MtED
“Simply Math”—A Hybrid MOOC Supporting Advanced Mathematics Learning in Israeli Secondary Schools

1. מאמרים

סנן לפי שנה:

Kohen, Z., Schwartz-Aviad, L., & Peleg, T. (2025)
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.
H. Sharkia, Z. Kohen (2025)
“Simply Math”—A Hybrid MOOC Supporting Advanced Mathematics Learning in Israeli Secondary Schools
Education Sciences, 15(3), 271
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.
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
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