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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
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
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
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
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
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
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
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
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
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
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