Associate Prof. Bracha Kramarski

Address:

(Residence)     Gelman Street 5, Petah-Tikva

Bar-Ilan University, School of Education, 52900 Ramat-Gan, Israel

Tel:

+972-3-9339104

E-mail:

Bracha.kramarski@biu.ac.il

I.D :

42532325

Year

Appointment

(Work Percentage)

1995

Assistant,  School of Education

75%

1997-2003

Lecturer

100%

2004-2009 2010-

Senior Lecturer

Associate Professor                                                                               

100%

100%

Year

2000-2009

Member of Professional Committee for Developing

Mathematical Curriculum in Secondary school

Member of

Professional Organizations:

1.              American Educational Research Association (AERA).

2.              European Association for Research on Learning & Instruction (EARLI)

3.           SIG of Metacognition and learning   (EARLI_SIG16).

4.             SIG of Learning and Instruction with Computers (EARLI_SIG 6 & 7).

5.             International Group for the Psychology of Mathematics Education (PME)

6.             National Council for Teachers of Mathematics, U.S.A. (NCTM).

7.             International Council for Educational Media (ICEM)

8.             International Association for Cognitive Education and Psychology (IACEP)

Advisory editorial
board

1.      Advisory editorial board of Metacognition and Learning Journal.

1. Guest editor on the special issue "Research and Practice on  Teachers' and Students' Self-Regulation  Growth. In the Metacognition and Learning Journal (in preparation).

1. Guest leading editor on the special issue   "New Perspectives on Integrating Self-Regulated Learning at School" in  the Journal for Education Research International, 2013 (with Desoete, Bannert, Narciss & Perry).
2. Advisory editorial board of the book, "Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges".
3. 2009. R. Subramaniam & T., W. Leo (Eds.). Information
4. Science Reference, Hershey, USA. In R. Subramaniam & T., W. Leo (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. Information Science Reference, Hershey, USA. (pp. 794-805).

7.      Advisory editorial board of the book "Fostering Self-regulated learning through ICTs". G. Dettori, & D.  Persico, Eds.

      2010.  Published by IGI Global (www.igi-global.com).

1. Editorial team of The International Electronic Journal of Elementary
   Education (IEJEE - www.iejee.com).

Reviewer

Scientific grants

ISF (Israeli Science Foundation)

GIF (Germany and Israel Foundation)

FWF (Austrian Science Fund) 

Journals

British Journal of Educational Psychology

Journal of Mathematics Teacher Education

Journal of Metacognition and Learning

Journal of Computer Assisting Learning

Journal of Cognitive Education and Psychology

Journal of Educational Computing Research

Journal of Educational Psychology

Journal of Educational Research

Learning & Instruction

Learning and Individual Differences

Teacher Mathematical Educator

ZDM- The International Journal on Mathematics Education

Thinking and Reasoning

Studies in Educational Evaluation

Computers & Education

Alberta Journal of Educational Research (AJER).

European Journal of Psychology of Education

Conferences' scientific papers

EARLI-European Association for Research on Learning & Instruction

PME-International Group for the Psychology of Mathematics Education

SIG16 –Metacognition of EARLI

SIG11- Teaching and Teacher Education

Additional Information

 Research Fields

My field of research focuses on investigation of meta-cognition and self-regulation in learning and teaching STEM subjects (focus on Science, Technology and Mathematics) in both perspectives- students and teachers. A series of studies focus on the effects of the IMPROVE method  that I developed (1997) on students’ mathematical reasoning, problem solving, and mathematical discourse in different learning environments, such as, cooperative learning, advanced technologies as Hypermedia and  network discussion. Some of my  recent studies  investigate STEM teachers' professional grows under self-regulation guidance. Other  studies focus on secondary analysis of the PISA.OECD international study regarding mathematics and science literacy, class environments and teachers perceptions of learning and teaching. All of these studies are published in peer reviewed scientific journals, and presented in many international conferences.

Research Projects

Projects: Research & Development

Year

                                                                                                                (amount-$)

1996

Keren Schnytzer For Outstanding Dissertation                                                     2,000

1996-1997

Malam For Developing Innovative Mathematical                                           200,000

Learning Materials                             

2000-2003

Chief Scientist of Ministry of Education

For the Program of International Students Assessment of Reading

Mathematics and Science Literacy (PISA/OECD)                                           378,378

2000-2001

Malam For Developing Innovative Mathematical                                            205,000

 Learning Materials                             

2002

Chief Scientist of Ministry of Education Annual Competition                           21,622

(with N. Resh)                                                                                        

2002-2010

Ministry of Education, Culture and Sport For Professional Development       600,457

of Mathematical Primary School Teachers                                                           

2005-2007

Malam For Professional Development of Physics High School Teachers       135,135

2007-2009  

Ministry of Education, Culture and Sport For Developing Courses of

Integrating High Order Thinking Skills in Preservice Professional

Education in Bar Ilan University                                                                           8,108

2004-2008

Chief Scientist of Ministry of Education for the

Program of International Students Assessment of Reading Mathematics

and Science Literacy (PISA/OECD); (with Z. R. Mevarech)                           351,577

2009

2010

2013-2014

2013-2014

Israeli Scientific Foundation

For the proposal: Shaping Self-regulation of Higher-Order Thinking in Teachers' Professional Development (with T. Michalsky)- received grade: very good.

Award from the Rector of the university  for excellent research                             3,000

Chief Scientist of Ministry of Education for the Professional Development of Mathematics teachers ' with  Technology (TPCK).                                             54,054

Ministry of Education for Enhancing Teachers Expertise with

Video Analysis and Simulations                                                                         30,000                                                                                              

Journals

ARTICLES IN REFEREED JOURNALS/PERIODICALS

1. Michalsky, T., & Kramarski, B. (in press). Prompting reflections for integrating self-regulation into teacher technology education. Teacher College Records.
2. Kramarski, B & Fridman, S.(2014). Solicited versus unsolicited metacognitive prompts for fostering mathematical problem-solving using multimedia. Journal of Educational Computing Research, 50(3),
3.  

1. Tzohar-Rozen, M, & Kramarski, B.  (2014). Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems. Global Education Review. , 1 (4). 76-95.
2. Kramarski, B., Weiss, I., & Sharon, S. (2013). Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge, Journal of Cognitive Education and Psychology, 12,2, 197- 214.
3. Tzohar-Rozen, M, & Kramarski, B.  (2013). How can an affective self-regulation program promote mathematical literacy in young students? Hellenic Journal of Psychology, 10, 211-234.
4. Kramarski, B., Desoete, A., Bannert, M.,Narciss, S., & Perry, N. (2013).  New perspectives on integrating self-regulated learning at school (special issue). Education Research International, Editorial paper, Article ID 498214, 1- 4.
5. Iluz, S., Michalsky, T., & Kramarski, B. (2012). Developing and assessing the life challenges teacher Inventory for teachers' professional growth. Studies in Educational Evaluation, 38. 44-54.
6. Kohen, Z. & Kramarski, B. (2012). Developing Self-Regulation by using reflective support in a video-digital microteaching environment. Journal for Education Research International, 10 pages, doi: 10.1155/2012/105246
7. Kohen, Z, & Kramarski, B. (2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38, 1-8.
8. Biberman-Shalev, L., Sabbagh, C., Resh, N., & Kramarski, B. (2011). Teachers' preferences for distributing grades:  Does disciplinary expertise matter?   Teaching  and Teacher education, 27, 831-840.
9. Kramarski, B & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.
10. Kramarski. B., Weiss. I., &  Kololshi-Minsker. (2010). How can self- regulated learning (SRL) support problem solving of third-grade students with mathematics anxiety? ZDM - The International Journal on Mathematics  Education, 42(2), 179-193.
11. Kramarski, B., & Michalsky, T. (2009a). Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.
12. Kramarski, B., & Dudai V. (2009). Group-metacognitive support for online inquiry in mathematics with differential self-questioning. Journal of Educational Computing Research. 40 (4), 365-392.
13. Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers' professional training. Educational Studies in Mathematics, 72 (3), 379-399.
14. Cohen, E. H., Kramarski, B. & Mevarech, Z. R. (2009). Classroom practices and students’ literacy in a high and low achieving country: A comparative analysis of PISA data from Finland and Israel. Educational Practice and Theory,  31(1), 19-37.
15. Kramarski. B. (2009). Developing a pedagogical problem solving view among mathematics  teachers with  two reflection programs. International Electronic Journal of Elemantary Education , 2(1): IEJEE, Special Issue: Metacognition,138-153.
16. Kramarski, B & Michalsky, T. (2009b). Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Special issue of  Educational Research and Evaluation An International Journal on Theory and Practice, 15 (5), 465-490.
17. Michalsky, T. & Kramarski, B. (2009). Shaping self-regulation in teachers' professional   development in the context of higher-order thinking. ISF.
18. Michalsky, T. & Kramarski, B. (2008). Effects of e-learning on self-regulation and perceptions of  learning and teaching of pre-service teachers. Megamot, 4, 660-685 (Hebrew).
19. Kramarski, B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3, 2, 83-99.  
20. Kramarski, B. & Zoldan, S. (2008). Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches. The Journal of Educational Research, 102 (2), 137-151.
21. Kramarski, B. & Weiss, I. (2007). Investigating preschoolers’ mathematical engagement in a multimedia collaborative environment. Journal of Cognitive Education and Psychology (JCEP), Issue 6(3), 411-432.
22. Resh, N. & Kramarski, B. (2007). Teachers’ beliefs and pedagogical practice: Do they fit requirements as implied by the PISA’s model for teaching literacy? Educational Practice and Theory, 29(2), 27-48.
23. Kramarski, B. & Mizrachi, N. (2006). Online discussion and self-regulated learning: effects of four instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218-230.
24. Weiss, I., Kramarski, B., & Talis, S. (2006). Effects of multimedia environment on kindergarten children’s mathematical achievements and style of learning. Educational Media International, 43(1), 3-17.
25. Kramarski, B. & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22, 24-33.
26. Kramarski, B. & Mizrachi, N. (2006). Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.
27. Kramarski, B. (2004). Making sense of graphs: Does metacognitive instruction make a difference on students’ mathematical conceptions and alternative conceptions. Learning and Instruction, 14, 593-619.
28. Kramarski, B. & Hirsch, C. (2003). Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning, 19, 35-45.
29. Kramarski, B. & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: Effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310.
30. Kramarski, B. & Court, D. (2003). Professional development of pre-service teacher training faculty through learning about research. Curriculum and Teaching, 18(2), 89-102.
31. Kramarski, B. & Hirsch, C. (2003). Effects of computer algebra system with metacognitive training on mathematical reasoning. Educational Media International, 40(3/4), 249-259.
32. Mevarech, Z. R. & Kramarski, B. (2003). The effects of metacognitive training vs. worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73, 449-471.
33. Kramarski, B. & Ritkof, R. (2002). The effects of metacognition and email conversation on learning graphing. Journal of Computer Assisted Learning, 18, 33-43.
34. Kramarski, B. (2002a). Enhancing mathematical discourse: The effects of email conversation. Educational Media International, 39(1), 101-106.
35. Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.
36. Kramarski, B. (2002b). The effects of metacognitive training on gender differences in mathematics. Journal of Educational Practice and Theory, 24(1), 93-104.
37. Court, D. & Kramarski, B. (2002). Teacher educators' views on the relationship between research and teaching. Educational Practice and Theory, 24(2), 63-73.
38. Fund, Z., Court, D., & Kramarski, B. (2002). An evaluative tool to assess reflection in a teacher-training course. Assessment and Evaluation in Higher Education, 27(6), 485-499.
39. Kramarski, B. & Zeichner, O. (2001). Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media International, 38(2/3), 77-82.
40. Kramarski, B. Mevarech, Z. R., & Liberman, A. (2001). The effects of multilevel-versus unilevel-metacognitive training on mathematical reasoning. The Journal of Educational Research, 94(5), 292-300.
41. Kramarski, B. (2000). Metacognition and the ability to solve problems presented in concrete and abstract contexts. Megamot, 4, 660-685 (Hebrew).
42. Kramarski, B. & Feldman, Y. (2000). Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness. Educational Media International, 37(3), 149-155.
43. Kramarski, B. (1999). Is easier better? - The study of graphs by computers. Educational Media International, 36(3), 203-209.
44. Kramarski, B. & Mevarech, Z. R. (1997). Cognitive - metacognitive training within a problem solving based Logo environment. British Journal of Educational Psychology, 67, 425-445.
45. Mevarech, Z. R. & Kramarski, B. (1997a). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365-395.
46. Mevarech, Z. R. & Kramarski, B. (1997b). From verbal description to graphic representations: Stability and change in student's alternative conceptions. Educational Studies in Mathematics, 32, 229-263.
47. Mevarech, Z. R. & Kramarski, B. (1993). Vygotsky and Papert: Social-cognitive interactions with Logo environments. British Journal of Educational Psychology, 63, 96-109.
48. Mevarech, Z. R. & Kramarski, B. (1992). How and how much can cooperative Logo environments enhance creativity and social relationships? Learning and Instruction, 2, 259-274.

Books

1. Mevarech, Z.R.,  & Kramarski, B. (2014). Critical maths for innovative societies: The role of

           metacognitive  pedagogies. OECD  publisher, Paris.

CHAPTERS IN BOOKS

1. Kramarski, B., Michalsky, T. (in press). Effects of a TPCK-SRL model on teachers' pedagogical beliefs, self-efficacy and technology-based lesson design. In  C. Angelie, & N. Valanides (Eds). Understanding Technological Pedagogical Content Knowledge (TPCK). Springer Publisher.
2. Kohen, Z., & Kramarski, B. (in press). Promoting mathematics teachers' metacognition. In J. Dori, z. Mevarech & D, Baker (Eds.). Cognition, Metacognition, and Culture in STEM Education. Springer Publisher.
3. Kramarski, B., & Michalsky, T. (2013). Student and teacher perspectives on IMPROVE self-regulation prompts  in web-based learning. In  R. Azevedo, & V. Aleven, (Eds). International Handbook of Metacognition and Learning Technologies. Springer Publisher (pp. 35-51).
4. Kramarski, B. (2012). Stimulating self-regulated learning in hypermedia to support mathematical literacy of low achieving students. In  A. Shamir, & O. Korat (Eds). Technology as a Support for Literacy Achievements for Children at Risk. Springer Publisher (pp. 157-169). Springer Publisher.
5. Kramarski, B. (2012). Overview on  self-regulated learning in online mathematical problem-solving discussion forums. In Z. Yan (Ed.) Encyclopedia of Cyber Behavior (pp.1145-1155). IGI Global publisher.
6. Kramarski, B. & Revach T. (2011). The role of self-regulated learning in professional development of mathematics elementary teacher. In N. Bednarz, D. Fiorentini & R. Huang, (Eds). The Professional Development of Mathematics Teachers: Experiences and Approaches Development in Different Countries. (pp. 182-193). Ottawa University Press.
7. Kramarski, B. (2011). Developing and assessing self-regulation through sharing feedback in online mathematical problem solving. In G. Dettori, & D. Persico (Eds.), Fostering self-regulated learning through ICTs (pp. 232-247). Hershey: IGI Global.
8. Cohen, A., Kramarski, B., & Mevarech, Z. (2009). Self-Regulation in Learning Questionnaire among the Israeli examinees of the program for international student assessment (PISA). In A. Cohen (Ed.), Facet theory and scaling:  In search of structure in social and behavioral science research. Jerusalem: FTA.
9. Kramarski, B (2009). Metacognitive feedback in online mathematical discussion. In R. Subramaniam & T., W. Leo (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. Information Science Reference, Hershey, USA. (pp. 794-805).
10. Kramarski, B & Michalsky, T. (2008). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In Schwartz, N., Zumbach. J., Seufert. T., Kester. L., (Eds.), Beyond Knowledge: the Legacy of Competence Meaningful Computer-based Learning Environments. (pp. 93-101). Springer Publisher.

61.  Kramarski, B. (2008). Self-regulation in mathematical e-learning: Effects of metacognitive feedback on transfer tasks and self-efficacy. In A. R. Lipshitz & S. P. Parsons (Eds.), E-Learning: 21st Century Issues and Challenges. (pp. 83-96). Nova Science Publisher N.Y.

62.  Kramarski, B., & Mevarech, Z. R. (2004). Ways for new models in mathematics education: Effects of metacognitive training and cooperative learning on mathematical communication. In J. Wang (Ed.), New Trends of Math Education. East China: Normal University Press.

1. Kramarski, B. & Liberman, A. (2003). Using electronic mail communication and metacognitive instruction to improve mathematical problem solving. In G. Marshall and Y. Katz (Eds.), Learning in School, Home and Community: ICT for Early and Elementary Education (pp.21-30). Kluwer Academic Publishers.

64.  Kramarski, B. (1999). Mathematics as a Communicative Language: Definitions, Implications and Evaluations. In J. Green (Ed.), Collection of Papers in the Theme of Evaluation and Education, Dedicated to the Memory of Shoshana Lasker, 135-145 (Hebrew).

65.  Kramarski, B., Liberman, A. & Mevarech, Z.R. (1999). Authentic Assessment of Mathematical Task Performance. In J. Green (Ed.), Collection of Papers in the Theme of Evaluation and Education, Dedicated to the Memory of Shoshana Lasker, 102-112 (Hebrew).

Conferences

INVITED PRESENTATIONS

1. Kramarski, B., & Michalsky, T. (2008, June). Complementary perspective for the evaluation of student-teachers' pedagogical SRL in metacognitive hypermedia environment. Paper presented at the Third Workshop on Meta-Cognition and Self-Regulated Learning in Educational Technologies, ITS. McGill University, Montreal.
2. Kramarski, B  & Michalsky, T. (2013, February). Net-work, communication, and

 self –regulation: Enhancing teacher professionalism through supportive interaction. Paper presented

at the Workshop on Technology support for reflecting on experiences and sharing them across

            learning contexts, Alpine Rendez-Vous. France. Special invitation with travel funding

1. Kramarski, B  & Michalsky, T. (2011, November). Agenda international TPACK

            workshop, Tubingen University, Germany. Special invitation with travel funding.

1.   Mevarech .Z & Kramarski, B. (2012). Metacognition and Math Education in

            Innovative-Driven   Societies: What’s new?. OECD.Paris. Special invitation with travel funding.

1. Kramarski, B & Friedman, S. (2014, April). Solicited or unsolicited metacognitive prompts? experimental study on mathematical problem-solving using multimedia. Poster presented at the AERA Conference, Philadelphia, USA. The poster was awarded as the best poster in SSRL SIG.
2. Kramarski, B. (2015). Special invitation to contribute  a short spotlight  (2000 words) to the SSRL SIG newsletter in AERA on  my research of supporting pre-service teachers SRL with technology.

PAPERS PRESENTED AT SCIENTIFIC CONFERENCES

1. Kramarski, B  & Kohen, Z (2015, accepted). Promoting the dual roles of teachers as self-regulated learners and self-regulated teachers. Paper presented at the AERA Conference, Chicago, USA.
2. Symposium conducted at the Six Biennial meeting of the, EARLI special interest group 16, Istanbul, Turkey.
3. Kramarski, B & Guttman, M, (2014, September). Effects of technology environment simulations on self-regulated  learning / teaching — A longitudinal study.  Symposium conducted at the Six Biennial meeting of the, EARLI special interest group 16, Istanbul, Turkey.
4. Kramarski, B  & Michalsky, T. (2014). Reflecting  back or reflecting ahead: Does  it matter

      for  teachers' professional education?.  EARLI  special interest group  11: Teaching & Teacher

1.       Education,  Germany
2. Kramarski, B & Rozen, M.T. (2014, April). How does an emotional self-

      regulation  program promote mathematical problem solving in young Students? Paper

       presented at the AERA Conference, Philadelphia, USA.

1. Kramarski, B & Friedman, S. (2014, April). Solicited or unsolicited metacognitive prompts? experimental study on mathematical problem-solving using multimedia. Poster presented at the AERA Conference, Philadelphia, USA.
2. Rozen, M.T., & Kramarski, B. (2013, August). Can an affective self-regulation  program boost

 functioning in mathematical literacy? Symposium conducted at the 15th Biennial EARLI Conference,

Munich, Germany.

1. Kramarski, B., & Kohen, Z. (2013, August). Using videotaped teaching practice to promote SRL

 of pre-service teachers in their learner / teacher roles. Symposium conducted at the 15th Biennial

EARLI Conference, Munich, Germany.

1. Kramarski, B  & Michalsky, T. (2013, April). Leveraging teachers' technology pedagogical content

knowledge by using a self-regulated learning program: The TPCK-SRL model. Paper presented at the

AERA Conference, San Francisko, USA.

1. Kramarski, B  & Friedman, S.. (2011, August). Effects of  diverse metacognitive prompts in

mathematical multimedia environment. Symposium conducted at the 14^th Biennial Conference, EARLI,

Exter, United Kingdom.

1. Kramarski, B  & Weisbart, S., (2011, August). Investigating the benefits of stimulating SRL with
2. for mathematical students. Symposium conducted at the 14^th Biennial Conference, EARLI,

Exter, United Kingdom.

1. Kohen, Z., & Kramarski, B. (2011, August). Using reflective support in different focus  points for

developing pedagogical self-regulation. Symposium at the 14^th Biennial Conference,

            EARLI, Exter, United Kingdom. 

1. Kramarski, B  & Friedman, S. (2011, July). Metacognitive discourse and cognitive load as indicated

with two types of prompts in mathematical computer-based learning. International Association for

 Cognitive Education and Psychology. (IACEP) Boston, USA.

1. Kramarski, B  & Weisbart, S. (2011, July). SRL and social  benefits  as investigated among mathematical

low-achieving students in an online  self-directed course. International Association for Cognitive Education and Psychology. (IACEP) Boston, USA.

1. Kramarski, B., & Michalsky, T. (2010, May). Fostering self-regulation phases differentially in pedagogical web-based learning. Paper presented at the AERA Conference, Denver, USA.
2. Kramarski, B., & Shilo, A. (2010, May). Assessing mathematics teachers' metacognitive professional

development in a mixed-method study. Symposium conducted at the third Biennial meeting of the, EARLI

 special interest group 16, Munster, Germany.

1. Kramarski, B., & Michalsky, T. (2010, May). Teaching and self-regulated learning: Theory, instruction and assessment aspects. Symposium conducted at the third Biennial meeting of the, EARLI special interest

group 16, Munster, Germany.

1. Kohen, Z., & Kramarski, B. (2010, May).  Assessing preservice teachers' SRL by using reflective support in a microteaching environment. Symposium conducted at the third Biennial meeting of the, EARLI

special interest group 16, Munster, Germany.

1. Kohen, Z., & Kramarski, B. (2010, February). Promoting preservice teachers' SRL by using reflective

 support in a technology environment.  Chais Research Center for the Integration of Technology in

Education .

1. Kramarski, B. (2010, November). How can self-regulated learning support mathematical literacy of lower

and higher achievers in  forum discussions?. Research Workshop of the Israel Science Foundation  in

Technology as a Support for Literacy Achievements for Children at Risk. Israel.

1. Kramarski, B. & Weiss. I. (2009, July). How can different metacognitive support enhance

transfer of mathematical problem solving. Paper presented at ICTMA 14 International Conference on the Teaching of Mathematical Modeling and Applications. Hamburg, Germany.

1. Catz, Z., Kramarski, B. (2009, August). Developing pedagogical self regulation by using reflective

support in a video-digital microteaching environment. Paper presented at the 12^th JURE Conference, Nederland.

1. Kramarski, B. (2009, August). The role of self-regulated learning in professional growth of mathematical elementary teachers. Symposium conducted at the 13^th Biennial Conference, EARLI, Amsterdam,
2. .
3. Kramarski, B., & Michalsky, T. (2009, August). Prompting self-reflection differentiallyin a computer-based learning pedagogical context. Symposium conducted at the 13^th Biennial Conference, EARLI, Amsterdam, Netherlands.
4. Kramarski, B. (2008, February). Supporting online mathematical inquiry learning with metacognitive self-questioning. Paper presented at the fifth International Conference on Creativity in Mathematics and the Education of Gifted Students, Haifa, Israel.
5. Kramarski, B., & Dudai, V. (2008 March). Group-metacognitive support in a mathematical forum

discussion with differential self-questioning. Paper presented at the AERA Conference, New York, USA.

1. Kramarski, B., & Michalsky, T. (2008, May). Effects of online metacognitive engagement on pre-service

teachers' self-regulated learning in pedagogical context. Symposium conducted at the third Biennial meeting of the, EARLI Special Interest Group 16, Ioannina, Greece.

1. Kramarski, B., & Weiss, I. (2008, May) Supporting mathematical learning of higher and lower young achievers with self-metacognitive questioning: cognitive and affective factors. Symposium conducted at the third Biennial meeting of the, EARLI special interest group 16, Ioannina, Greece.
2. Weiss, I. & Kramarski, B. (2008, May). How can we promote transfer in learning by different types of metacognitive training? Symposium conducted at the third Biennial meeting of the, EARLI special interest group, Ioannina, Greece.
3. Catz, Z & Kramarski, B. (2008, July). Enhancing pre-service teachers' pedagogical self-regulated learning with video-digital microteaching environment with differential reflection supports: community, teacher, and student. Paper presented at the 11^th JURE Conference, Belgium.
4. Kramarski, B., & Revach, T. (2008, July). The role of self-regulated learning in professional growth of mathematical elementary teachers. Paper presented at the 11^th International Congress in Mathematical Education, ICME 11, Topic Group 28, Mexico.
5. Kramarski, B. (2008, July).Enhancing self-regulated learning in students’ mathematical problem solving and discourses with online collaborative discussion. Paper presented at the 11^th International Congress in Mathematical Education, ICME 11, Topic Group 28., 2008, Mexico.
6. Kramarski, B., & Michalsky, T. (2008, September). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. Paper presented at the EARLI SIG 6 & 7 learning and instruction with computers in cooperation with SIG 6 Instructional Design, Salzburg, Austria.
7. Kramarski, B., & Mevarech Z. R. (2008, September). How do teachers of reading, science, and math perceive the notion of literacy within PISA framework symposium, towards explaining achievement: findings from international comparative assessment studies, presented at ECER Gutenberg, Sweden.
8. Cohen, E. H.,  Kramarski, B, & Mevarech Z. R. (2008, September). Classroom environment, and students’ literacy: a comparative analysis of PISA data. Symposium, towards explaining achievement: findings from international comparative assessment studies, presented at ECER Gutenberg, Sweden.
9. Kramarski, B. (2007, February). Effects of metacognitive guidance on teachers’ mathematical and pedagogical reasoning of real-life tasks. Paper presented at EPISTEME-2, Homi Bhabha Center for Science Education, Mumbai, India.
10. Kramarski, B. (2007, April). Enhancing teachers’ algebraic reasoning with improve metacognitive guidance. Paper presented at the AERA Conference, Chicago, Illinois.
11. Kramarski, B. (2007, August – September). Supporting online inquiry based learning in mathematics with metacognitive feedback guidance. Symposium conducted at the 12^th Biennial Conference, EARLI, Budapest, Hungary.
12. Kramarski, B., & Michalsky, T. (2007, August–September). How can different mentoring styles promote reading and mathematical literacy of mentor students? Paper presented at the 12^th Biennial Conference, EARLI, Budapest, Hungary.
13. Kramarski, B., & Michalsky, T. (2007, August–September). Preparing pre-service teachers online for self-regulated learning. Paper presented at the 12^th Biennial Conference, EARLI, Budapest, Hungary.
14. Kramarski, B. (2006, July). Teachers’ mathematical knowledge: effects of general vs. specific metacognitive training. Presented at the second meeting of the EARLI SIG on metacognition, Cambridge, UK.
15. Kramarski, B. (2006, December). What can be learned from metacognitive guidance in mathematical online discussion? Paper presented at ICMI-17 Conference, Hanoi, Vietnam.
16. Kramarski, B., Cohen E. H., & Mevarech, Z. R (2006, November). Classroom environment and students’ literacy in high and low achieving countries: a comparative analysis of PISA data from Finland and Israel. Presented at PISA meeting, Istanbul, Turkey.
17. Kramarski, B. & Zoltan, S. (2005, April). Using errors as springboards for enhancing mathematical reasoning: Effects of three metacognitive approaches. Paper presented at the AERA Conference, Montréal, Canada.
18. Kramarski, B., & Mizrachi, N. (2005, April). Effects of forum discussion and self-regulated learning on mathematical literacy. Symposium, presented at the AERA Conference, Montréal, Canada.
19. Kramarski, B., & Mizrachi, N. (2005, July). Improving mathematical literacy: Effects of forum discussion and metacognitive questioning. Paper presented at the IACEP-10, Durham, UK.
20. Kramarski, B. & Zoltan, S. (2005, August). Effects of three metacognitive instructional approaches on conceptual errors of linear function. Symposium, presented at EARLI-11, Nicosia, Cyprus.
21. Kramarski, B. & Revach, T. (2005, August). Effects of general vs. specific metacognitive training on teachers’ mathematical professional development. Symposium, presented at EARLI-11, Nicosia, Cyprus.
22. Kramarski, B., & Mizrachi, N. (2005, August). Enhancing mathematical literacy with forum discussion. Symposium, presented at EARCOMER3, Shanghai, China.
23. Kramarski, B., & Mevarech, Z. R. (2004, April). Mathematical modeling and metacognitive instruction. Paper presented at the American Education Research Association, AERA, Annual Meeting, San Diego, California.
24. Kramarski, B., & Mizrachi, N. (2004, July). Enhancing mathematical literacy with the use of metacognitive guidance in forum discussion. Paper presented at the PME 28 Conference, Bergen, Norway.
25. Kramarski, B., & Resh, N. (2004, July). Pedagogical identity of mathematics, science, and reading teachers: what we learn from the Israel PISA Project? Paper presented at the10^th International Congress on Mathematical Education, ICEM-10, Copenhagen, Denmark.
26. Kramarski, B., & Mevarech, Z. R (2004, July). Mathematical literacy, modeling, and metacognitive instruction. Paper presented at the PME 28 Conference, Bergen, Norway.
27. Kramarski, B., & Mizrachi, N. (2004, June-July). Effects of forum discussion and metacognitive guidance on mathematical literacy based on real-life tasks. Presented at the first meeting of the EARLI SIG on metacognition, Amsterdam, Netherlands.
28. Kramarski, B. (2004, July). Enhancing students’ mathematical literacy on the basis of their teachers’ attitudes. Symposium conducted at the 10^th International Congress on Mathematical Education, ICEM-10, Copenhagen, Denmark.
29. Kramarski, B., & Nezer, B. (2004, July). Teachers create mathematical argumentation. Presented at the PME 28 Conference, Bergen, Norway.
30. Kramarski, B., & Weiss, I. (2004, October). Effects of multimedia environment on kindergarten children mathematical achievement. Presented at the ICEM-CIME - 11 Conference, Vienna, Austria.
31. Kramarski, B., & Mizrachi, N. (2004, October). Online interactions in mathematical classroom. Presented at the ICEM-CIME-11 Conference, Vienna Austria.
32. Kramarski, B., & Resh, N. (2004, December). Teachers’ beliefs about mathematics, science, and reading literacy: Lessons from the Israeli PISA project Paper presented at EPISTEME-1, Goa, India.
33. Kramarski, B. (2003, February-March). Metacognitive discourse in mathematics classrooms. Paper presented at the CERME3: Third Conference of the European Society for Research in Mathematics Education, Bellaria, Italy.
34. Kramarski, B. (2003, July). Effects of metacognitive instruction on students’ algebraic thinking. Paper presented at the ICTMA Conference, Milwaukee, Wisconsin, USA.
35. Kramarski, B. (2003, August). Teaching style and perceptions of grading: what we learn from the Israel PISA project? Symposium conducted at the 10^th Biennial Conference, EARLI, Italy.
36. Kramarski, B. (2003, August). Making sense of graphs: does metacognitive instruction make a difference on students’ mathematical conceptions and alternative conceptions. Symposium conducted at the 10^th Biennial Conference, EARLI, Padova, Italy.
37. Kramarski, B., Mevarech, Z. R., Tobuch, A., & Sinai, O. (2003, July). Constructing mathematical models under metacognitive instruction. Paper presented at the ICTMA Conference, Milwaukee Wisconsin, USA
38. Kramarski, B. (2002, June) (Hebrew). Effects of training in-service mathematics teachers in the “spirit” of the reform on teacher’s believes about learning/teaching mathematics in secondary school. Paper presented at the Fourth International Conference on Teacher Education, Achva College of Education, Israel.
39. Kramarski, B. (2002, July).The effects of cooperative-metacognitive instruction on lower and higher achievers’ solutions of mathematical authentic tasks. Paper presented at the CIEAEM 54 Conference, Catalunya, Spain.
40. Kramarski, B., & Mevarech, Z. R. (2002, August). New reforms in mathematics education: ways for enhancing student's ability to solve authentic tasks. Paper presented at the International Conference on the Reform of Mathematics Curriculum and Education in the 21^st Century, Chongqing, China.
41. Kramarski, B., Mevarech, Z. R., & Liberman, A. (2002, August). Ways for new models in mathematics education: effects of metacognitive training and cooperative learning on mathematical communication. Paper presented at the ICM-2002 Satellite Conference on Mathematics Education, Lhasa, Tibet, China.
42. Kramarski, B., & Mevarech, Z. R. ( 2002, July) (Hebrew). PISA – international students’ assessment for reading, mathematics, and science literacy of Israeli 15 year-olds. Presented at the SCRIPT Conference, Ramat-Gan, Israel.
43. Kramarski, B., & Lieberman, A. (2002, June–July). Using electronic mail communication and metacognitive instruction to improve mathematical problem solving. Paper presented at the IFIP-MMU Conference, Manchester, England
44. Kramarski, B., & Mevarech, Z. R. (2002, July). Metacognitive discourse in mathematics classrooms. Paper presented at the PME26 Conference, Norwich, England.
45. Kramarski, B., & Hirsch, C. (2002, October). Effects of computer algebra system (CAS) with metacognitive training on mathematical reasoning. Paper presented at the ICEM-CIME Conference, Granada, Spain.
46. Kramarski, B. (2001, October). Enhancing mathematical discourse: the effects of email conversation on learning graphing. Paper presented at the ICEM-CIME Conference, Taipei, Taiwan.
47. Kramarski, B., Fund, Z., & Court, D. (2001, August-September). An evaluative tool to assess reflection in teacher-training courses. Paper presented at the Ninth European Conference, EARLI, Freiburg, Switzerland.
48. Kramarski, B., & Court, D. (2001, August-September). Professional development through learning about research? An action research project in a university school of education. Paper presented at the Ninth European Conference EARLI, Freiburg, Switzerland.
49. Kramarski, B. (2001, August-September). Studying students' mathematical discourse in the classroom enhancing mathematical communication in the classroom: effects of metacognitive training and cooperative learning. Organizer of the symposium at the Ninth European Conference, EARLI, Freiburg, Switzerland.
50. Kramarski, B. (2001, August-September). The effects of multilevel and metacognitive training on mathematical problem solving. Symposium: instructional processes in mathematics in relation to student outcomes. Presented at the Ninth European Conference, EARLI, Freiburg, Switzerland.
51. Kramarski, B., & Mevarech, Z. R. (2001, July) Structuring group interaction in mathematics cooperative classrooms: the effect of metacognitive instruction vs. worked out examples. Paper presented at the PME 24 Conference, Utrecht, The Netherlands.
52. Kramarski, B., & Zeichner, O. (2000, November). Using technology to enhance mathematical reasoning: effects of feedback and self-regulation learning. Paper presented at the ICEM-CIME Conference, Geneva, Switzerland
53. Kramarski, B. (2000, July). The effects of different instructional methods on the ability to communicate mathematical reasoning. Paper presented at the PME 24 Conference, Hiroshima, Japan.
54. Kramarski, B., Mevarech, Z. R., & Liberman, A. (, 2000, July). Improving mathematical reasoning: the role of multilevel-metacognitive training. Paper presented at the PME 24 Conference, Hiroshima, Japan.
55. Kramarski, B., & Liberman, A. (2000, September). Assessing mathematical problem solving with holistic scoring rubrics: effects of metacognitive training. Paper presented at the 1^st Biannual Conference of the EARLI Assessment SIG `Assessment 2000’, Maastricht, The Netherlands.
56. Kramarski, B., Fund, Z., & Court, D. (2000, September). An evaluation tool to assess reflection in a teacher-training course. Paper presented at the 1^st Biannual Conference of the EARLI Assessment SIG `Assessment 2000’, Maastricht, The Netherlands
57. Kramarski, B., & Liberman, A. (2000, October) (Hebrew). Metacognition and mathematical problem solving. Paper presented at the Ayala 2000 Conference, Tel-Aviv University, Israel.
58. Kramarski, B. (2000, October) (Hebrew). Reducing the gap between boys and girls in mathematical achievement. Paper presented at the Ayala 2000 Conference, Tel-Aviv University, Israel.
59. Kramarski, B., & Court, D. (2000, October) (Hebrew). Professional development through the building of a research culture: an action research project in a university school of education. Paper presented at the Ayala 2000 Conference, Tel-Aviv University, Israel.
60. Kramarski, B., Mevarech, Z. R., & Schwartz, B. (2000, October) (Hebrew). Mathematical discourse in heterogeneous classrooms: who gains and who looses? Symposium conducted at the Ayala 2000 Conference, Tel-Aviv University, Israel.
61. Kramarski, B. (2000, October) (Hebrew).The effects of metacognitive discourse on the ability to solve mathematical abstract problems vs. concrete problems. Symposium conducted at Ayala 2000 Conference, Tel-Aviv University, Israel.
62. Kramarski, B. (2000, November). Using technology to enhance mathematical reasoning: effects of feedback and self-regulation learning. Paper presented at the ICEM-CIME 2000 Conference, Geneva, Switzerland.
63. Kramarski, B., Mevarech, Z. R., & Liberman, A. (2000, July-August). IMPROVE: Effects of Metacognitive Training and Cooperative Learning on Mathematical Problem Solving. Paper presented at the Ninth International Congress on Mathematical Education, ICEM-9, Tokyo, Japan.
64. Kramarski, B., Mevarech, Z. R., & Arami, M. (1999, August).The effects of cooperative learning and metacognitive training on mathematical routine and no-routine problem solving task. Paper presented at the Eighth European Conference for Research on Learning and Instruction, EARLI, Biennial Meeting, Gőteborg, Sweden.
65. Kramarski, B. (1999, July). Interaction between knowledge and contexts on ability to solve problems: the role of different learning conditions. Paper presented at the Twenty-third Conference of the International Group for the Psychology of Mathematics Education, PME23, Haifa, Israel.
66. Kramarski, B., Zeichner, O., & Mevarech, Z. R. (1999, July). Improving students' mathematical thinking: the role of different interactions in a computer environment. Paper presented at the twenty-third Conference of the International Group for the Psychology of Mathematics Education, PME23, Haifa, Israel
67. Kramarski, B., Glaubman, R., & Ornan, E. (1999, June-July) (Hebrew). Action research in teacher training, a prolonged restructuring process for professional development of teacher trainers. Paper presented at the Third International Conference on Teacher Education, Almost 2000: Crises and Challenges in Teacher Education, Beit Berl College, Israel.
68. Kramarski, B., & Ornan, E. (1999, June-July) (Hebrew). The mirror language of professional development by the pre-service students. Paper presented at the Third International Conference on Teacher Education, Almost 2000: Crises and Challenges in Teacher Education. Beit Berl College, Israel
69. Kramarski, B. (1999, June). The effects of alternative teaching methods on mathematical routine and non-routine problem-solving tasks. Paper presented at the Fourth Annual Conference of the European Learning Styles Information Network, The University of Central Lancashire, United Kingdom.
70. Kramarski, B., Mevarech, Z. R., & Liberman, A. (1999, April). The effects of cooperative learning and multilevel-metacognitive training on mathematical reasoning. Paper presented at the American Education Research Association, AERA, Annual meeting Montreal, Canada.
71. Kramarski, B. (1998, October). Is easier better? - The study of graphs by computers. Paper presented at the ICEM-CIME Conference, Helsinki.

Kramarski, B., & Mevarech, Z. R. (1997) (Hebrew). Reflection on graphical studies with the help of computers – is easier better? Paper presented at the Fourteenth Conference on Computers in Mathematics: Take from the Past and Future Directions "Moach", Ministry of Education, Culture and Sport, Israel.

1. Kramarski, B., & Mevarech, Z. R. (1996) (Hebrew).Development of a meta-cognitive strategy within logo environments. Paper presented at the Thirteenth Conference of Computers in Education "Moach". Ministry of Education, Culture and Sport, Israel. Kramarski, B., Levy, T., & Mevarech, Z. R. (1996) (Hebrew).Who wins and who loses in alternative learning. Paper presented at the Third Yearly Conference, The Association for the Advancement of Mathematical Education in Israel, Jerusalem.
2. Kramarski, B., Levy, T., & Mevarech, Z. R. (1996) (Hebrew). Participation of mathematical teachers in projects: mathematical advertisement and industry. Paper presented at the Third Yearly Conference, The Association for the Advancement of Mathematical Education in Israel, Jerusalem.
3. Kramarski, B., & Mevarech Z. R. (1994) (Hebrew). Meta-cognition as a tool for the development of mathematical thinking: within a logo environment. Paper presented at the Eleventh Conference on Computers in Education, "Moach", Ministry of Education, Culture and Sport, Tel-Aviv.
4. KraKramarski, B., & Mevarech Z. R. (1991). Training students in using cognitive and meta-cognitive strategies within logo environments. Paper presented at the Fifth Conference of the European Association for Research on Learning and Instruction, EARLI, Finland.

Articles Published in Refereed Conference Proceedings

1. Michalsky, T., & Kramarski, B. (2008). Complementary perspective for the evaluation of student-teachers' pedagogical SRL in metacognitive hypermedia environment. In I. Roll, & V. Aleven (Eds.). Measuring metacognition and self-regulated learning in educational technologies. (ITS). Montreal, Canada. pp. 31-40. http://www.andrew.cmu.edu/user/iroll/workshops/its08/papers/Michalsky.pdf.
2.   Kramarski B. (2008). Supporting online mathematical inquiry learning with metacognitive self-questioning. In R. Leikin, (Ed.), Research and promotion of creativity and giftedness in mathematics: What is done and what should be done? Proceedings of the Fifth International Conference on Creativity in Mathematics and the Education of Gifted Students Haifa University, Mofet and Technion: Haifa, Israel, February 24-28, 145-151.
3. Kramarski, B. (2004). Enhancing mathematical literacy with the use of metacognitive guidance, in forum discussion, the effects of different instructional methods on the ability to communicate mathematical reasoning. In

Marit Johnsen Hoines & Anne Berit Fuglestad (Eds.), Proceedings of the 28h Conference of the International Group for the Psychology of Mathematics Education. Bergen University College: Bergen, Norway, 3, 169-177.

1.   Kramarski, B. (2000). The effects of different instructional methods on the ability to communicate mathematical reasoning. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24^th Conference of the International Group for the Psychology of Mathematics Education. Hiroshima University: Hiroshima, Japan, 1, 167-171.
2.   Kramarski, B. & Court, D. (2000). Professional development through the building of a research culture: an action research project in a university school of education. In N. Fadia, N. Hativa & Z. Shertz (Eds.), Research Applications in Education in a Changing World - Proceedings of 12^th Conference of the Israel Educational Research Associations. Tel-Aviv: Reches Publishing, 822-827 (Hebrew).