1. Journals Archives

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Cohen-Nissan, O. & Kohen, Z. (2023)

Preparing mathematics leaders for effective school-based team PD before and during COVID-19.

Teaching and Teacher Education, 121, 103921.

Cohen-Nissan, O., & Kohen, Z. (2023)

Secondary school students’ competencies and motivation to engage in mathematical modelling tasks in a virtual learning environment.

In Frontiers in Education (Vol. 8, p. 1140364). Frontiers.

Kohen, Z., Schwartz-Aviad, L., & Peleg, T. (2023)

Who moved my triangle? Exploring the effect of inquiry-based learning in a dynamic geometry environment on pre- and in-service teachers’ TPACK.

International Journal of Mathematical Education in Science and Technology, 1-29.

Cohen-Nissan, O., & Kohen, Z. (2023)

Mathematics coordinators as school team PD leaders before and during COVID-19

Teaching and Teacher Education, 121, 103921.

Siller, HS., Nitzan-Tamar, O. & Kohen, Z. (2023)

Scaffolding practices for modelling instruction in STEM-related contexts: Insights from expert and novice teachers

ZDM Mathematics Education (6), special issue (Eds.: Goos, M., Carreira, S., & Namukasa, I.K.): Mathematics and Interdisciplinary STEM education.

Kohen, Z., Amram, M., Dagan, M., & Miranda, T. (2022)

Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization

Interactive Learning Environments, 30(4), 759-778

Kohen, Z., & Nitzan, O. (2022)

Excellence in Mathematics in Secondary School and Choosing and Excelling in STEM Professions over Significant Periods in Life

International Journal of Science and Mathematics Education, 20(1), 169-191

Cohen-Nissan, O., & Kohen, Z. (2022)

A community of math coordinators to promote the leading of a professional development process in the math school team.

Journal for Mathematics Education Research and Study [Hebrew; In VATAT list; ISSN 2311-5483]

Kohen, Z., & Nitzan-Tamar, O. (2022)

Contextual Mathematical Modelling: Problem-Solving Characterization and Feasibility.

Education Sciences, special issue on STEAM Education and Problem Solving, 12(7), 454

Nitzan-Tamar, O. & Kohen, Z. (2022)

Secondary school mathematics and entrance into the STEM professions: a longitudinal study.

International Journal of STEM Education, 9(1), 1-26.

Kohen, Z., & Borko, H. (2022)

Classroom discourse in mathematics lessons: the effect of a hybrid practice-based professional development program

Professional Development in Education, 48(4), 576-593

Kohen, Z., & Orenstein, D. (2021)

Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

Educational Studies in Mathematics, 107(1), 71-91

Sharkia, H., & Kohen, Z. (2021)

Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case.

Mathematics, 9(13), 1500

Dori, Y. J., Kohen, Z., & Rizowy, B. (2020)

Mathematics for computer science: A flipped classroom with an optional project

Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1915

Kohen, Z., Herscovitz, O., & Dori, Y. J. (2020)

How to promote chemical literacy? On-line question posing and communicating with scientists

Chemistry Education Research and Practice, 21(1), 250-266

Avargil, S., Kohen, Z., & Dori, Y. J. (2020)

Trends and perceptions of choosing chemistry as a major and a career

Chemistry Education Research and Practice, 21(2), 668-684

Kohen, Z. (2019)

Informed integration of IWB technology, incorporated with exposure to varied mathematics problem-solving skills: its effect on students’ real-time emotions

International Journal of Mathematical Education in Science and Technology, 50(8), 1128-1151

Kohen, Z., & Dori, Y. J. (2019)

Toward narrowing the gap between science communication and science education disciplines

Review of Education, 7(3), 525-566

Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018)

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

International Journal of Science Education, 40(10), 1198-1220

Kramarski, B., & Kohen, Z. (2017)

Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts

Metacognition and Learning, 12(2), 157-191

Kohen, Z. & Kramarski, B. (2012)

Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education

Studies in Educational Evaluation, 38(1), 1–8.

Kohen Z. & Kramarski, B. (2012)

Developing self-regulation by using reflective support in a video-digital microteaching environment

Education Research International, 2012, 10 pages