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Babai, Reuven; Zilber, Hanna; Stavy, Ruth; Tirosh, Dina – International Journal of Science and Mathematics Education, 2010
This study investigates the effect on student performance in drawing their attention to relevant task variables, focusing on accuracy of responses and reaction times. We chose this methodology in order to better understand how such interventions affect the reasoning process. The study employs a geometry task in which the irrelevant salient…
Descriptors: Intervention, Grade 8, Reaction Time, Geometry
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Tabach, Michal; Barkai, Ruthi; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy; Levenson, Esther – International Journal of Science and Mathematics Education, 2010
According to reform documents, teachers are expected to teach proofs and proving in school mathematics. Research results indicate that high school students prefer verbal proofs to other formats. We found it interesting and important to examine the position of secondary school teachers with regard to verbal proofs. Fifty high school teachers were…
Descriptors: Secondary School Teachers, Number Concepts, Mathematics Instruction, Mathematics Teachers
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Babai, Reuven; Brecher, Tali; Stavy, Ruth; Tirosh, Dina – International Journal of Science and Mathematics Education, 2006
One theoretical framework which addresses students' conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students' reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common…
Descriptors: Reaction Time, Probability, Mathematics Instruction, Thinking Skills
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Levenson, Esther; Tirosh, Dina; Tsamir, Pessia – International Journal of Science and Mathematics Education, 2006
This paper is an initial investigation of teachers' and students' preferences for mathematically-based (MB) and practically-based (PB) explanations and the relationship between those preferences and sociomathematical norms. The study focuses on one fifth grade teacher and two of her students and discusses three issues. The first issue concerns…
Descriptors: Elementary School Students, Norms, Grade 5, Mathematics Education
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Stavy, Ruth; Babai, Reuven; Tsamir, Pessia; Tirosh, Dina; Lin, Fou-Lai; McRobbie, Campbell – International Journal of Science and Mathematics Education, 2006
This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli ones, provided incorrect responses, most of which were in line with the intuitive rules. Also,…
Descriptors: Foreign Countries, Intuition, Thinking Skills, Theories