mathematics
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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Kramarski, B. (2008).
Promoting teachers' algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3 (2), 83-99.
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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.
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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.
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Kramarski, B. (2008).
Promoting teachers' algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3 (2), 83-99.
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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.
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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.
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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.
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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.
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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.
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Kramarski, B., & Mizrachi, N. (2006).
Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.
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Kramarski, B., & Mizrachi, N. (2006).
Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.
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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.
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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.
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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.
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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.
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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.
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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.