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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
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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
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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
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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
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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
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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
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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
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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
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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
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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