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Applebaum, Mark; Leikin, Roza – Canadian Journal of Science, Mathematics and Technology Education, 2014

This study is based on our belief that mathematics should be challenging in any classroom and that mathematical challenge is among the central factors that determine the quality of mathematics lessons. Choosing challenging mathematical problem for the students is central in teachers' work while their conception of mathematical challenge can…

Descriptors: Mathematics Teachers, Teacher Attitudes, Experienced Teachers, Definitions

Singer, Florence Mihaela; Sheffield, Linda Jensen; Leikin, Roza – ZDM: The International Journal on Mathematics Education, 2017

Creativity and giftedness in mathematics education research are topics of an increased interest in the education community during recent years. This introductory paper to the special issue on Mathematical Creativity and Giftedness in Mathematics Education has a twofold purpose: to offer a brief historical perspective on the study of creativity and…

Descriptors: Mathematics Education, Creativity, Academically Gifted, Teaching Methods

Guberman, Raisa; Leikin, Roza – Journal of Mathematics Teacher Education, 2013

The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers' knowledge. It is aimed at exploring the development of teachers' mathematical and pedagogical conceptions…

Descriptors: Problem Solving, Mathematics Instruction, Teacher Characteristics, Preservice Teacher Education

Waisman, Ilana; Leikin, Mark; Shaul, Shelley; Leikin, Roza – International Journal of Science and Mathematics Education, 2014

In this study, we examine the impact and the interplay of general giftedness (G) and excellence in mathematics (EM) on high school students' mathematical performance associated with translations from graphical to symbolic representations of functions, as reflected in cortical electrical activity (by means of ERP--event-related…

Descriptors: Brain Hemisphere Functions, Academically Gifted, Mathematics Instruction, High School Students

Leikin, Roza; Koichu, Boris; Berman, Avi; Dinur, Sariga – ZDM: The International Journal on Mathematics Education, 2017

This paper presents a part of a larger study, in which we asked "How are learning and teaching of mathematics at high level linked to students' general giftedness?" We consider asking questions, especially student-generated questions, as indicators of quality of instructional interactions. In the part of the study presented in this…

Descriptors: Mathematics Instruction, Academically Gifted, Teaching Methods, High School Students

Leikin, Roza; Waisman, Ilana; Leikin, Mark – ZDM: The International Journal on Mathematics Education, 2016

We asked: "What are the similarities and differences in mathematical processing associated with solving learning-based and insight-based problems?" To answer this question, the ERP research procedure was employed with 69 male adolescent subjects who solved specially designed insight-based and learning-based tests. Solutions of…

Descriptors: Problem Solving, Mathematics, Mathematics Instruction, Evidence

Leikin, Roza; Zazkis, Rina – International Journal of Mathematical Education in Science and Technology, 2010

In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

Descriptors: Definitions, Knowledge Base for Teaching, Mathematical Concepts, Mathematics Teachers

Waisman, Ilana; Leikin, Mark; Leikin, Roza – ZDM: The International Journal on Mathematics Education, 2016

Mathematical processing associated with solving short geometry problems requiring logical inference was examined among students who differ in their levels of general giftedness (G) and excellence in mathematics (EM) using ERP research methodology. Sixty-seven male adolescents formed four major research groups designed according to various…

Descriptors: Mathematics Instruction, Cognitive Processes, Geometry, Mathematical Logic

Leikin, Roza; Leikin, Mark; Waisman, Ilana; Shaul, Shelley – International Journal of Science and Mathematics Education, 2013

This study explores the effects of the "presence of external representations of a mathematical object" (ERs) on problem solving performance associated with short double-choice problems. The problems were borrowed from secondary school algebra and geometry, and the ERs were either formulas, graphs of functions, or drawings of geometric…

Descriptors: Secondary School Mathematics, High School Students, Mathematical Concepts, Problem Solving

Robinson, Naomi; Leikin, Roza – International Journal of Science and Mathematics Education, 2012

In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We…

Descriptors: Mathematics Education, Discussion, Teacher Participation, Mathematics Teachers

Zazkis, Rina; Leikin, Roza – Mathematical Thinking and Learning: An International Journal, 2010

For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages…

Descriptors: Mathematics Education, Secondary School Teachers, Mathematics Teachers, Teaching Methods

Leikin, Roza; Levav-Waynberg, Anat – Educational Studies in Mathematics, 2007

This study is grounded in the theoretical position that solving problems in different ways creates mathematical connections when learning and teaching mathematics. It acknowledges the central role teachers play in providing students with learning opportunities, and it is based on the empirical finding that mathematics teachers are reluctant to…

Descriptors: Teacher Characteristics, Secondary School Mathematics, Mathematics Teachers, Teacher Educators

Leikin, Roza; Dinur, Sariga – Journal of Mathematical Behavior, 2007

The significance of discussion in mathematics classes has been prominently debated in the research literature. Different studies have stressed the importance of teacher flexibility in orchestrating the discussion. We introduce an operational definition of teacher flexibility. In a case study with one secondary-school mathematics teacher, we…

Descriptors: Mathematics Teachers, Literature, Discussion (Teaching Technique), Teaching Methods

Leikin, Roza; Kawass, Sally – Journal of Mathematical Behavior, 2005

During individual interviews, secondary school mathematics teachers were asked to plan teaching an unfamiliar and challenging mathematics problem. Each teacher watched a special video-clip showing a pair of pupils successfully coping with the task. Teachers' planning was analyzed at three stages: before they solved the problem, after solving it,…

Descriptors: Secondary School Mathematics, Mathematics Education, Mathematics Teachers, Teaching Experience

Paz-Baruch, Nurit; Leikin, Roza; Leikin, Mark – Journal for the Education of the Gifted, 2016

Little empirical data are available concerning the cognitive abilities of gifted individuals in general and especially those who excel in mathematics. We examined visual processing abilities distinguishing between general giftedness (G) and excellence in mathematics (EM). The research population consisted of 190 students from four groups of 10th-…

Descriptors: Academically Gifted, Adolescents, Visual Perception, Cognitive Ability

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