פרופ' מיכל טבח

סגל אקדמי בכיר בביה"ס לחינוך
ביה"ס לחינוך סגל אקדמי בכיר
פרופ' מיכל טבח
טלפון פנימי: 03-6407107
פקס: 03-6701528
משרד: שרת, 347

מידע כללי

במשך 17 שנים לימדתי מתמטיקה בחטיבת הביניים. עבדתי בצוות מורים ששקד על פיתוח דרכי הוראה והערכה חדשניות, המשלבות טכנולוגיה כדבר שבשגרה.

 

תקופה זו השפיעה ועיצבה את דרכי המחקרית. תהליכי למידה והוראה מרתקים אותי, במיוחד בסביבות טכנולוגיות.

קורות חיים

A.     Education:

1991

B.Sc.

Tel Aviv University, Tel Aviv, Israel.

2001

M.Sc.

Feinberg Graduate School of the Weizmann Institute of Science, Rehovot, Israel.

 

 

Title of Master’s Thesis: Knowledge development of a pair of students: Beginning algebra in an interactive environment

Supervisors:  Rina Hershkowitz and Baruch Schwarz

2007

Ph.D.

Feinberg Graduate School of the Weizmann Institute of Science, Rehovot, Israel.

 

 

Title of Doctoral Dissertation: Learning beginning algebra in a computer intensive environment (CIE)

Supervisors:  Abraham Arcavi and Rina Hershkowitz

 

 

 

 

 

 

 

 

 

 

 

 

Further studies

2007 – 2008

Post Doctoral studies, Tel Aviv University, Department of Mathematics, Science and Technology Education, School of Education

2008

Scholar, Michigan State University, Department of Science and Mathematics Education

 

 

 

 

 

B. Academic and Professional Experience:

Tel Aviv University, Constantiner School of Education

2008 – 2009             Part time teacher

2009 – 2011             Amit Horaa

2011 – 2014             Senior lecturer

2014 - 2019              Associate Professor

2019 - Pressent         Full Professor

 

Research and Development Projects

Research Projects

2007 – 2009             Researcher, member of the leading staff of the project: Starting right: Mathematics in kindergarten, Tel Aviv University

2009 – 2010             Researcher, member of project staff: First steps in mathematics, Tel Aviv University

2009 – Present          Researcher, member of the leading team in the research project: The impact of learning geometrical concepts on self-efficacy and locus of control among abused and neglected kindergarten children, Funded by the Haruv Institute (R.A.)

2010 – Present          Researcher, member of the leading team in the research project: Preschool teachers’ mathematics knowledge and mathematics self efficacy needed for teaching, funded by the Israel Science Foundation

2010 – Present          Researcher, member of the leading team in the research project: Modifications in the mathematical discourse of preservice teachers attending a course on functions – A commognitive perspective, funded by the Israel Science Foundation

 

Curriculum Development

1993 – 1995             Teacher fellow at the Science Teaching Department, Weizmann Institute of Science

1995 – 1998             Curriculum designer at the Science Teaching Department, Weizmann Institute of Science: co-author of learning materials and teacher guides for 7th, 8th and 9th grades, in the CompuMath project

2010                         Designing geometrical tasks for kindergarten teachers and their students, Tel Aviv University

 

Teaching 
Tel Aviv University-

Instructor of the courses: Research methods for science education, Research literacy in Science education, The use of technology in mathematics education, Technology for math in elementary school, Computer, Geometry and more for high school teachers, Discourse analysis in math and science class

 

Grants

2012 - 2016  The Israel Science Foundation (ISF) – Coordinating the development of individual and collective learning of mathematics in the classroom (With Tommy Dreyfus)

2015-2019  The Israel Science Foundation (ISF) – Knowledge shifts in the mathematics classroom: the roles of students and teachers (With Tommy Dreyfus)

2016-2019 The Trump Foundation - Development and assessment of on-site professional development of high-school mathematics teachers: Integrating technology to practice

2017-2020 The Ministry of Education - Integrating mathematical applets in the teaching sequence (With Arnon Hershkowitz, Anat Cohen, Kobi Gal)

2017-2022 The Israel Science Foundation -  Collective reasoning around texts across disciplines towards deliberative democracy (With Baruch Schwarz, Anat Yarden, Boris Koichu, Einat Heid-Metzuyanim)

2020 - The Isreal Science Foundation - Learning processes in mathematics between the whole class, small groups and individual students (With Tommy Dreyfus)

2020-2024 - The Isreal Science Foundation - Technology in the service of early-algebra learning for low-achievers (With Einat Heid-Matzuyanim)

 

 

     

    

תחומי מחקר והוראה

 

תחומי מחקר: תהליכי הוראה ולמידה של מתמטיקה בסביבות טכנולוגיות, חשבון והנדסה בגיל הקדם יסודי, תהליכי הבניית ידע בכיתה, ניתוח שיח, הכשרת מורים.

 

תחומי הוראה: הוראת מתמטיקה, הכשרת מורים למתמטיקה.

 

פרסומים נבחרים בכתבי עת שפיטים

  1. Tabach, M., Hershkowitz, R., & Schwarz, B. B. (2006). Constructing and consolidating of algebraic knowledge within dyadic processes: A case study. Educational Studies in Mathematics, 63(3), 235-258. [A+ according to Williams and Leatham, 2017[1]]
  2. Tabach, M., Arcavi, A., & Hershkowitz, R. (2008). Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment. Educational Studies in Mathematics, 69(1), 53-71. [A+ according to Williams and Leatham, 2017]
  3. Tabach, M., & Friedlander, A. (2008). Understanding equivalence of algebraic expressions in a spreadsheet-based environment. International Journal of Computers in Mathematics Education, 13(1), 27-46.
  4. Tabach, M., Hershkowitz, R., & Arcavi, A. (2008). Learning beginning algebra with spreadsheets in a computer intensive environment. Journal of Mathematical Behavior, 27(1), 48-63. [A according to Williams and Leatham, 2017]
  5. Tabach, M., & Friedlander, A. (2009). The money context. Journal of Mathematics for Middle School Teachers, 14(8), 474-482.
  6. Tsamir, P., Tirosh, D., Dreyfus, T., Barkai, R., & Tabach, M. (2009). Should proof be minimal? Ms T's evaluation of secondary school students' proofs. Journal of Mathematical Behavior, 28(1), 58-67. [A according to Williams and Leatham, 2017]
  7. Tabach, M., Barkai, R., Tsamir, P., Tirosh, D., Dreyfus, T., & Levenson, E. (2010). Verbal justification – is it a proof? Secondary school teachers' perceptions. International Journal of Science and Mathematics Education, 8(6), 1071-1090. [B according to Williams and Leatham, 2017]
  8. Tabach, M., Levenson, E., Barkai, R., Tsamir, P., Tirosh, D., & Dreyfus, T. (2010). Secondary school teachers' awareness of numerical examples as proofs. Research in Mathematics Education, 12(2), 117-131. [B according to Williams and Leatham, 2017]
  9. Tsamir, P., Tirosh, D., Tabach, M., & Levenson, E. (2010). Multiple solution methods and multiple outcomes – Is it a task for kindergarten children? Educational Studies in Mathematics, 73(3), 217- 231. [A+ according to Williams and Leatham, 2017]
  10. Tirosh, D., Tsamir, P., Levenson, E., & Tabach, M. (2011). From preschool teachers' professional development to children' knowledge: Comparing sets. The Journal of Mathematics Teacher Education, 14(2), 113-131. [A according to Williams and Leatham, 2017]
  11. Tabach, M. (2011). The dual role of researcher and teacher: A case study. For the Learning of Mathematics, 31(2), 32-34. [A according to Williams and Leatham, 2017]
  12. Tabach, M. (2011). A mathematics teacher's practice in a technological environment: A case study analysis using two complementary theories. Technology, Knowledge and Learning, 16(3), 247-265.
  13. Tabach, M., Levenson, E., Barkai, R., Tsamir, P., Tirosh, D., & Dreyfus, T. (2011). Secondary school teachers' knowledge of elementary number theory proofs: The case of general cover proofs. The Journal of Mathematics Teacher Education, 14(6), 465-481. [A according to Williams and Leatham, 2017]
  14. Tirosh, D., Tsamir, P., Tabach, M., Levenson, E., & Barkai, R. (2011). Geometrical knowledge and geometrical self-efficacy among abused and neglected kindergarten children. SciEd: Scientific Journal for Science and Mathematics Educational Research, 2(1), 23-36.
  15.  Levenson, E., Tsamir, P., Tirosh, D., Dreyfus, T., Barkai, R., & Tabach, M. (2012). Focusing on the interactive development of secondary school teachers’ knowledge of mathematical statements. Investigations in Mathematics Learning, 5(2), 44-56.
  16.  Nachlieli, T., & Tabach, M. (2012). Growing mathematical objects in the classroom – the case of function. International Journal of Educational Research, 51&52, 10-27.
  17. Tabach, M., & Friedlander, A. (2012). Five considerations in task design – The case of improving grades. Investigations in Mathematics Learning, 4(3), 32-49.
  18.  Tabach, M., Levenson, E., Barkai, R., Tsamir, P., Tirosh, D., & Dreyfus, T. (2012). A mathematical-statement organizer for teachers: The Six-Cell Matrix. International Journal of Mathematical Education in Science and Technology, 43(6), 765-777. [B according to Williams and Leatham, 2017]
  19.   Tabach, M. (2013). Commentary: The whole is greater than the sum of its parts. Educational Studies in Mathematics, 84(2), 273-277. [Thomson Reuters, Journal impact factor 0.639; A+ according to Williams and Leatham, 2017]
  20.  Tabach, M., & Friedlander, A. (2013). School mathematics and creativity at the elementary and middle grade level: How are they related? ZDM Mathematics Education, 45(2), 227-238. [A according to Williams and Leatham, 2017]
  21.  Tabach, M., Hershkowitz, R., & Dreyfus, T. (2013). Learning beginning algebra in a computer intensive environment: Design, difficulties, and reality. ZDM Mathematics Education, 45(3), 377-391. [A according to Williams and Leatham, 2017]
  22.  Tirosh, D., Tsamir, P., Levenson, E., Tabach, M. & BarkaI, R. (2013). Exploring young children's self-efficacy beliefs related to mathematical and non-mathematical tasks performed in kindergarten: Abused and neglected children and their peers. Educational Studies in Mathematics, 83(2), 309-322. [Thomson Reuters, Journal impact factor 0.639; A+ according to Williams and Leatham, 2017]
  23. Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts and knowledge agents in the classroom. Journal of Mathematics Behavior, 33, 192-208. [A according to Williams and Leatham, 2017]
  24. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2014). Developing preschool teachers' knowledge of students' number conceptions. The Journal of Mathematics Teacher Education, 17(1), 61-83.  [A according to Williams and Leatham, 2017]
  25. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M. & Barkai, R. (2014). Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics. ZDM Mathematics Education, 46(2), 253-266. [A according to Williams and Leatham, 2017]
  26. Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability classroom: a case study coordinating two methodologies. ZDM Mathematics Education, 46(3), 363-387. [A according to Williams and Leatham, 2017]
  27. Tirosh, D., Tsamir, P., Levenson, E., Tabach, M., & Barkai, R. (2014). Task design and implementation as a two-way activity: The case of preschool teachers. SciEd: Scientific Journal for Science and Mathematics Educational Research, 5(2), 30-39.
  28. Hayne*, N. & Tabach, M. (2014). When stories and multiple solution tasks meet in a technological environment: The case of equality. Mediterranean Journal for Research in Mathematics Education, 12(1-2), 23-37.
  29. Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., & Tabach, M. (2015). Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders. ZDM Mathematics Education, 47(3), 497-509. [A according to Williams and Leatham, 2017]
  30. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2015). Analyzing number composition and decomposition activities in kindergarten from numeracy perspective. ZDM Mathematics Education, 47(4), 639-651. [A according to Williams and Leatham, 2017]
  31. Tabach, M., & Nachlieli, T. (2015). Classroom engagement towards definition mediated identification: The case of functions. Educational Studies in Mathematics, 90(2), 163-187. [Thomson Reuters, Journal impact factor 0.839, Q3; A+ according to Williams and Leatham, 2017].
  32. Shahbari*, J. A.  & Tabach, M. (2015). Developing modelling lenses among practicing teachers. International Journal of Mathematical Education in Science and Technology, 47(5), 717-732. [B according to Williams and Leatham, 2017]
  33. Tabach, M., & Friedlander, A. (2015). Problem Posing as a Learnable Activity. Didactica Mathematicae, 37, 5-22.
  34. Tabach, M. & Nachlieli, T. (2016). Communicational perspectives on learning and teaching mathematics: Prologue. Educational Studies in Mathematics, 91(3), 299-306. [Thomson Reuters, Journal impact factor 0.959, Q3; A+ according to Williams and Leatham, 2017].
  35. Heyd-Metzuyanim, E., Tabach, M., & Nachlieli, T. (2016). Opportunities for learning given to prospective mathematics teachers – between ritual and explorative instruction. The Journal of Mathematics Teacher Education, 16(6), 547-574. [A according to Williams and Leatham, 2017]
  36. Shahbari, J. A, & Tabach, M. (2016). Developing modelling lenses among practicing teachers. International Journal of Mathematical Education in Science and Technology, 47(5), 717-732.
  37. Tabach, M., & Friedlander, A. (2017). Algebraic procedures and creative thinking. ZDM Mathematics Education, 49(1), 53-63. [A according to Williams and Leatham, 2017]
  38. Hershkowitz, R., Tabach, M. & Dreyfus, T. (2017). Creativity and shifts of knowledge in the mathematics classroom. ZDM Mathematics Education, 49(1), 25-36. [A according to Williams and Leatham, 2017]
  39. Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2017). Repeating patterns in kindergarten: Findings from children’s enactments of two activities. Educational Studies in Mathematics, 96(1), 83–99. [Thomson Reuters, Journal impact factor 1.100, Q3; A+ according to Williams and Leatham, 2017]
  40. Dvir*, A., & Tabach, M. (2017). Learning extrema problems using a non-differential approach in a digital dynamic environment: The case of low-achievers. ZDM Mathematics Education, 49(5), 785-798. [A according to Williams and Leatham, 2017]
  41. Levenson, E., Swisa*, R., & Tabach, M. (2018). Evaluating the potential of tasks to occasion mathematical creativity: Definitions and measurements. Research in Mathematics Education, 20(3), 273-294 DOI: 10.1080/14794802.2018.1450777
  42. Ozruso-Haggiag*, S. G., & Tabach, M. (2018). Between the implemented and the attained curriculum: The case of strategies for solving linear equations. International Journal of Educational Research, 92, 98-109. https://doi.org/10.1016/j.ijer.2018.09.003
  43. Shahbari*, J. A., & Tabach, M. (2018). Developing prospective mathematics teachers’ knowledge of the modelling approach. Scientific in Education, 9(2), 146-158.
  44. Tabach, M., & Schwarz, B. B. (2018). Professional development of mathematics teachers towards the facilitation of small-group collaboration. Educational Studies in Mathematics, 97(3), 273-298. [Thomson Reuters, Journal impact factor 1.100, Q3; A+ according to Williams and Leatham, 2017]
  45. Apkarian, N., Tabach, M., Rasmussen, C., & Dreyfus, T. (2019). The Sierpinski smoothie: Blending area and perimeter? Educational Studies in Mathematics, 101(1), 19-34. https://doi.org/10.1007/s10649-019-09889-4 [Thomson Reuters, Journal impact factor 1.292, Q3; A+ according to Williams and Leatham, 2018]
  46. Kapon, S., Hallun*, A., & Tabach, M. (2019). Incorporating a digital game into the formal instruction of algebra. Journal of Research in Mathematics Education, 50(5), 555-591. [Thomson Reuters, Journal impact factor 3.063, Q1; A+according to Williams and Leatham, 2017]
  47. Nachlieli, T., & Tabach, M. (2019). Ritual-enabling opportunities-to-learn in mathematics classrooms. Educational Studies in Mathematics, 10(2), 253–271. DOI: 10.1007/s10649-018-9848-x [Thomson Reuters, Journal impact factor 1.292, Q3; A+ according to Williams and Leatham, 2018]
  48. Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., & Tabach, M. (2019). Preschool teachers' knowledge of repeating patterns: Focusing on structure and the unit of repeat. Journal of Mathematics Teacher Education, 22(3), 305–325. doi.org/10.1007/s10857-017-9395-x [A according to Williams and Leatham, 2017]
  49. Tabach, M., Hershkowitz, R., Azmon, S. & Dreyfus, T. (2020). Following the traces of teachers’ talk-moves in their students’ verbal and written responses. International Journal of Science and Mathematics Education, 18(3), 509-528. [Thomson Reuters, Journal impact factor 1.027, Q3; A according to Williams and Leatham, 2017]
  50. Tabach, M., Rasmussen, C., Dreyfus, T., & Apkarian, N. (2020). Towards an argumentative grammar for networking: a case of coordinating two approaches.   Educational Studies in Mathematics, 103, 139–155. DOI: 10.1007/s10649-020-09934-7 [Thomson Reuters, Journal impact factor 1.500, Q3; A+ according to Williams and Leatham, 2017]
  51. Rasmussen, C., Apkarian, N., Tabach, M. & Dreyfus, T. (2020). Ways in which engaging in someone else’s reasoning is productive for one’s own reasoning. Journal of Mathematics Behavior, 58. https://doi.org/10.1016/j.jmathb.2019.100742 [A according to Williams and Leatham, 2017]
  52. Shahbari*, J. A., & Tabach, M.  (2020). Features of modeling processes that elicit mathematical models represented in different semiotic registers. Educational Studies in Mathematics, 105(2), 115-135 https://doi.org/10.1007/s10649-020-09971-2 [Thomson Reuters, Journal impact factor 1.500, Q3; A+ according to Williams and Leatham, 2017]
  53. Haleva*, L., Hershkovitz, A., & Tabach, M. (2021). Students’ activity in an online learning environment for mathematics: The role of thinking levels. Journal of Educational Computing Research, 59(4), 686–712. https://doi.org/10.1177/0735633120972057
  54. Shahbari*, J. A., & Tabach, M.  (2021). Making sense of the average concept through engagement in model-eliciting activities. International Journal of Mathematical Education in Science and Technology, 52(8), 1143-1160. https://doi.org/10.1080/0020739X.2020.1740803
  55. Koichu, B., Parasha*, R., & Tabach, M. (2021). Who-Is-Right tasks as a means for supporting collective looking-back practices. ZDM Mathematics Education. https://link.springer.com/article/10.1007%2Fs11858-021-01264-z
  56. Cohen, A., Ezra, O., Tzayada*, O., Hershkovitz, A., Levy, B., Gal, K., Segal, A., & Tabach, M. (2021). Personalizing computerized educational games in children Mathematics learning:  Human teacher versus machine-based considerations. Educational Technology Research and Development.
  57. Hershkovitz, A., Tabach, M., & Cohen, A. (2021). Online Activity and Achievements in Elementary School Mathematics: A Large Scale Exploration. Journal of Educational Computing Research. https://doi.org/10.1177/07356331211027822
  58. Shahbari, J.A., & Tabach, M. (2021). Tracing the emergence of modeling routines during model-eliciting activities. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2021.1978571

פרקים בספרים

 

  1. Friedlander, A., & Tabach. M. (2001). Promoting multiple representations in algebra. In A. A. Cuoco & F. R. Curcio (Eds.), The Roles of Representation in School Mathematics. 2001 Yearbook (pp. 173-185). Reston, Virginia: The National Council of Teachers of Mathematics.
  2. Hershkowitz, R., Dreyfus, T., Ben-Zvi, D., Friedlander, A., Hadas, N., Resnick, N., Tabach M., & Schwarz, B. B. (2002). Mathematics curriculum development for computerized environments: A designer-researcher-learner-activity. In L. D. English (Ed.), Handbook of International Research in Mathematics Education (pp. 657-694). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  3. Tabach, M., & Friedlander, A. (2008). The role of context in learning beginning algebra. In C. E. Greens (Ed.) Algebra and Algebraic Thinking in School Mathematics, 2008 Yearbook (pp. 223-232). Reston, Virginia: The National Council of Teachers of Mathematics.
  4. Tabach M., Hershkowitz, R., Arcavi, A., & Dreyfus, T. (2008). Computerized environments in mathematics classrooms: A research - design view. In L. D. English, M. B. Bussi, G. A. Jones, R. A. Lesh, B. Sriraman, & D. Tirosh (Eds.), Handbook of International Research in Mathematics Education, 2nd edition (pp. 784-805). New York: Routledge.
  5. Levenson, E., Tsamir, P., Tirosh, D., Dreyfus, T., Barkai, R., & Tabach, M. (2010). The interactive development of teachers' knowledge of mathematical statements. In C. Böttinger, K. Bräuning, R. Schwarzkopf, & E. Söbbeke (Eds.), Mathematik im Denken der Kinder (Mathematics in the thinking of children) (pp. 127 – 136). Stuttgart: Klett Verlag.
  6. Sacristan, A. I., Calder N., Rojano, T., Santos-Trigo, M., Friedlander, A., Meissner, H., Tabach, M., Moreno, L., & Perrusquia, E. (2010). The influence and shaping of digital technologies on the learning - and learning trajectories – of mathematical concepts. In C. Hoyles, & J. B. Lagrange (Eds.), Mathematics Education and Technology - Rethinking the Terrain. The 17th ICMI Study (pp. 179 – 226). The Netherlands: Springer.
  7. Lin, F. L., Lee, K. H., Yang, K. L., Tabach, M., & Stylianides, G. (2012). Task designing for conjecturing and proving: Developing principles based on practical tasks. In G. Hanna, & M. de Villiers (Eds.), Proof and Proving in Mathematics Education. The Netherlands: Springer.
  8. Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2013). Facilitating proficient mathematics teaching in Preschool. In Y. Li & J. N. Moschkovich (Eds.), Proficiency and Beliefs in Learning and Teaching Mathematics - Learning from Alan Schoenfeld and Günter Törner (pp. 89 – 110). Sense Publishers.
  9. טבח, מ., ברקאי, ר., צמיר, פ., תירוש, ד., דרייפוס, ט., ולוינסון, א. (2013). קידום מקצועי של מורים בפועל מנקודת מבט קונסטרקטיביסטית: המקרה של הוכחות מתמטיות בבתי ספר על יסודיים. צ. ליבמן, (עורכת), ללמוד, להבין, לדעת - מסע בנתיבי ההוראה הקונסטרוקטיביסטית (עמ. 167-193). הוצאת מכון מופ"ת, תל אביב.
  10. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2014). Employing the CAMTE framework: Focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions. In C. Benz, B. Brandt, U. Kortenkamp, G. Krummheuer, S. Ladel, & R. Vogel (Eds.), Early Mathematics Learning – Selected Papers from the POEM 2012 Conference (pp. 291-306). The Netherland: Springer.
  11. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2015). Preschool teachers’ knowledge and self-efficacy needed for teaching geometry: Are they related? In B. Pepin & B. Rösken-Winter (Eds.), From beliefs to dynamic affect systems- (exploring) a mosaic of relationships and interactions (pp. 319-337). Switzerland: Springer.
  12. Hershkowitz, R., Tabach, M., & Dreyfus, T. (2016). Computerized Environments in Mathematics Classrooms: A Research-Design View. In L.D. English & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education (3rd edition) (pp. 617-635). New York, USA: Routledge. 
  13. Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2016). Developing a mathematically-rich environment for three-year old children: The case of geometry. In T. Meaney (Ed.), Early Mathematics Learning – Selected Papers from the POEM 2014 Conference (pp. 325-340). Switzerland: Springer.
  14. Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., & Tabach, M. (2017). Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. In C. Andra, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), Teaching and Learning in Maths Classrooms (pp. 17-26). Switzerland: Springer.
  15. Tabach, M. & Slutzky*, G. (2017). Studying the practice of high school mathematics teachers in a single computer setting. In E. Faggiano, F. Ferrara, & A. Montone (Eds.), Mathematics Education Digital Era: Innovation and Technology Enhancing Mathematics Education (pp. 215-233). Switzerland: Springer.
  16. Hershkowitz, R., & Tabach, M. (2018). Junior- high school mathematics curriculum based on the power of open technological tools: The case of CompuMath project. In N. Movshovitz-Hadar (Ed.), K-12 Mathematics Education in Israel – Issues and Challenges, (pp. 135-143). World Scientific Publication, Singapore.
  17. Heyd-Metzuyanim, E., & Tabach, M. (2018). The commognitive framework: From theory to implementation. In N. Movshovitz-Hadar (Ed.), K-12 Mathematics Education in Israel – Issues and Challenges (pp. 343-350). World Scientific Publication, Singapore.
  18. Nachlieli, T., & Tabach, M. (2018). Through the looking glass: Research in mathematics education as it is reflected from the Jerusalem conference in mathematics education. In N. Movshovitz-Hadar (Ed.), K-12 Mathematics Education in Israel – Issues and Challenges, (pp. 395-403). World Scientific Publication, Singapore.
  19. Tabach, M., & Friedlander, A. (2018). Instances of promoting creativity with procedural tasks. In M. Singer (Ed.), Mathematical creativity and mathematical giftedness - Enhancing creative capacities in mathematically promising students (pp. 285-306). Switzerland: Springer.
  20. Drijvers, P., Tabach, M., & Vale, C. (2018). Uses of technology in K-12 mathematics education: Concluding remarks. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in primary and secondary mathematics education: Tools, topics and trends (pp. 421-436). Switzerland: Springer.
  21. Trgalová, J., & Tabach, M. (2018). In search for standards: Teaching mathematics in technological environment. In L. Ball, P. Drijvers, S. Ladel, H-S. Siller, M. Tabach, & C., Vale (Eds.), Uses of technology in primary and secondary mathematics education: Tools, topics and trends. Switzerland: Springer.
  22. Tabach, M., & Levenson, E. (2018). Creative mathematical thinking while solving a multiple solution task with infinitely many solutions. In S. Carreira, N. Amado, & K. Jones (Eds.), Broadening the Scope of Research on Mathematical Problem Solving: A Focus on Technology, Creativity and Affect. Switzerland: Springer.
  23. Shahbari*, J. A, Tabach, M., & Heyd-Metzuyanim, E., (2019). Development of modelling routines and its relation to identity construction. In S. A. Chamberlin & B. Sriraman (Eds.), Affect in Mathematical Modeling (pp 177-199). Switzerland: Springer.
  24. Tabach, M. & Trgalová, J. (2019). Knowledge and skills mathematics teachers need for ICT integration: The Issue of standards. In J. Trgalová, & A. Gilles (Eds.), Digital technology to teach, learn and assess mathematics: Featuring extended selected papers of ICTMT 13 (pp. 183-204). Switzerland: Springer.
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