Tabach Michal
Tabach Michal
Mathematics Education, Tel Aviv University
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Promoting multiple representations in algebra
A Friedlander, M Tabach
The roles of representation in school mathematics, 173-185, 2001
Mathematics curriculum development for computerized environments: A designer-researcher-teacher-learner activity
R Hershkowitz, T Dreyfus, D Ben-Zvi, A Friedlander, N Hadas, T Resnick, ...
Handbook of international research in mathematics education, 657-694, 2002
Growing mathematical objects in the classroom–The case of function
T Nachlieli, M Tabach
International Journal of Educational Research 51, 10-27, 2012
Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders
P Tsamir, D Tirosh, E Levenson, R Barkai, M Tabach
ZDM 47 (3), 497-509, 2015
The influence and shaping of digital technologies on the learning–and learning trajectories–of mathematical concepts
AI Sacristán, N Calder, T Rojano, M Santos-Trigo, A Friedlander, ...
Mathematics education and technology-rethinking the terrain, 179-226, 2009
School mathematics and creativity at the elementary and middle-grade levels: how are they related?
M Tabach, A Friedlander
ZDM 45 (2), 227-238, 2013
Multiple solution methods and multiple outcomes—is it a task for kindergarten children?
P Tsamir, D Tirosh, M Tabach, E Levenson
Educational Studies in Mathematics 73 (3), 217-231, 2010
Principles of task design for conjecturing and proving
FL Lin, KL Yang, KH Lee, M Tabach, G Stylianides
Proof and proving in mathematics education, 305-325, 2012
A mathematics teacher’s practice in a technological environment: A case study analysis using two complementary theories
M Tabach
Technology, Knowledge and Learning 16 (3), 247-265, 2011
From preschool teachers’ professional development to children’s knowledge: comparing sets
D Tirosh, P Tsamir, E Levenson, M Tabach
Journal of Mathematics Teacher Education 14 (2), 113-131, 2011
Uses of technology in upper secondary mathematics education
S Hegedus, C Laborde, C Brady, S Dalton, HS Siller, M Tabach, ...
Springer Nature, 2017
Opportunities for learning given to prospective mathematics teachers: Between ritual and explorative instruction
E Heyd-Metzuyanim, M Tabach, T Nachlieli
Journal of Mathematics Teacher Education 19 (6), 547-574, 2016
The role of context in learning beginning algebra
M Tabach, A Friedlander
Algebra and algebraic thinking in school mathematics: Seventieth Yearbook …, 2008
Constructing and consolidating of algebraic knowledge within dyadic processes: A case study
M Tabach, R Hershkowitz, B Schwarz
Educational studies in mathematics 63 (3), 235-258, 2006
Classroom engagement towards using definitions for developing mathematical objects: the case of function
M Tabach, T Nachlieli
Educational Studies in Mathematics 90 (2), 163-187, 2015
Creative reasoning and shifts of knowledge in the mathematics classroom
R Hershkowitz, M Tabach, T Dreyfus
ZDM 49 (1), 25-36, 2017
Communicational perspectives on learning and teaching mathematics: Prologue
M Tabach, T Nachlieli
Educational Studies in Mathematics 91 (3), 299-306, 2016
Should proof be minimal? Ms T's evaluation of secondary school students’ proofs
P Tsamir, D Tirosh, T Dreyfus, R Barkai, M Tabach
The Journal of Mathematical Behavior 28 (1), 58-67, 2009
Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment
M Tabach, A Arcavi, R Hershkowitz
Educational Studies in Mathematics 69 (1), 53-71, 2008
Learning beginning algebra with spreadsheets in a computer intensive environment
M Tabach, R Hershkowitz, A Arcavi
The Journal of Mathematical Behavior 27 (1), 48-63, 2008
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