mathematics

 Methkal Abd Algani, Y., & Gross Z. (2024). A Holistic View of Practicing Mathematics in the Israeli Educational System. Cambridge Scholars Publishing.

Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., & Adi-Japha, E. (2024) Development of creative thinking via fractions and rhythm. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101514.

Spektor-Levy, O., & Shechter, T. (2018)

New developments and trends in preschool mathematics education in Israel. In N. Movshovitz-Hadar (Ed.), K-12 Mathematics Education In Israel: Issues and Innovations (On Mathematics Education vol. 13, pp. 81-88). Singapore : World Scientific

Tzuriel, D. and Trabelsi, G. (2014)

The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD). In T. Papadopoulos, R. K. Parrila, J.R. Kirby (Eds), Cognition, Intelligence, and Achievement: A Tribute to J. P. Das (pp.345-367). N.Y. : Academic Press 

Shamir, A. & Lifshitz, I. (2013)

E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European journal of special needs education, 28(1),  33-48.

Kramarski, B. (2009).

Metacognitive feedback in online mathematical discussion. In R. Subramaniam & L. Tann Wee-Hin  (Eds.), Handbook of research on new media literacy at the k-12 level. Hershey: Information Science Reference.

Kramarski, B. (2008).

Promoting teachers' algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3 (2), 83-99. 

Kramarski, B., & Zoldan, S. (2008).

Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches. Journal of Educational Research, 102 (2), 137-151. 

Kramarski, B., & Weiss, I. (2007).

Investigating preschool children's mathematical engagement in multimedia collaborative environment. Journal of Cognitive Education and Psychology, 6 (3), 411-432. 

Kramarski, B., & Mizrachi, N. (2006).

Online discussion and self-regulated learning: Effects of  instructional methods on mathematical literacy. The Journal of Educational Research, 99 (4), 218-230.

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.

Kramarski, B., & Mizrachi, N. (2006).

Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.

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.

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.

Kramarski, B. (2002)

The effects of metacognitive training on gender differences in mathematics. Educational Practice and Theory, 24 (1), 93-104.

Kramarski, B. (2002).

Enhancing mathematical discourse: The effects of e-mail conversation on learning graphing. Educational Media International, 39 (1), 101-106.

Mevarech, Z. R. (1991).

Analysis in mathematics: Educational programs. In A. Lewy (Ed.), The international encyclopedia of curriculum (pp. 837-839). Oxford: Pergamon.

Mevarech, Z. R. (1985).

The effects of CAI on affective variables in mathematics. In L. Streefland (Ed.), Psychology of mathematics education. Utrecht, The Netherlands: State University.