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Tsamir, Pessia; Tirosh, Dina; Levenson, Esther S.; Barkai, Ruthi; Tabach, Michal – Educational Studies in Mathematics, 2017

This paper describes kindergarten children's engagement with two patterning activities. The first activity includes two tasks in which children are asked to choose possible ways for extending two different repeating patterns and the second activity calls for comparing different pairs of repeating patterns. Children's recognition of the unit of…

Descriptors: Kindergarten, Mathematics Instruction, Pattern Recognition, Mathematical Concepts

Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal; Barkai, Ruthi – Educational Studies in Mathematics, 2013

This article reports on young children's self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5-6 years old. Among the participants, 69 children were identified by the social welfare department as being abused…

Descriptors: Young Children, Kindergarten, Self Efficacy, Mathematics

Tsamir, Pessia; Tirosh, Dina; Tabach, Michal; Levenson, Esther – Educational Studies in Mathematics, 2010

Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This…

Descriptors: Young Children, Kindergarten, Teaching Methods, Learner Engagement

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther – Educational Studies in Mathematics, 2008

In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, "intuitive nonexamples," consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples. The second type, "non-intuitive nonexamples," consists of nonexamples that bear a…

Descriptors: Young Children, Kindergarten, Mathematics Instruction, Teaching Methods

Peer reviewed

Tall, David; Tirosh, Dina – Educational Studies in Mathematics, 2001

Discusses the place of infinity in the history and epistemology of mathematics. (Author/MM)

Descriptors: Cognitive Processes, Concept Formation, Mathematics Education, Mathematics History

Peer reviewed

Tirosh, Dina; Stavy, Ruth – Educational Studies in Mathematics, 1999

Students react similarly to a wide variety of conceptually unrelated situations. Describes a rule that is manifested when two systems are equal with respect to certain quantity A, but differ in another quantity B. Indicates that in such situations students often argue that the same amount of A implies the same amount of B. (Contains 30…

Descriptors: Cognitive Processes, Elementary Secondary Education, Intuition, Mathematics Education

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

Tirosh, Dina; Graeber, Anna O. – Educational Studies in Mathematics, 1989

Assessed are the extent to which the beliefs, "multiplication always makes bigger" and "division always makes smaller," are explicitly held by preservice elementary teachers. Insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems…

Descriptors: Arithmetic, Beliefs, Division, Elementary School Mathematics

Peer reviewed

Graeber, Anna O.; Tirosh, Dina – Educational Studies in Mathematics, 1990

Described are the conceptions held by United States and Israeli students about multiplication and division that may impede their work with decimals. Included are the introduction, method, division and multiplication task results, and the implications for education and textbook development. (KR)

Descriptors: Arithmetic, Elementary Education, Elementary School Mathematics, Foreign Countries

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)