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Dr. Zehavit Kohen

Faculty

Zehavit Kohen, Ph.D. is an Assistant Professor and the head of the Mathematics Teachers Education & Development research group. Her research focuses on promoting professional development and meta-cognition of high-school mathematics teachers, assessment of STEM (science, technology, engineering and mathematics) education with focus on quantitative and qualitative (mixed-method) analysis and integrating educational technology into teaching and learning of mathematics. Her doctoral research (Suma Cum Laude, 2011) focused on developing pedagogical self-regulation at preservice teachers in a technological environment, supported by reflection in different foci. During the academic year 2015-2016, she was a Visiting Scholar at the Center to Support Excellence in Teaching (CSET) at Stanford University, where she investigated the professional development (PD) of early-career mathematics teachers who participated in the Hollyhock Fellowship Program[1]. During 2012-2017, she had been a researcher at the Technion Research and Development Foundation and at the Neaman Institute[2], Israel. Her research work focused on assessment of STEM education and on the choice of and retention in STEM careers

[1] https://cset.stanford.edu/fellowships/hollyhock

[2] The Neaman Institute is a research institute that focuses on the preparation of a national policy on issues of science and technology education especially in higher education.

  • Ph.D. – Education, Suma Cum Laude, Bar-Ilan University, 2011
  • M.A. – Educational Technology, Cum Laude, Bar-Ilan University, 2005
  • B.Sc. –  Computer Science and Mathematics, Bar-Ilan University, 2003
  • Teaching Certificate – Computer Science, Cum Laude, Bar-Ilan University, 2003
  1. PUBLICATIONS

Thesis

Ph.D. Developing pedagogical self-regulation at preservice teachers in a technological

environment, supported by reflection in different foci, Bar-Ilan University, 2011. Advisor: Prof. Bracha Kramarski.

Refereed papers in professional journals

Published papers

  1. Kohen, Z. & Kramarski, B. (2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38, 1–8.
  2. Kohen, Z. & Kramarski, B. (2012). Developing self-regulation by using reflective support in a video-digital microteaching environment. Education Research International, 2012, 10 pages, doi: 10.1155/2012/105246.
  3. 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, 157–191. doi:10.1007/s11409-016-9164-8. Published online: 27 September, 2016, https://static-content.springer.com/lookinside/art%3A10.1007%2Fs11409-016-9164-8/000.png
  4. 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 special issue on context-based learning: cognition, metacognition and affective Aspects – ten years later, 40(10), 1198-1220.
  5. 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.
  6. Kohen, Z. & Dori, Y. J. (2019). Toward narrowing the gap between science communication and science education disciplines. Review of Education, 7(3), 525-566.
  7. Kohen, Z., Herscovitz, O., & Dori, Y.J. (2020), DOI: https://doi.org/10.1039/C9RP00134D. How to Promote Chemical Literacy? On-line Question Posing and Communicating with Scientists. Chemistry Education Research and Practice, 21(1), 250 – 266.
  8. 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, 668 – 684.
  9. 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.
  10. Kohen, Z. & Orenstein, D. (2021). Tech related real-world problems and their modeling to secondary mathematics curriculum. Educational Studies in Mathematics, 107(1), 71-91. https://doi.org/10.1007/s10649-020-10020-1.
  11. Sharkia, H., & Kohen, Z. (2021). Flipped Classroom among Minorities in the Context of Mathematics Learning: The Israeli Case. Mathematics, special issue on Mathematics Education in Science, Technology and Engineering: Exploring Research and Scholarship of the Student and Staff Experience, 9(13), 1500. https://doi:10.3390/math9131500.
  12. Kohen, Z., Amram, M., & Dagan, M., & Miranda, T. (2022; published online, October 31, 2019), DOI: https://doi.org/10.1080/10494820.2019.1683588. Self-efficacy and problem-solving skills in mathematics: The effect of instruction-based dynamic versus static visualization. Interactive Learning Environments, 30(4), 759-778.
  13. Kohen, Z., & Borko, H. (2022; published online, December 20, 2019), DOI: https://doi.org/10.1080/19415257.2019.1706186. Classroom discourse in mathematics lessons: the effects of a practice-based professional development program. Professional Development in Education, 48(4), 576-593.
  14. 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. https://doi.org/10.1007/s10763-020-10138-x.
  15. Kohen, Z. & Nitzan, O. (2022). Contextual Mathematical Modelling: Problem-Solving Characterization and Feasibility. Education Sciences, special issue on STEAM Education and Problem Solving, 12(7),https://doi.org/10.3390/educsci12070454.
  16. Nitzan-Tamar, O. & Kohen, Z. (2022). Secondary school mathematics and entrance into the STEM professions: a longitudinal study. International Journal of STEM Education, 9, 63. https://doi.org/10.1186/s40594-022-00381-9.
  17. Kohen, Z. & Gharra-Badran, Y. (2022). A rubric for assessing mathematical modelling problems in a scientific-engineering context. Teaching Mathematics and its Applications: An International Journal of the IMA, hrac018, https://doi.org/10.1093/teamat/hrac018
  18. 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, https://doi.org/10.1016/j.tate.2022.103921.

Accepted papers

  1. Cohen-Nissan, O., & Kohen, Z. (Accepted, October 2021). 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].

Chapters in books

Kohen, Z. & Kramarski, B. (2018). Promoting mathematics teachers’ metacognition. In Y. J. Dori, Z. Mevarech, and D. Baker (Eds.), Cognition, Metacognition and Culture in STEM Education (pp. 279-306). Dordrecht, The Netherlands: Springer-Verlag.

Refereed papers in conference proceedings

Nitzan, O., Orenstein, D., & Kohen, Z. (2019). Authentic Hi-Tech problems in secondary school mathematics. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds). (2019). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol 3). pp. 137-144. Pretoria, South Africa: PME.

Kohen, Z., Keller, N., & Koichu, B. (2020). Metacognitive processes in online collaborative problem solving forums: mathematics teachers’ dual roles. In Borko, H. & Potari, D. (Eds.), Proceedings of the International Commission on Mathematical Instruction (ICMI 25). Lisbon, Portugal: University of Lisbon.

Kohen, Z., & Nitzan, O. (2021). Excellence in mathematics in high school and the choice of STEM professions over significant periods of life. In Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). (2021). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 112-117.

Schwartz-Aviad, L., Peleg, T., & Kohen, Z. (2021). TPCK training for pre- and in-service mathematics teachers in the prolong process from learners to teachers. In Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). (2021). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 122.

Keller, N. & Kohen, Z. (2022). Teachers’ development of self-regulation and problem-solving skills in online forums as learners and mentors. In Twelve Congress of the European Society for Research in Mathematics Education (CERME12).

Sharkia, H.. & Kohen, Z. (2022). Implementing the 5E inquiry model in an online platform of a flipped classroom environment. In Twelve Congress of the European Society for Research in Mathematics Education (CERME12).

Nitzan, O. & Kohen, Z. (2022). The effect of secondary mathematics on future choice in STEM professions. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, p. 243-250). PME.

Handelman, H. & Kohen, Z. (2022). A designated professional development program for promoting mathematical modelling competency among leading teachers. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, p. 176-178). PME.

Keller, N. & Kohen, Z. (2022). Using online discussion forums for the professional development of mathematics teachers. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, p. 19-26). PME.

Kohen, Z., Nitzan, O., & Cohen-Nissan, O. (2022). An online camp during COVID-19 for promoting students’ mathematical modelling and motivation. 2022. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 248). PME.

Schwartz Aviad, L. & Kohen, Z. (2022). Teachers identify students’ challenges while engaging in mathematical modeling tasks. 2022. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 287). PME.

Sharkia, H. & Kohen, Z. (2022). Investigating mathematical habits of mind in a flipped classroom environment. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 291). PME.

Cohen-Nissan, O., & Kohen, Z. (2022). Leveraging the role of mathematics teaching coordinators to lead effective PD for teachers. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 192). PME.

 

  • Professional development with focus on meta-cognition and technology integration of mathematics teachers.
  • Mathematical modeling of authentic tech problems for context-based learning.
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