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Even, Ruhama; Kvatinsky, Tova – Educational Studies in Mathematics, 2010

This paper (1) presents a conceptual framework for analyzing the mathematics addressed in probability lessons and (2) uses the framework to compare the mathematics that two teachers with contrasting teaching approaches addressed in class when teaching the topic of probability. One teaching approach aimed to develop understanding; the other…

Descriptors: Textbooks, Probability, Teaching Methods, Mathematics

Ayalon, Michal; Even, Ruhama – Educational Studies in Mathematics, 2008

This study examines ways of approaching deductive reasoning of people involved in mathematics education and/or logic. The data source includes 21 individual semi-structured interviews. The data analysis reveals two different approaches. One approach refers to deductive reasoning as a systematic step-by-step manner for solving problems, both in…

Descriptors: Mathematics Education, Logical Thinking, Data Analysis, Mathematical Logic

Even, Ruhama; Schwarz, Baruch B. – Educational Studies in Mathematics, 2003

In this paper we explore the issue of interdependency of theory and research findings in the context of research on the practice of mathematics teaching and learning at school. We exemplify how analyses of a lesson by using two different theoretical perspectives lead to different interpretations and understandings of the same lesson, and discuss…

Descriptors: Mathematics Education, Research and Development, Theory Practice Relationship, Mathematics Instruction

Peer reviewed

Even, Ruhama – Educational Studies in Mathematics, 1999

Examines an attempt to encourage integration of knowledge learned in the academy with knowledge learned in practice as a means to challenge educational practitioners' (i.e., teacher leaders and inservice teacher educators) existing conceptions and beliefs and promote intellectual restructuring. (Contains 16 references.) (Author/ASK)

Descriptors: Cognitive Processes, Cognitive Structures, Elementary Secondary Education, Faculty Development

Peer reviewed

Tirosh, Dina; Even, Ruhama – Educational Studies in Mathematics, 1997

Discusses two possible approaches to (-8)1/3. Considers the pros and cons of each of these approaches and specifies some implications to teacher education. (AIM)

Descriptors: Equations (Mathematics), Higher Education, Mathematical Concepts, Mathematical Logic

Peer reviewed

Tirosh, Dina; Even, Ruhama; Robinson, Naomi – Educational Studies in Mathematics, 1998

Investigates four seventh-grade teachers' awareness of students' tendency to conjoin or "finish" open expressions and teachers' ways of coping with this tendency. Concludes that two experienced teachers were aware of this tendency, whereas the novices were not, and teaching approaches related to this tendency differed considerably. Contains 24…

Descriptors: Algebra, Elementary Secondary Education, Grade 7, Junior High Schools

Peer reviewed

Even, Ruhama – Educational Studies in Mathematics, 1990

Discussed is the question of teachers' knowledge about mathematical topics. The building of an analytic framework of subject matter knowledge for teaching the topic of functions in mathematics is demonstrated. Discussed is the construction of mathematics courses prospective mathematics teachers take. (KR)

Descriptors: Concept Formation, Mathematical Concepts, Mathematics Education, Mathematics Skills

Peer reviewed

Even, Ruhama; Tirosh, Dina – Educational Studies in Mathematics, 1995

Analyzes two aspects of teachers' planned presentations of subject matter (knowledge about subject matter and knowledge about students); illustrates using functions and undefined mathematical operations; and discusses the interconnectedness of subject-matter knowledge, knowledge about students, and knowledge about ways of presenting subject…

Descriptors: Case Studies, College Students, Foreign Countries, Functions (Mathematics)