Mohamed & Faridah Sulaiman. (2010) Framework of Knowledge and Teaching Skills of Expert Mathematics Teachers in Using Mathematical Examples. Procedia - Social and Behavioral Sciences 8, pages 325-331.
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Orit Zaslavsky. 2010. Instructional Explanations in the Disciplines. Instructional Explanations in the Disciplines 107 128 .
Iris Zodik & Orit Zaslavsky. (2008) Characteristics of teachers’ choice of examples in and for the mathematics classroom. Educational Studies in Mathematics 69:2, pages 165-182.
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