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Publications Influence

Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory

Simon's (1995) development of the construct of hypothetical learning trajectory (HLT) offered a description of key aspects of planning mathematics lessons. An HLT consists of the goal for the… Expand

293 17- PDF

An Integrated Study of Children's Construction of Improper Fractions and the Teacher's Role in Promoting That Learning

- R. Tzur
- Psychology
- 1 July 1999

In this constructivist teaching experiment with 2 fourth graders I studied the coemergence of teaching and children's construction of a specific conception that supports the generation of improper… Expand

154 16

Explicating the Teacher's Perspective From the Researchers' Perspectives: Generating Accounts of Mathematics Teachers' Practice

In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers'practice, an adaptation of the case study,… Expand

142 10

Becoming a Mathematics Teacher-Educator: Conceptualizing the Terrain Through Self-Reflective Analysis

- R. Tzur
- Psychology
- 1 December 2001

My purpose in this article is to contribute tothe conceptualization of the complex terrainthat often is indiscriminately termedmathematics teacher educator development.Because this terrain is largely… Expand

93 9

Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction

- M. Simon, R. Tzur, Karen Heinz, Margaret Kinzel
- Psychology
- 1 November 2004

We articulate and explicate a mechanism for mathematics conceptual learning that can serve as a basis for the design of mathematics lessons. The mechanism, reflec- tion on activity-effect… Expand

153 8- PDF

An Account of a Teacher's Perspective on Learning and Teaching Mathematics: Implications for Teacher Development

- R. Tzur, M. Simon, Karen Heinz, Margaret Kinzel
- 1 October 2001

This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil was a fifth grade teacher participating incurrent mathematics education… Expand

49 7

Distinguishing Two Stages of Mathematics Conceptual Learning

In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical… Expand

77 6

Fine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception

- R. Tzur
- Psychology
- 26 May 2007

This study addressed a twofold problem – the soundness of a theoretical stage-distinction regarding the process of constructing a new (to the learner) mathematical conception and how such distinction… Expand

56 6

Characterizing a Perspective Underlying the Practice of Mathematics Teachers

- M. Simon, R. Tzur, Karen Heinz, Margaret Kinzel, M. Smith
- Mathematics
- 1 November 2000

We postulate a construct, perception-based perspective, that we consider to be fundamental to the practices of many teachers currently participating in mathematics education reform in the United… Expand

93 6

Teacher and Students' Joint Production of a Reversible Fraction Conception.

- R. Tzur
- Mathematics
- 1 July 2003

Abstract Within a constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the reversible fraction conception.… Expand

45 6- PDF

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