1. מאמרים 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

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

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. (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