Orit Zaslavsky
Orit Zaslavsky
Professor Emerita of Math Education, New York University, & Retired Associate Professor, Technion
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Cited by
Cited by
Functions, graphs, and graphing: Tasks, learning, and teaching
G Leinhardt, O Zaslavsky, MK Stein
Review of educational research 60 (1), 1-64, 1990
Professional development of mathematics teacher educators: Growth through practice
O Zaslavsky, R Leikin
Journal of mathematics teacher education 7, 5-32, 2004
Students' conceptions of a mathematical definition
O Zaslavsky, K Shir
Journal for research in Mathematics Education 36 (4), 317-346, 2005
Exemplification in mathematics education
B Liz, T Dreyfus, J Mason, P Tsamir, A Watson, O Zaslavsky
Proceedings of the 30th Conference of the International Group for the …, 2006
An empirical classification model for errors in high school mathematics
N Movshovitz-Hadar, O Zaslavsky, S Inbar
Journal for research in mathematics Education 18 (1), 3-14, 1987
Facilitating student interactions in mathematics in a cooperative learning setting
R Leikin, O Zaslavsky
Journal for Research in mathematics Education 28 (3), 331-354, 1997
Seizing the opportunity to create uncertainty in learning mathematics
O Zaslavsky
Educational Studies in Mathematics 60, 297-321, 2005
Characteristics of teachers’ choice of examples in and for the mathematics classroom
I Zodik, O Zaslavsky
Educational Studies in Mathematics 69 (2), 165-182, 2008
Being sloppy about slope: The effect of changing the scale
O Zaslavsky, H Sela, U Leron
Educational Studies in Mathematics 49, 119-140, 2002
The many facets of a definition: The case of periodicity
J Van Dormolen, O Zaslavsky
The Journal of Mathematical Behavior 22 (1), 91-106, 2003
Students' verification strategies for combinatorial problems
M Mashiach Eizenberg, O Zaslavsky
Mathematical Thinking and learning 6 (1), 15-36, 2004
Conceptual Obstacles in the Learning of Quadratic Functions.
O Zaslavsky
Focus on learning problems in mathematics 19 (1), 20-44, 1997
Inhibiting factors in generating examples by mathematics teachers and student teachers: The case of binary operation
O Zaslavsky, I Peled
Journal for research in Mathematics Education 27 (1), 67-78, 1996
Connecting research to teaching: Cooperative learning in mathematics
R Leikin, O Zaslavsky
The mathematics teacher 92 (3), 240-246, 1999
Counter-Examples That (Only) Prove and Counter-Examples That (Also) Explain.
I Peled, O Zaslavsky
FOCUS on Learning Problems in mathematics 19 (3), 49-61, 1997
Professional development of mathematics educators: Trends and tasks
O Zaslavsky, O Chapman, R Leikin
Second international handbook of mathematics education, 877-917, 2003
Meeting the challenges of mathematics teacher education through design and use of tasks that facilitate teacher learning
O Zaslavsky
International Handbook of Mathematics Teacher Education: Volume 4, 93-114, 2008
The need for proof and proving: Mathematical and pedagogical perspectives
O Zaslavsky, SD Nickerson, AJ Stylianides, I Kidron, G Winicki-Landman
Proof and proving in mathematics education: The 19th ICMI Study, 215-229, 2012
Open-ended tasks as a trigger for mathematics teachers' professional development
O Zaslavsky
For the Learning of Mathematics 15 (3), 15-20, 1995
Mathematics-related tasks, teacher education, and teacher educators: The dynamics associated with tasks in mathematics teacher education
O Zaslavsky
Journal of Mathematics Teacher Education 10 (4), 433-440, 2007
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