Co-creation of Knowledge in Technology-Enhanced Communities of Learning





Publication type: 

Articles in Refereed Journals

Yerushalmy, M. & Swidan, O. (2012) Signifying the accumulation graph in a dynamic and multi-representation environment. Educational Studies of Mathematics. 80,  (3), 287-306

Yerushalmy, M, Naftaliev, E. (2011) Design of Interactive Diagrams Structured Upon Generic Animations. Technology, Knowledge and Learning Volume 16, Issue 3, Page 221-245

Naftaliev, E.,& Yerushalmy, M. (2011). Solving algebra problems with interactive diagrams: Demonstration and construction of examples. Journal of Mathematical Behavior. 30(1), 48-61

Chazan, D., Yerushalmy, M. & Leikin, R. (2008) An Analytic Conception of Equation and Teachers’ Views of School Algebra. Journal of Mathematical Behavior. 27, 87-100.

Botzer, G. & Yerushalmy, M. (2008) Turning artifacts into meaningful signs through bodily interaction: the case of motion graphs. The International Journal for Computers in Mathematical learning. 13.

Maymon-Erez M., Yerushalmy, M. (2007) "If you can turn a rectangle to a square then you can turn a square to a rectangle…": On the complexity and importance of psychologizing the dragging tool by young students. International Journal of Computers for Mathematical Learning. 11 (3), 271-299.

Botzer, G. & Yerushalmy, M. (2006) Interpreting motion graphs through metaphorical projection of embodied experience. International Journal for Technology in Mathematics Education. 13(3).

Yerushalmy, M. (2006) Slower algebra students meet faster tools: Solving algebra word problems with graphing software. Journal for Research in Mathematics Education. 37 (5), 356 – 387.

Yerushalmy, M., Shternberg, B. (2006) Epistemological and cognitive aspects of time: A tool perspective. Journal for Research in Mathematics Education Monograph 13. 

Yerushalmy, M. (2005) Function of Interactive Visual Representations in Interactive Mathematical Textbooks. International Journal of Computers for Mathematical learning, 10 (3), 217 – 249.

Yerushalmy, M. (2005) Challenging known transitions: Learning and teaching algebra with technology. For the Learning of Mathematics. 25 (3), 37-42.

Talmon, V, Yerushalmy, M.(2004) Understanding Dynamic Behavior: Parent-Child Relations in Dynamic Geometry Environments. Educational Studies in Mathematics. 57, 91-119.

Yerushalmy, M. (2002) A response to Challis & Gretton: "Expressive and explicit CAS - is it enough? "The International Journal of Computer Algebra in Mathematics Education. 9 (2), 167-174.

Yerushalmy, M. (2001) Problem Solving Strategies and Mathematical Resources: A longitudinal view on problem solving in a function based approach to algebra. Educational Studies in Mathematics. 43, 125-147.

Yerushalmy, M., Schwartz, J.L. (1999) A procedural approach to exploration in calculus. International Journal of Mathematical Education in Science and Technology, 30 (6), 903-914.

Yerushalmy, M. (1999) Making Exploration Visible: On Software Design and School Algebra Curriculum. International Journal for Computers in Mathematical Learning, 4 (2-3), 169-189.

Yerushalmy, M. Gilead, S. (1999) Structures of constant rate word problems: A functional approach analysis. Educational Studies in Mathematics. 39, 185-203.

Yerushalmy, M. Gilead, S. (1999) Structures of constant rate word problems: A functional approach analysis. Educational Studies in Mathematics. 39, 185-203.

Yerushalmy, M. (1997) Reaching the Unreachable: Technology and the Semantics of Asymptotes. International Journal of Computers for Mathematical Learning. 2(1), 1-25.

Yerushalmy, M., Gilead, S. (1997) Solving Equation in a Technological Environment: Seeing and Manipulating Mathematics Teacher, National Council for Teachers of Mathematics. 90 (2), 156-163.

Yerushalmy, M. (1997) Mathematizing Qualitative Verbal Descriptions of Situations: A Language to Support Modeling. Cognition and Instruction. 15(2), 207-264.

Yerushalmy, M. (1997) Designing Representations: Reasoning about Functions of Two Variables.  Journal for Research in Mathematics Education. 28 (4), 431-466.

Schwartz, J.L., Yerushalmy, M. (1995) On the need for a Bridging Language for Mathematical Modeling. For the Learning of Mathematics, 15 (2), 29-35.

Yerushalmy, M. & Chazan, D. (1992) Guided Inquiry, Geometry and Technology: Some effects of educational research of teaching and learning.  Zentralblatt fur Didaktik der Mathematik (ZDM). 24, 172-177.

Yerushalmy, M & Gafni, R. (1992) Syntactic Manipulations and Semantic Interpretations in Algebra: The effect of graphic representation.  Learning and Instruction. Pergamon Press Ltd. 2, 303-319.

Yerushalmy, M. (1991) Enhancing Acquisition of Basic Geometrical Concepts with the Use of the SUPPOSER. Journal of Educational Computing Research. 7, 407-420.

Yerushalmy, M. (1991) Students Perceptions of Aspects of Algebraic Function Using Multiple Representation Software.   Journal of Computer Assisted Learning. Blackwell Scientific Publications. 7, 42-57.

Yerushalmy, M. (1991) Effects of Computerized Feedbacks on Performing and Debugging Algebraic Transformations. Journal of Educational Computing Research. 7, 309-330.

Yerushalmy, M., Chazan, D. & Gordon, M. (1990) Mathematical problem posing: Implications for facilitating Student Inquiry in Classrooms. Instructional Science, Kluwer Academic Publishers. 19, 219-245.

Yerushalmy, M. & Chazan, D. (1990) Overcoming Visualization Obstacles with the Aid of the SUPPOSER . Educational Studies in Mathematics. 21, 199-219. 

Yerushalmy, M. (1990) Using empirical information in  geometry: students and designers' expectations.  Journal of Computers in Mathematics and Science Teaching. 9(3). 23- 38.

Schwartz, J.L. & Yerushalmy, M. (1987) The Geometric Supposer:  The computer as an intellectual prosthetic for the  making of conjectures. The College Mathematics Journal. 18(1). 58-65.

Yerushalmy, M. & Houde, R. (1986) The Geometric Supposer: Promoting thinking and learning .  In the Mathematics Teacher. 79(6). 418-423.