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Professor Nitsa Movshovitz-Hadar

Professor Emerita
ניצה מובשוביץ הדר

Academic Appointments

  • 2004 – to date Professor Emeritus, Technion – Israel Institute of Technology, Haifa, Israel.
  • 2003 Lauréat, La Villa Media, Grenoble, France. http://www.lavillamedia.org
  • 1998 – 2002 Director, National Museum of Science, Planning and Technology, Daniel and Matilde Recanati Center, Technion Historical Campus, Haifa.
  • 1996 – 1997 Head. Department of Education in Technology & Science, Technion – Israel Institute of Technology, Haifa, Israel.
  • 1975 – 2003 Faculty member, Department of Education in Technology & Science, Technion – Israel Institute of Technology, Haifa, Israel.
  • 1993 Visiting Scholar, Mathematics Department, University of Cape Town, South Africa.
  • 1986, 1991 Visiting Scholar. Mathematics Department, University of California at Berkeley.
  • 1978, 1980, 1981 Visiting lecturer, School of Education, Univ. of California at Berkeley.

Research Interests

  • Employing AI-based technology to personalization of teaching and learning mathematics
  • Integrating contemporary mathematics in the high-school curriculum.
  • A wiki-like platform for accumulating teachers’ pedagogical knowledge.
  • The popularization of mathematics.
  • The development of math teachers’ community of practice.
  • A systematic analysis of mathematics from a pedagogical-psychological point of view.
  • Patterns of valid and fallacious mathematical reasoning.
  • Visualization of mathematical concepts and relationships.
  • The role of intuition, the place of motivation, and the role of resolving mathematical paradoxes in the development of mathematical knowledge.
  • Typical difficulties faced by students and teachers in mathematics classes.
  • A qualitative explanatory approach to teaching mathematics.
  • Values and mathematics education.

Significant Professional Projects (1980 – to date)
(For more details write to nitsa at technion dot ac dot il)

  1. 1980-1985: Israel Instructional Television – Simple Math. Position: Academic advisor and pedagogical designer of 17 dramatic television programs in school mathematics with Follow-up materials. (For more details see Videotaped Educational programs No. 1, 2 under publications)
  2. a. 1983-1997: Mass-Mathics – A Curriculum for Low-Achievers in High-School Math b. 1997-1999: MAGAL – Mathematics bridge to matriculations. Position: Project director. (For more details see College and School Textbooks no. 7
  3. 1984-1990: Equity in Mathematic Position: Academic advisor. (For more details see College and School Textbooks No. 2.)
  4. 1986-1991: Descriptive Analysis – Micro-Computer software and courseware for learning about functions Position: Principal investigator. (For more details see Computer Software No. 1.)
  5. 1987-todate: “Kesher Cham” – R&D Center for Mathematics Education : Position: Founder and academic director. (See more details in Hebrew under the Hebrew department website)
  6. 1991-1996: The Third International Mathematics and Science Study – TIMSS, an international survey of educational outcome. Position: National Research Coordinator for mathematics (Pinchas Tamir, Hebrew University, Jerusalem, NRC for science). International coordinators: David Robitaille, University of British Columbia, Al Beaton, Boston College.
  7. 1989-1993: The Galilee Project. Position: Co-Director of mathematics (with O. Zaslavsky, director, and A Evyatar followed by S. Waks, M. Finegold General Director).
  8. 2008-2010: Integrating values education in mathematics education. Position: Project director (Team: Y. Edri, and 11 high schoolteachers (ISF grant (1180/2008)
  9. 2008-present: Wiki Math-Ed. Position: Project director (team: A. Shriki and O. Zohar). (Google CS4HS grants 2012, 2014. Trump foundation grant 2012, Neamann Institute 2014 -)
  10. 2010-present: Road safety education – Yair Shulman memorial project. Position: Initiator and head of the navigation committee. Supported by the Ministry of Education and Shulman Family.
  11. 2011-2014: interweaving mathematical news in high school teaching of mathematics – a feasibility study. Position: Project director (Team: B. Amit, A. Shriki and O. Zohar). (ISF grant (144/2011 Neamann Institute and ORT Israel)
  12. 2016-2019: A longitudinal study of  interweaving mathematical news in high school teaching of mathematics. Position: Project director. Ministry of Science grant 2021675. (Sky Fross, Science Ministry coordinator)
  13. 2020-to date: Mathematics News Snapshots and 21st-century competencies. Project director

 Professional Experience (1980 to date). 

  • 2010 – to date Member of the advisory council. MOMATH the mathematics Museum, New York  momath.org/about/advisory-council/
  • 2008 – to date Initiator and head of Wiki-Math-Ed (In Hebrew: Ramzor) – a platform to collaboratively generate, accumulate and update a repository of mathematics lesson plans suitable to the national curriculum.
  • 2007 – to date Initiator and head of Math News Snapshots – A project aimed at interweaving contemporary mathematics in senior high school curriculum.
  • 1986 – 2007 Founder and academic director of Kesher Cham – Center for Mathematics Education at Technion.
  • 1995 – 2007 Reviewer, The Journal of Mathematical Behavior www.elsevier.com/locate/jmathb
  • 1994 – 1996: “Tomorrow 98” in the Upper Galilee. Member of the navigating committee (Y. Harpaz, chairman, till 1995) and advisor to O. Zaslavsky, director of the mathematics workshops (till 1996)
  • 1991 – 1996: National Research Coordinator, TIMSS: The Third International Mathematics and Science Study – An international survey of educational outcomes in 45 countries. Appointed by the national representative to IEA: The International Association for the Evaluation of Educational Achievement. (In charge of mathematics, with P. Tamir, in charge of Sciences).
  • 1990 – 1991: Consultant to The Interactive Mathematics Program – Three years of problem-based mathematics for high school students. Project directors: D. Resek & D. Fendel, San Francisco State University; L. Alper & S. Fraser Lawrence Hall of Science, U.C. Berkeley. http://www.mathimp.org/
  • 1986 – 1998: National coordinator, International Organization of Women in Mathematics Education (IOWME).
  • 1980 – 85, 1991: Program designer and Academic advisor to the Mathematics Broadcasts Team, Israel Instructional Television Center, Tel-Aviv.

 

 

  • 1975: Ph.D. Mathematics Education. University of California, Berkeley, CA.
  • 1970: M.Sc. Mathematics Education. Technion – Israel Institute of Technology, Haifa, Israel.
  • 1964: High School Teaching Certificate. Hebrew University, Jerusalem, Israel.
  • 1963:B.Sc. Mathematics and Physics. Hebrew University, Jerusalem, Israel.
  • 1958: Graduation of the Dunya Weizmann Music Conservatorium, Haifa, Israel, Piano playing department

List of Scientific and Professional Publications

(Many are downloadable from:  technion.academia.edu/NitsaMovshovitzHadar or from https://www.researchgate.net/profile/Nitsa_Movshovitz-Hadar?ev=hdr_xprf)

Theses

Ph.D.: Children’s Conditional Reasoning, University of California, Berkeley, 1975. ERIC accession number ED118359, RIE June 1976. Leon Henkin – advisor.Publications – see no. 5, 6, and 7 below.

M.Sc.: An Experiment in Individual Learning of Mathematics, Technion 1970. (Published in Hebrew, see no. 3 below). Shmuel Avital – advisor. (Awarded the A. De-Shalit Award, 1972. See here.) Publications – see no. 1, 2 below

Papers Published in Refereed Journals

  1. S. Avital & N. Hadar (1969): Unique Factorization of Algebraic Integers in the Integral Domains of the Quadratic Fields Q() and Q(). The Ontario Institute for Studies in Education, Toronto.
  2. S. Avital & N. Hadar (1970): Transformation On The Number Line. The Ontario Institute for Studies in Education, Toronto.
  3. S. Avital & N. Hadar (1971): An Experiment in Individualized Learning of Mathematics, Hachinuch, No. 3-4, pp. 250-257. (In Hebrew: ניסוי בלמידה אינדיבידואלית של מתימטיקה)
  4. N. Hadar (1974): On Motivating Creative Thinking, Metodika, Vol. 8, Tel-Aviv University, School of Education. (In Hebrew: הנעה לחשיבה יצירתית)
  5. N. Hadar (1977): Children’s conditional Reasoning, Part I: An Intuitive Approach to the Logic of Implication. Educational Studies in Mathematics, Vol. 8, pp. 413-438. http://link.springer.com/content/pdf/10.1007%2FBF00310946.pdf
  6. N. Hadar, L. Henkin (1978): Children’s conditional Reasoning, Part II: Towards a Reliable Test of Conditional Reasoning Ability. Educational Studies in Mathematics, Vol. 9, pp. 97-114. http://link.springer.com/content/pdf/10.1007%2FBF00352195.pdf
  7. N. Hadar (1978): Children’s Conditional Reasoning, Part III: A Design For Research On Children’s Learning Of Conditional Reasoning And Research Findings. Educational Studies in Mathematics, Vol. 9, pp. 115-140. http://link.springer.com/content/pdf/10.1007%2FBF00352196.pdf
  8. N. Hadar (1979): Division by Zero – A Spiral Approach. Mathematics Teaching, pp. 30-31. (Related to the production of a video program. See here no. 1 and also project description: no. 1.)
  9. N. Hadar, R. Hadass (1981): An Analysis of Teaching Moves in the Teaching of the Sine Theorem via Guided Discovery. International Journal of Mathematics Education in Science and Technology, Vol. 12, No. 1, pp. 101-108. http://dx.doi.org/10.1080/0020739810120112
  10. N. Hadar, R. Hadass (1981): The Road to Solving a Combinatorial Problem is Strewn with Pitfalls. Educational Studies in Mathematics, Vol. 12, No. 4, pp. 435-443. http://link.springer.com/content/pdf/10.1007%2FBF00308141.pdf
  11. N. Hadar, R. Hadass (1981): Between Associativity and Commutativity. International Journal of Mathematics Education in Science and Technology, Vol. 12, No. 5, pp. 535-539. http://dx.doi.org/10.1080/0020739810120504
  12. R. Hadass, N. Hadar (1982): The Trial and Test Method of Solving Story Problems Using Calculators. Mathematics in School, Vol. 11, No. 1, pp. 33-34.
  13. N. Hadar, R. Hadass (1982): The 4-Weight Problem – A Pedagogical Account. Mathematics in School, Vol. 11, No. 5, pp. 33-34.
  14. N. Hadar, R. Hadass (1982): Another Approach to Similar Triangles. Mathematics Teaching, No. 101, pp. 33-35.
  15. N. Hadar (1982): Odd and Even Numbers – Magician’s Approach. The Mathematics Teacher, Vol. 75, pp. 408-412.  (Hebrew version: http://kesher-cham.technion.ac.il/clickit_files/files/index/552619713/121063011/116435021.pdf )
  16. N. Hadar, R. Hadass (1983): Two Sieves for Prime Numbers. Undergraduate Mathematics and Its Applications, No. 633, pp. 1-12.
  17. N. Movshovitz-Hadar, S. Inbar, O. Zaslavsky (1986): Students’ Distortions of Theorems. FOCUS On Learning Problems in Mathematics, Vol. 8, no. 1, pp. 49-57.
  18. O. Zaslavsky, N. Movshovitz-Hadar (1986): Independent Learning of College Mathematics: An Inductive Approach. A guest editorial, Undergraduate Mathematics and Its Application Journal, Vol. 7, No. 4, pp. 277-281.
  19. N. Movshovitz-Hadar, O. Zaslavsky, S. Inbar (1987): An Empirical Classification-Model of Errors in High School Mathematics. Journal for Research in Mathematics Education, Vol. 18, No. 1, pp. 3-14. http://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/1987/Vol1/Issue1/Full-issue-PDF-of-Journal-for-Research-in-Mathematics-Education,-volume-18,-number-1-(January-1987)
  20. N. Movshovitz-Hadar, S. Inbar, O. Zaslavsky (1987): Sometimes Students’ Errors Are Our Fault. The Mathematics Teacher, Vol. 80, No. 3, pp. 191-195. http://links.jstor.org/sici?sici=0021-8251%28198701%2918%3A1%3C3%3AAECMFE%3E2.0.CO%3B2-G (See also no. 37 below).
  21. O. Zaslavsky, N. Movshovitz-Hadar (1988): Inductive Problem-Sequences for Independent Study of Linear Algebra. International Journal of Mathematics Education in Science and Technology, Vol. 19, No. 3, pp. 421-434. http://www.tandfonline.com/doi/pdf/10.1080/0020739880190308
  22. N. Movshovitz-Hadar (1988): Stimulating Presentations of Theorems Followed by Responsive Proofs, For the Learning of Mathematics, Vol. 8, No. 2, pp. 12-30.
  23. N. Movshovitz-Hadar (1988): School Mathematics Theorems – an Endless Source of Surprise. For the Learning of Mathematics, Vol. 8, No. 3, pp. 34-40.
  24. M. Amit & N. Movshovitz-Hadar (1989): Sex Differences in Causal Attribution to Success and Failure in Mathematics, Megamott, Vol. 32, No. 3, pp. 361-373. (In Hebrew: הבדלים בין המינים בייחוס סיבתיות להצלחה ולכישלון במתמטיקה)
  25. Kleiner and N. Movshovitz-Hadar (1990): Aspects of the Pluralistic Nature of Mathematics. Interchange: A Quarterly Review of Education, Vol. 21. No. 1, pp. 28-35. http://link.springer.com/content/pdf/10.1007%2FBF01809608.pdf
  26. Movshovitz-Hadar and R. Hadass (1990): Preservice Education of Math Teachers Using Paradoxes, Educational Studies in Mathematics, Vol. 21, No. 3, pp. 265-287.
  27. Cocus and N. Movshovitz-Hadar (1990): Linear Programming in High School, Aleh – The Israel Journal for High School Mathematics Teachers, Vol. 2, No. 7, pp. 41-48. (In Hebrew: תכנון ליניארי בבית הספר התיכון – גישה תכנית לעומת טכנית)
  28. Movshovitz-Hadar and R. Hadass (1991): More About Mathematical Paradoxes in Preservice Teacher education, Teaching and Teacher Education, An International Journal of Research and Studies, Vol. 7, No. 1, pp. 79 – 92.
  29. Movshovitz-Hadar (1991): Behold! Polynomial Equations and their maximum number of real roots, Mathematics Teaching, No. 134, p. 43.
  30. Movshovitz-Hadar (1991): Presenting Mathematical Theorems and Their Proofs (Part a). Aleh – The Israel Journal for High School Mathematics Teachers , Vol. 3, No. 9, pp. 58-61. (In Hebrew: הצגת משפטים מתמטיים – הצמחה לעומת הצנחה) http://highmath.haifa.ac.il/data/alle1-26/alle9/alle9-11.pdf ( Part b appears in no. 33, below. This paper is a Hebrew version with alteration of no. 22 above.)
  31. Movshovitz-Hadar and A. Shmukler (1991): A Qualitative Study of Polynomials in High-School, International Journal of Mathematics Education in Science and Technology, Vol. 22, No. 4, pp. 523 – 543. http://dx.doi.org/10.1080/0020739910220404
  32. Mevarech Z., Snir N., and Movshovitz-Hadar N. (1992): Is More Always Better? – The Separate and Combined Effects of a Computer and Video Programme on Mathematics Learning. British Journal of Educational Psychology, 62, pp. 106-116.
  33. Movshovitz-Hadar (1992): Presenting Mathematical Theorems and Their Proofs (part b). Aleh – The Israel Journal for High School Mathematics Teachers, Vol. 3, No. 10, pp. 44-51. http://highmath.haifa.ac.il/data/alle1-26/alle10/alle10-8.pdf (In Hebrew: הצגת משפטים מתמטיים והוכחותיהם – הצמחה לעומת הצנחה) (See part a in no. 30 above.)
  34. Elchanan and N. Movshovitz-Hadar (1992): About the Historical Development of Probability Theory, Aleh – The Israel Journal for High School Mathematics Teachers, Vol. 3, No. 10, pp. 28 – 33. http://highmath.haifa.ac.il/data/alle1-26/alle10/alle10-4.pdf (In Hebrew:  על התפתחות תורת ההסתברות)
  35. Give’on, N. Movshovitz-Hadar and R. Hadass (1992): Escher Potato Stamps: A Micro World Programming Project. LOGO Exchange, Vol. 10, No. 3, pp. 37-41. http://el.media.mit.edu/logo-foundation/pubs/nlx/v10/Vol10No3.pdf (See also no. 2 under Computer Software)
  36. Movshovitz-Hadar and A. Shmukler (1992): Infinitely Many Different Quartic Polynomial Curves, College Mathematics Journal, Vol. 23, No. 3, pp. 186-195.
  37. Movshovitz-Hadar, S. Inbar, O. Zaslavsky (1992): Sometimes Pupils’ Errors Are Our Fault. Educamus, Vol. 38, no. 2, pp. 25-27. (Reprint with authors’ permitted emendation from no. 20 above).
  38. Rosen and N. Movshovitz-Hadar (1992): The Angle Sum of a Triangle Is 180° Or Is It? Mathematics Teaching, 141, December 92, pp. 30-33. http://www.atm.org.uk/journal/archive/mt141.html
  39. Movshovitz-Hadar (1993): The False Coin Problem, Mathematical Induction and Knowledge Fragility. Journal of Mathematical Behavior, Vol. 12, No. 3, pp. 253-268. Reprinted in: A. J. Bishop (Ed) 2010: Mathematics Education: Major Themes in Education. Volume 3: Mathematics, Mathematics Education, and the Curriculum, Ch. 59, pp. 203-217. Published by  Routledge Taylor & Francis Group, London. ISBN 0-415-43874-8. http://www.routledge.com/books/details/9780415438742/
  40. Movshovitz-Hadar (1993): A Constructive Transition from Linear to Quadratic Functions, School Science and Mathematics. Vol. 93, no. 6, pp. 288 – 298.
  41. Movshovitz-Hadar (1993): Mathematical Induction – a Focus on the Conceptual Framework, School Science and Mathematics. Vol. 93, no. 8, pp. 408-417. (Its Hebrew version published in Aleh – The Israel Journal for High School Mathematics Teachers, Vol. 13, pp. 57-66. בעברית: אינדוקציה מתמטית – אתגרי חשיבה לחידוד ההבנה) http://highmath.haifa.ac.il/data/alle1-26/alle13/alle13-10.pdf
  42. Patkin, Z. Shacham, O. Zaslavsky, and N. Movshovitz-Hadar: (1993) A Survey of High School Math Department Heads’ Needs and Self-Perception of Duty. Dapim, No. 18, pp. 76 – 86. (In Hebrew: סקר צרכים ועמדות של מרכזי המקצוע מתמטיקה לגבי תפקידם)
  43. Movshovitz-Hadar, A. Shmukler and O. Zaslavsky (1994): Facilitating an Intuitive Basis for the Fundamental Theorem of Algebra via Graphical Technologies. Journal of Computers in Mathematics and Science Teaching, Vol. 13, No. 3, pp. 339-364.
  44. Kleiner and N. Movshovitz-Hadar (1994): The Role of Paradoxes in the Evolution of Mathematics, American Mathematical Monthly. Vol. 101, No. 10, pp. 963-974. http://mathdl.maa.org/images/upload_library/22/Ford/Kleiner-Hadar963-674.pdf Reprinted in: A. J. Bishop (Ed.) 2010: Mathematics education: major themes in education, Volume 1, Mathematics and mathematics education, pp. 48-61, Published by Routledge, Taylor & Francis Group, London. ISBN 0-415-43874-8. http://www.routledge.com/books/details/9780415438742/ (This paper received in 1995 the Lester Ford Award, granted by the Mathematical Association of America for papers published in its journals. See details here.  Hebrew version – no. 8 here)
  45. Zaslavsky, N. Movshovitz-Hadar, and A. Shmukler (1995): A Survey of the Use of Computers for Mathematics Teaching in High Schools in Israel. Aleh – The Israel Journal for High School Mathematics Teachers, No. 16, pp. 46-48. (In Hebrew: סקר על השימוש במחשבים להוראת המתמטיקה)
  46. Movshovitz-Hadar, O. Zaslavsky, and A. Shmukler (1995): An Intuitive Basis for the Fundamental Theorem of Algebra. Aleh – The Israel Journal for High School Mathematics Teachers, No. 16, pp. 56-66. http://highmath.haifa.ac.il/data/alle1-26/alle16/alle16-11.pdf (In Hebrew: בסיס אינטואיטיבי למשפט היסודי של האלגברה)
  47. Kleiner and N. Movshovitz-Hadar (1997): Proof: A Many-Splendored Thing. The Mathematical Intelligencer, Vol. 19, No. 3, 1997, pp. 16-26. Its Hebrew version published in Aleh – The Israel Journal for High School Mathematics Teachers, Vol. 27, pp. 33-46. Also mentioned as no. 10 here.)
  48. Movshovitz-Hadar (1997): Bee’s Wisdom Aleh – The Israel Journal for High School Mathematics Teachers, No. 20, pp. 34-44. (In Hebrew: (חכמת הדבורים http://highmath.haifa.ac.il/images/data2/old_alle/alle20-4fixed.pdf.
  49. Movshovitz-Hadar (1997): TIMSS – The third International Mathematics and Science Study – Israel results for Middle School. Aleh – The Israel Journal for High School Mathematics Teachers, No. 21, pp. 13-35. http://highmath.haifa.ac.il/data/alle1-26/alle21/alle21-2.pdf (In Hebrew:  המחקר הבינל”א השלישי להערכת הישגים במתמטיקה ובמדעים – מבחר תוצאות לחטיבת הביניים בישראל ובמדינות אחרות)
  50. Movshovitz-Hadar (1997): TIMSS – The third International Mathematics and Science Study – Israel results for Elementary School. Aleh – The Israel Journal for High School Mathematics Teachers, No. 22, pp. 29-46. http://highmath.haifa.ac.il/data/alle1-26/alle22/alle22-4.pdf  (In Hebrew:  המחקר הבינל”א השלישי להערכת הישגים במתמטיקה ובמדעים – מבחר תוצאות לביה”ס היסודי בישראל ובמדינות אחרות)
  51. Movshovitz-Hadar (1998): TIMSS – The third International Mathematics and Science Study – Israel results for High School. Aleh – The Israel Journal for High School Mathematics Teachers, No. 23, pp. 27-58.

http://highmath.haifa.ac.il/data/alim27_38/ale23-pdf/ale23-3.pdf  (In Hebrew: המחקר הבינל”א השלישי להערכת הישגים במתמטיקה ובמדעים – מבחר תוצאות לחטיבה העליונה בישראל ובמדינות אחרות)

  1. Tzur, R., & Movshovitz-Hadar, N. (1998). Curricular Change Agenda for Failure-experienced Mathematics Students: Can success-promoting assessment make a difference? Studies in Educational Evaluation, 24, no. 3, pp. 229-247.
  2. Movshovitz-Hadar and A. Shmukler (1998): The Graphical-Numerical Method for Solving Equations and Inequalities Involving Absolute Values of Linear Functions. International Journal of Mathematics Education in Science and Technology, Vol. 29, No. 5, pp. 749-758. http://www.tandfonline.com/doi/pdf/10.1080/0020739980290510 (scroll to p. 749).
  3. Shmukler and N. Movshovitz-Hadar (2000): The Mathematics of River Meanders, Aleh – The Israel Journal for High School Mathematics Teachers, No. 25 pp. 62-76. (In Hebrew: על פיתולי נהרות והמודל המתמטי של תופעה זו).

           English version published in 2006: The Mathematics of River Meanders, PhysicaPlus – The online magazine of the Israel Physical Society, Issue 7 http://physicaplus.org.il/zope/home/en/1124811264/1141060775rivers_en

  1. Movshovitz-Hadar and D. Kass (2000): Science in the Service of Society, Museum International, Vol. 52, no. 4, pp. 14-20. (An invited paper). http://www.unesco.org/culture/museum/html_eng/mi208.shtml#Nitsa
  2. Shmukler and N. Movshovitz-Hadar (2002): How Many Guards are Needed in a Museum? Aleh – The Israel Journal for High School Mathematics Teachers, No. 29, pp. 42-55, December 2002 )In Hebrew: כמה שומרים נחוצים לאבטחתו של מוזיאון?) http://highmath.haifa.ac.il/data/alim27_38/ale29-pdf/ale29-8.pdf
  3. Movshovitz-Hadar: Transparent P-Proofs (2003). Aleh – The Israel Journal for High School Mathematics Teachers, No. 31, pp. 29-35, December 2003 )In Hebrew: הוכחות שקופות). http://highmath.haifa.ac.il/data/alim27_38/ale31-pdf/ale31-6.pdf
  4. Wertheim and N. Movshovitz-Hadar (2003): Visualization Vs, Verbalization – An Insight Into the Morphology of Polyhedra. Visual Math, a virtual Journal edited by Slavik Jablan, Vol. 5, No. 1 . http://www.mi.sanu.ac.rs/vismath/wertheim/index.html Published also in A special issue of Symmetry: Art and Science, the quarterly of the International Society for the Interdisciplinary Study of Symmetry (ISIS – Symmetry), pp. 255-263. (See also: Plenary or invited contributions, April 2002)
  5. Movshovitz-Hadar and O. Hazzan (2004): How to present it? On the rhetoric of an outstanding lecturer. International Journal of Mathematical Education in Science and Technology 35(6), pp. 813-827. http://dx.doi.org/10.1080/00207390412331271384 .
  6. Movshovitz-Hadar (2005): Non Rounded Wheels. Aleh – The Israel Journal for High School Mathematics Teachers, No. 33, pp. 62-67, January 2005 (In Hebrew: על גלגלים לא עגולים).
  7. Nagler and N. Movshovitz-Hadar (2005): Cubic and Quartic Equations – a strange historical story and a pedagogical lesson. Aleh – The Israel Journal for High School Mathematics Teachers, No. 34, pp. 25-29, May 2005  (In Hebrew: משוואות ממעלה שלישית ורביעית – סיפור הסטורי מוזר ולקח דידקטי לצידו)
  8. Movshovitz-Hadar (2006): Transformation, Groups and Symmetry or What is the secret of the sequence: 7, 17, 230, 4783… Aleh – The Israel Journal for High School Mathematics Teachers, No. 35, pp. 56-68, January 2006 (In Hebrew:טרנספורמציות, חבורות וסימטריה או מהו סוד הסדרה 7, 17, 230, 4783,…) http://kesher-cham.technion.ac.il/clickit_files/files/index/552619713/149009484/946204918.pdf
  9. Ziskin, A. Shmukler, N. Movshovitz-Hadar (2006): Mathematics and Poetry – can they go hand in hand? Aleh – The Israel Journal for High School Mathematics Teachers, No. 36, pp. 71-82, May 2006. http://highmath.haifa.ac.il/data/alim27_38/ale36-pdf/ale36-14.pdf (In Hebrew: (מתמטיקה וספרות – הילכו השניים יחדיו?
  10. Movshovitz-Hadar (2007): Popularization of Mathematics – Snapshots from around the world. Aleh – The Israel Journal for High School Mathematics Teachers, No. 37, pp. 49-59, January 2007. (In Hebrew: (פופולאריזציה של המתמטיקה – הבזקים מהנעשה בעולם
  11. Movshovitz-Hadar (2008): Games as an environment for introducing mathematics concepts and theorems, and for problem solving activities. (In Hebrew: משחקים כסביבה להצגת מושגים ומשפטים מתמטיים ולפתרון בעיות (

Part 1, Aleh – The Israel Journal for High School Mathematics Teachers, No. 39, pp. 44-51. http://highmath.haifa.ac.il/data/alle39-8.pdf .

Part 2, Aleh – The Israel Journal for High School Mathematics Teachers, No. 41, pp. 20-24. http://highmath.haifa.ac.il/images/data2/alle41/alle41-4.pdf .

  1. Malek and N. Movshovitz-Hadar (2011): The Effect of using transparent-p-proofs in linear algebra. RME – Research in Mathematics Education 13, 1 pp. 33-58. DOI: 10.1080/14794802.2011.550719. https://www.tandfonline.com/doi/abs/10.1080/14794802.2011.550719
  2. Shriki, and N. Movshovitz-Hadar: (2011) “Nurturing a community of practice through a collaborative design of lesson-plans on a Wiki-system”, Interdisciplinary Journal of E-Learning and Learning Objects (IJELLO) – special series of Chais Conference 2011 best papers, Vol 7, pp. 339-357 (based upon a conference presentation Feb 2011) http://www.ijello.org/Volume7/IJELLOv7p339-357Shriki768.pdf.
  3. Rokach and N. Movshovitz-Hadar: (2011) “Existence theorems and existence proofs, an almost existential need” (In Hebrew: משפטי קיום והוכחות קיום בבית הספר העל יסודי – צורך כמעט קיומי. (. Aleh – The Israel Journal for High School Mathematics Teachers, No. 45, pp. 5-13. http://highmath.haifa.ac.il/images/data2/alle41/alle41-4.pdf .
  4. Edri, Y. and N. Movshovitz-Hadar (2013) Mathematics Teachers’ Cultivating Values–education (in Hebrew: מורים למתמטיקה מתגייסים לחינוך לערכים) DAPIM Academic Journal, 55, pp. 90-117. Published by MOFET Institute, Israel. http://www.mofet.macam.ac.il/ktiva/dapim/Documents/dapim55.pdf.
  5. Movshovitz-Hadar and I. Sinitsky (2013): Can we do without fractions? – No, but… The decimals as a road to understanding fractions. (In Hebrew: האם אפשר בלי שברים פשוטים? – לא, אבל… העשרוניים כנתיב (להבנת השבר הפשוט   Mispar Chazak 2000 – The Israel Elementary Mathematics Teachers Journal. 24, pp. 21-28. http://ymath.haifa.ac.il/images/stories/mispar_chazak_2000/issue24/parts1.pdf
  6. Sinitsky and N. Movshovitz-Hadar (2013): Can we do without fractions? – No, but…A proposal to teach the decimals prior to teaching the fractions (In Hebrew:  האם אפשר בלי שברים פשוטים? – לא, אבל… (הצעה להקדמת ההוראה של המספר העשרוני לפני השבר הפשוט    Mispar Chazak 2000 – The Israel Elementary Mathematics Teachers Journal, 24, pp. 29-40.  http://ymath.haifa.ac.il/images/stories/mispar_chazak_2000/issue24/parts2.pdf.
  7. Movshovitz-Hadar (2014): Mathematics news section – Yet another gigantic prime; The ABC conjecture proved; The twin-prime conjecture –progress towards its proof The Israel Journal of research in mathematics education, Vol. 1 pp. 5-10 (In Hebrew:   מדור חדשות מתמטיות – על גילוי

של מספר ראשוני ענק חדש, על השערת  ABC, ועל השערת התאומים שמתקרבת להוכחה)

Published by Shanan College of education, Israel. http://shaanan.ac.il/?page_id=6823

  1. Edri, Y. and N. Movshovitz-Hadar (2014): Values Education in the Framework of Disciplinary Education An Action Research in Mathematics Lessons (in Hebrew: חינוך לערכים במסגרת דיסציפלינארית – מחקר פעולה בשיעורי מתמטיקה)The Israel Journal of research in mathematics education, Vol. 2 pp.15-42. Published by Shaanan College of education, Israel. http://education.academy.ac.il/files/values-paper-32.pdf .
  2. Movshovitz-Hadar and D. Chilag (2014): Mathematics news section – The Enormous Theorem. The Israel Journal of research in mathematics education, Vol. 2 pp. 5-14 (In Hebrew:    מדור חדשות מתמטיות: משפט ענק (

Published by Shaanan College of education, Israel.

http://shaanan.ac.il/?page_id=10891

  1. Movshovitz-Hadar (2015): Mathematics news section –Kepler’s conjecture becomes a theorem that revolutionize verification of long proofs. The Israel Journal of research in mathematics education, Vol. 3 pp. 6-29 (In Hebrew:    מדור חדשות מתמטיות: איך עורמים אבטיחים? ההשערה שהפכה למשפט שעשה מהפך באימות הוכחות ארוכות)   Published by Shaanan College of education, Israel. http://shaanan.ac.il/?page_id=23446
  2. Shriki, A. & Movshovitz-Hadar, N. (2016). Gifted and talented students wandering about “Logic in wonderland”: Part I. Gifted Education Press Quarterly. 30(2), pp. 4-12. Spring 2016 issue http://www.giftededpress.com/GEPQSPRING2016.pdf
  3. Shriki, A. & Movshovitz-Hadar, N. (2016). Gifted and talented students’ Wandering about “Logic in wonderland”: Part II. Gifted Education Press Quarterly. 30(3), pp. 4-15. Summer 2016 issue http://www.giftededpress.com/GEPQSUMMER2016.pdf
  4. Movshovitz-Hadar (2016): Mathematics news section –Pentagonal tiling and more news. The Israel Journal of research in mathematics education, Vol. 4 pp. 6-12 (In Hebrew:   (מדור חדשות מתמטיות: ריצוף חדש במחומשים ועוד חדשות Published by Shaanan College of education, Israel.  http://shaanan.ac.il/?page_id=24077
  5. Manzano María, Movshovitz-Hadar Nitsa, Resek Diane (2017): Leon Henkin: A logician’s view on mathematics education IFCoLog Journal of Logic and its Applications, Vol. 4, No. 1, pp. 83-109.
  6. Movshovitz-Hadar (2017): Mathematics news section –Three news from 2016. The Israel Journal of research in mathematics education, Vol. 5 pp. 6-10 (In Hebrew:   (מדור חדשות מתמטיות: מה מיוחד למספר 7,825, ראשוניים ללא הספרה 7 ותכנון טיולPublished by Shaanan College of education, Israel.  http://shaanan.ac.il/?page_id=26397
  7. Movshovitz-Hadar (2018): Mathematics news section –Three news from 2017. The Israel Journal of research in mathematics education, Vol. 6 pp. 9-14 (In Hebrew: מדור חדשות מתמטיות: פרס אָבֶל לשנת 2017 על תורת הגלונים, לראשונה בהיסטוריה – הזוכה במדליית פילדס לשנת 2014 היא אישה, על הספר על החינוך המתמטי בישראל (Published by Shaanan College of education, Israel. http://www.shaanan.ac.il/?page_id=28579)
  8. Movshovitz-Hadar (2019): Mathematics news section. The Israel Journal of research in mathematics education, Vol. 7 pp. 9-11 (In Hebrew: הספרות של פאי “משגעות” את כולם; תחום מתמטי חדש: המתמטיקה של האהבה; פרס אבל 2019 לראשונה לאישה.)
  9. Movshovitz-Hadar (2019): The Enormous Theorem. Klein Project Vignette (An English updated version of #74). http://blog.kleinproject.org/?p=4440
  10. Movshovitz-Hadar (2020): Contribution of the month: Prizes in mathematics, 2020. Klein Project Vignette http://blog.kleinproject.org/?p=4574
  11. Movshovitz-Hadar (2020): Is it our responsibility to introduce high school students to contemporary mathematics? OnCore, The AATM journal, Fall 2020 pp. 66-73 (Arizona association of teachers in mathematics leadership)
  12. Segal, R., Shriki, A., Movshovitz-Hadar, N., (2020): Technology environment that accelerated sharing and professional development for mathematics teachers. The case of RAMZOR. Haifa Israel: Samuel Neaman Institute. Final report https://www.neaman.org.il/en/Files/mathematics%20teachers%20-%20The%20case%20of%20RAMZOR_20200514115046.133.pdf
    • Movshovitz-Hadar (2021): Mathematics news section. The Israel Journal of research in mathematics education, Vol. 8 pp. 11-15 (In Hebrew:
  13. בעיית הסוף הטוב, התקדמות בהוכחת הערת התאומים, גלגוליה של בעיית ABC, מספר הצבעים המינימלי הנדרש לצביעת מכפלה טנזורית של שני גרפים נתונים, זהות הקושרת בין וקטורים עצמיים של מטריצה לערכים עצמיים של מטריצה, והשערת קולאץ,Published by Shaanan College of education, Israel https://www.shaanan.ac.il/wp-content/uploads/2021/02/news.pdf

Books and Chapters in Collective Volume

Published

  1. Movshovitz-Hadar (1990): Mathematical Paradoxes – A Vehicle for Preparing Prospective Secondary Teachers in Mathematics. In: Dossey, J. (Eds.): Preservice Teacher Education – The Papers of Action Group 6 from ICME 6, Budapest, Hungary. Illinois State University, Normal ILL., Mathematics Department.
  2. Balacheff, A. Bell, A. Bishop, T. Cooney, W. Dorfler, C. Hoyles, D. Jones, N. Movshovitz-Hadar, T. Romberg, N. Zehavi (1990): Future Perspectives in the Psychology of Mathematics Education. In: P. Nesher and J. Kilpatrick (Eds.): Mathematics and Cognition: A Research Synthesis by the International Group for the Psychology of Mathematics.
  3. Movshovitz-Hadar (1990): Ha-Keitsad?!? – Mathematical Paradoxes and Controversies and Their Pedagogical Analysis, Mimeographed edition (O. Seger-Hazzan, Editor), Technion – Department of Education (in Hebrew.)
  4. Movshovitz-Hadar (1992): Mass-Mathics – a curriculum for non-college bound students in Israel. In: Wirszup, I., and Streit, R., (Eds.) Mathematics Education Around the World, Vol. III, UCSMP and NCTM, Reston VA. Pp. 84-102.
  5. Movshovitz-Hadar (1997): “On striking the balance between formal and informal proofs.” In: M. De-Villiers (Ed.): Proof and Proving – Why, when and how? Proceedings of Topic Group 8, ICME-VIII – The 8th International Congress on Mathematics Education, Seville, Spain, July 96. Published by AMESA, Centrahil, South Africa.
  6. Movshovitz-Hadar and J. Webb (1997): One Equals Zero and Other Mathematical Surprises. Key Curriculum Press, Berkeley, CA. http://www.keypress.com/x6049.xml (Hebrew translation published in 2002 see No.6 under Hebrew Translations below.). Republished 2013 by  NCTM – The National Council of Teachers of Mathematics, Inc.,Reston VA USA,  http://www.nctm.org/catalog/product.aspx?id=14553  ISBN 978-0-87353-740-7
  7. Shacham, Z., and Kuper, A. with N. Movshovitz-Hadar as Academic advisor (1998): Mathematics on postage stamps – A guide to a rotating exhibition (In Hebrew). Published with the Israel Postal Stamps Services.
  8. Movshovitz-Hadar (editor, 2000): Josip Plecnik – Prague Castle Architecture 1920-1935. A Hebrew catalogue for a traveling exhibition of Plecnik’s work by Prague Castle Authorities. National Museum of Science, Haifa Israel.
  9. Movshovitz-Hadar: (2001) “Proof”. An invited entry in L. S. Grinstein and S. I. Lipsey (Editors): Encyclopedia of Mathematics Education RoutledgeFalmer, NY, pp. 585-591.
  10. Movshovitz-Hadar (2008): “Today’s news are tomorrow’s history – Interweaving mathematical news in teaching high school math, in E. Barbin, N. Stehlikova, C. Tzanakis (eds.) History and Epistemology in Mathematics Education: Proceedings of the fifth European Summer University, pp.535-546, Vydavadelsky Press, Prague 2008, ISBN 978-8086843-19-3. Based upon a workshop given at ESU 5, Prague, July 07.
  11. Movshovitz-Hadar and I. Kleiner (2009): “Intellectual Courage and Mathematical Creativity”, Chapter 3 in: Leikin, R., Berman A., and Koichu, B. (Eds.) Creativity in Mathematics and the Education of Gifted Students, pp. 31-50, Sense Publishers. https://www.sensepublishers.com/files/9789087909352PR.pdf
  12. Movshovitz-Hadar and A. Shriki (2009): “Logic in Wonderland – Alice’s Adventures in Wonderland as a context of a course in logic for future elementary teachers.” Chapter 7 in: B. Clarke, R. Millman, B. Grevholm (eds.), Tasks in Primary Mathematics Teacher Education, Use and Exemplars. Springer Mathematics Teacher Education Series Vol. 4, Andrea Peter-Koop editor, Springer U.S., pp. 85-103. http://www.springerlink.com/content/qxp0161160086m72/?p=df6abc02380d412f94c99c8aad3afab2&pi=5
  13. Lerman With: S.A. Amato, N. Bednarz, M. M. M. S. David, V. Durand-Guerrier, G. Gadanis, P. Huckstep, P.C. Moreira, F. Morselli, N. Movshovitz-Hadar, I. Namukasa, J. Proulx, T. Rowland, A. Thwaites, C.Winsløw (2009): “Studying Student Teachers’ Voices and their Beliefs and Attitudes”. Chapter 23 In: R. Even and D. L. Ball (eds.) The Professional Education and Development of Teachers of Mathematics: The 15th ICMI Study. New ICMI Study series, Vol. 11, Springer U.S., pp. 73-82. http://www.springerlink.com/content/978-0-387-09600-1
  14. Movshovitz-Hadar (2011): “Bridging Between Mathematics and Education Courses: Strategy Games as Generators of Problem Solving Tasks” in: Zaslavsky, Orit and Sullivan, Peter (eds.): Constructing Knowledge for Teaching Secondary Mathematics. Tasks to Enhance Prospective and Practicing Teacher Learning. DOI 10.1007/978-0-387-09812-8_8, Springer Science+Business Media, LLC. Pp. 117-140. http://link.springer.com/chapter/10.1007%2F978-0-387-09812-8_8

http://link.springer.com/chapter/10.1007/978-0-387-09812-8_8/fulltext.html

  1. Amit and N. Movshovitz-Hadar (2011): “Design and High-School Implementation of Mathematical-News-Snapshots – An Action-Research into ‘Today’s News is Tomorrow’s History’”. In E. Barbin, M. Krongellner, C. Tzanakis (eds.) 2011: History and Epistemology in Mathematics Education: Proceedings of the sixth European Summer University pp.171-184, Verlag Holzhausen GmbH / Holzhausen Publishing Ltd. Austria, ISBN-978-3-85493-208-6. Based upon a workshop given at ESU 6, Vienna, July 2010.
  2. Amit, N. Movshovitz-Hadar, A. Berman (2011): “Exposure to Mathematics in the Making – Interweaving Math News Snapshots in the Teaching of High-School Math Chapter 9 in: Victor Katz and Constantinos Tzanakis (Eds.), Recent Developments on Introducing a Historical Dimension in Mathematics Education. MAA-Mathematical Association of America, Washington, DC. Pp 91-102. http://www.maa.org/ebooks/notes/NTE78.html.
  3. Selden with input from Lara Alcock, Véronique Battie, Geoffrey Birky, Ana Breda, Connie Campbell, Paolo Iannone, Nitsa Movshovitz-Hadar, Teresa Neto, Kyeong Hah Roh, Carmen Samper, and John Selden (2012): “Transitions and Proof and Proving at Tertiary Level” in: Hanna, G., and DeVillier M (Eds.).: Proof and Proving in Mathematics Education,  The 19th ICMI Study Series: New ICMI Study Series, Vol. 15, Part V Chapter 17 pp 391-422. ISBN 978-94-007-2128-9
  4. Movshovitz-Hadar (2013): Does Mathematics have anything to do with Values Education? (In Hebrew), pp. 79-80 In:

ברנדס, ע’, יששכר, ר’ (עורכות). חינוך לערכים בעולם משתנה – אסופת ניירות דעה שהזמינה הוועדה לנושא מחקר מתווה-דרך: הצעה לארגון לימודים מחודש, היזמה למחקר יישומי בחינוך. האקדמיה הלאומית הישראלית למדעים. ירושלים:  תשע”ג.

http://education.academy.ac.il/Uploads/BackgroundMaterials/Hebrew/Values-Education-21st-century.pdf

  1. Movshovitz-Hadar, & Y. Edri (2013). Enabling education for values with mathematics teaching. In C. Margolinas (Ed.), Task design in mathematics education: Proceedings of ICMI Study 22 (pp. 377-388). Oxford, UK. (http://hal.archives-ouvertes.fr/hal-00834054 )
  2. Movshovitz-Hadar with contributions by Jonas Emanuelsson, Davida Fischman, Azriel Levy, Zalman Usiskin (2014): What should we do and who decides? – Reflections on Policy. Chapter 16 in: Michael N. Fried & Tommy Dreyfus (Eds.), Mathematics & Mathematics Education: Searching for Common Ground. New York: Springer, Advances in Mathematics Education series, pp. 277- 295 (Based upon an invited panel at TEDucation May 2012 A Symposium in Mathematics and Mathematics Education on the occasion of Ted Eisenberg’s retirement. See details here). ISBN 978-94-007-7472-8 (hardcover) ISBN 978-94-007-7473-5 (e-book). DOI 10.1007/978-94-007-7473-5_16, Springer Science + Business Media, Dordrecht.
  3. Movshovitz-Hadar (2014): Pairing Logical And Pedagogical Foundations For The Theory of Positive Rational Numbers – Henkin’s Unfinished Work. In: María Manzano, Ildiko Sain, Enrique Alonso(Eds.) The Life and Work of Leon Henkin – Essays on His Contributions, a book in the series Studies in Universal Logic. Springer International Publishing, Switzerland. Pp. 73-91. http://link.springer.com/chapter/10.1007%2F978-3-319-09719-0_9 http://www.springer.com/birkhauser/mathematics/book/978-3-319-09718-3
  4. Movshovitz-Hadar (2014): Tracing Back ‘Logic In Wonderland’ To My Work With Leon Henkin. In: María Manzano, Ildiko Sain, Enrique Alonso(Eds.) The Life and Work of Leon Henkin – Essays on His Contributions, a book in the series Studies in Universal Logic. Springer International Publishing, Switzerland. Pp. 27-31. http://link.springer.com/chapter/10.1007%2F978-3-319-09719-0_3http://www.springer.com/birkhauser/mathematics/book/978-3-319-09718-3
  5.  N. Movshovitz-Hadar and I. Wertheim (2014): Aleph to Ta(v)’ngram – an activity booklet, Published by Tiltan, Israel. http://www.tiltan.com/?item=834&section=86F2649
  6. N. Movshovitz-Hadar (2018): Introducing ALL High School Students to the True Nature of Contemporary Mathematic: Meeting the Challenge Chapter 23 In: N. Movshovitz-Hadar (editor): K-12 Mathematics Education in Israel – Issues and Innovations. World Scientific Publishing Co. Pte Ltd, pp. 217-222. http://www.worldscientific.com/worldscibooks/10.1142/10741
  1. Movshovitz-Hadar (2018): Mathematics Teachers Documenting, Sharing, and Improving Their Work on a Newly Developed Software. Chapter 34 In: N. Movshovitz-Hadar (editor): K-12 Mathematics Education in Israel – Issues and Innovations. World Scientific Publishing Co. Pte Ltd. Pp. 311-316. http://www.worldscientific.com/worldscibooks/10.1142/10741
  2. Movshovitz-Hadar (editor) 2018: K-12 Mathematics Education in Israel – Issues and Innovations. Published by World Scientific Publishing Co. Pte Ltd., Singapore as Volume 13 in the series on mathematics education, Series Editors: Mogens Niss(Roskilde University, Denmark); Lee Ngan Hoe (National Institute of Education, Singapore); Jeremy Kilpatrick (University of Georgia, USA) . http://www.worldscientific.com/worldscibooks/10.1142/10741

Hebrew Translations

Unpublished

           S.H. Erlwanger: Benny’s Conception of Rules and Answers in IPI Mathematics (Published in English in The Journal of Children’s Mathematical Behavior, Vol. 1, No. 2, 1973). Hebrew translation prepared in collaboration with Rachel Gitai, 1982

Published

  1. Kleiner: Thinking the Unthinkable, The Story of Complex Numbers. Hebrew translation rights granted by The Mathematics Teacher, Published in Aleh – The Israel Journal for High School Mathematics Teachers, No. 11, 1992. (Hebrew translation prepared in collaboration with A. Shriki).
  2. Kleiner: Evolution of the Function Concept: A Brief Survey. Hebrew translation rights granted by College Mathematics Journal, Published in Aleh – The Israel Journal for High School Mathematics Teachers No. 12 (part I), No. 13 (part II), 1993. (Hebrew translation prepared in collaboration with Meir Kashi).
  3. Nagel and J. R. Newman: Gödel’s Proof, Hebrew translations rights granted by New York University Press. Hebrew version published by the Technion – Israel Institute of Technology, 1993. Disseminated through Magnes Publications, The Hebrew University Publishing House (Hebrew translation prepared in collaboration with Y. Harpaz-Rubin.)
  4. Movshovitz-Hadar (Ed.): I. Kleiner – Selected papers in the history of mathematics. (Thinking the Unthinkable, The Story of Complex Numbers; Evolution of the Function Concept: A Brief Survey; Rigor and Proof in Mathematics, A Historical Perspective; The Evolution of Group Theory – a Brief Survey.) Published for Kesher-Cham – Israel Center for Mathematics Education, Technion by “MAALOTT” – publishing house, Ltd. Tel-Aviv, 1995.
  5. Tichomirov, V. V.: Stories of Minima and maxima. Translation from the original Russian book and its English translation. (Consulting editor to Alla Shmukler and Ziva Shacham’s Hebrew translation.) Published for Kesher-Cham – Israel Center for Mathematics Education, by Technion, October 2000.
  6. Movshovitz-Hadar and J. Webb (2002): One equals zero and other mathematical surprises. Hebrew translation published in 2002. Permission granted by the publisher: Key Curriculum Press, Berkeley, CA. (English version published 1997, see above no. 6 under Books).
  7. M. Avital and S. J. Shettleworth: Objectives for Mathematics Learning, Some ideas for the teacher, OISE – The Ontario Institute for Studies in Education, Bulletin No. 3. Editor: R. W. B. Jackson. Hebrew translation rights granted Sept. 2005 by OISE Press, Ontario Canada. Hebrew translation published in 2006, by Kesher-Cham – Israel Center for Mathematics Education, Technion. http://kesher-cham.technion.ac.il/apps/index.aspx?parFolCode=552619713&catCode=391450279&posS=833 http://meyda.education.gov.il/files/Mazkirut_Pedagogit/matematika/yeadim_math.pdf
  8. Pólya and J. Kilpatrick: The Stanford Mathematics Book with Hints and Solutions.  Teachers College Press, Teachers College, Columbia University, New York & London, 1974. Hebrew translation rights granted Sept. 2006 by Teachers College Press. Hebrew translation published in 2007, by Kesher-Cham – Israel Center for Mathematics Education, Technion http://meyda.education.gov.il/files/Mazkirut_Pedagogit/matematika/osef_math.pdf
  9. Ian Stewart: Taming the Infinite, the Story of Mathematics. Quercus Publishing Plc, London, 2008. Hebrew translation published by Books in the Attic, Tel-Aviv, 2012.

Computer Software

  1. Movshovitz-Hadar, A. Arbel (1987): Descriptive Analysis – A computer software supporting the study of mathematical functions through graphic representation. LOGAL – The Galilee software house. (Awarded a Certificate of Honorary Mention in The Second National Educational Software Competition, 1989). (Project description: See Appendix 1, No. 4. Related papers: no. 27, 29, 31, 36, 40, 43.)
  2. Giv’on, N. Movshovitz-Hadar, R. Hadass (1990): Escher Potato Stamps, a prototype model in Logo. Pascal version – 1992 (with R. Reiz). Developed for Project Mass-Mathics (Project description: See No 2 under Appendix 1 Related papers: no. 35 under papers ; no. 4 under Other Publications.).
  3. Panikashvili, I. Wertheim, G. Elber, N. Movshovitz-Hadar (2002): Platonic – A computerized environment for learning and teaching about polyhedra, Beta version, Technion, Haifa, Israel (Related papers see: Aug 05 under Conference Presntations)

Video-taped Educational Programs

  1. Video-drama in Arithmetic (12 programs all in Hebrew, http://www.23tv.co.il/364-he/heshbon_pashut.aspx all produced by the Israel Instructional television with N. Movshovitz-Hadar’s design and academic advisor) Production period 1980 – 1985 (For more details see Appendix 1, No. 1):
  1. Video-drama in Geometry (4 programs all in Hebrew, all produced by the Israel Instructional television with N. Movshovitz-Hadar’s design and academic advisor with A. Wachman, co-advisor). Production period 1980 – 1985:

http://www.23tv.co.il/2021-he/geometria.aspx

  • Hello Geometry (Presented at PME-XI. July 1987) Awarded a certificate of honor in The Japan Prize International Contest of Educational Programs, Japan, Nov. 85. (See Prizes and awards above). This program is now available from 13 circulating libraries of Japan prizewinner programs, throughout the world. http://www.nhk.or.jp/jp-prize/index_e.html
  • The Distance.
  • Tessellations and Corners.
  • Polygons and Polyhedra. (Presented at ICME-VI, Aug. 88).
  1. “Madabrakadabra” – A multi media sensory movie produced by Orpan, Israel, for presentations in Cinematrix. N. Movshovitz-Hadar academic advisor. 2005

College and School Text books

  1. Movshovitz-Hadar (1987): Simple Math – A teacher’s guide. Published by the Israel Instructional Television, Tel-Aviv. (In Hebrew). (Written within the framework of a video production project. See Video-taped Educational Programs, no. 1, 2, and project description: Appendix 1, No. 1.)
  2. Shriki and N. Movshovitz-Hadar (1988): Five:Five – An intervention program to increase high school girls’ participation in five credit units of math. Mimeograph Edition, Department of Education in Science and Technology, Technion, Haifa, Israel (in Hebrew). (Related to Project Equity in Mathematics. See project description: Appendix 1, No. 3.)
  3. Friedlander A., (Series editor, in Hebrew) TSELEM: A series in mathematics and didactic for pre-service education of high-school mathematics teachers. Published by the Weizmann Institute. N. Movshovitz-Hadar’s contributions to the following:
    1. Vol. 1: Geometry, 1988 (A. Friedlander, Editor)
    2. Vol. 2: The concept of a function, 1988 (D. Tirosh editor)
  • Vol. 3: Incorporating Calculators 1989, (R. Hadass and N. Movshovitz-Hadar, Eds.)
  1. Movshovitz-Hadar (1990): Beehive Mathematics. Detailed outlines for “Do Bees Build It Best? “- a 2nd year unit of: Interactive Mathematics Program – Three years of problem-based mathematics – a College Preparation Mathematics Program for high school students. Experimental Edition, Berkeley CA. (Project products are published s of 1996 by Key Curriculum Press, California, U.S.A http://www.mathimp.org/ )
  2. Movshovitz-Hadar (1991): The Orchard Hideout – Detailed outlines for a 3rd year unit of: Interactive Mathematics Program – Three years of problem-based mathematics, a College Preparation Mathematics Program for high school students. Experimental Edition, Berkeley CA. (Project products are published as of 1996 by Key Curriculum Press, California, U.S.A http://www.mathimp.org/ )
  3. Movshovitz-Hadar & als.: “Mass-Mathics” – curricular materials for low achievers in high school mathematics. Published and disseminated by “MAALOTT” – publishing house, Ltd. Tel-Aviv. (All in Hebrew. Related to Significant Professional Projects no. 2, see project description in Appendix 1 No. 2.)
  4. Graphic Representations (Accompanied by software), 1987 תיאורים גרפיים
  5. Spatial Relations )Accompanied by software), 1987 ראייה מרחבית Trigonometry – Tan α, 1987 הטנגנס
  6. Trigonometry – Sin α, Cos α, 1988 סינוס וקוסינוס
  7. Mental Arithmetic, 1988 חישובים בעל-פה
  8. Logic Problems, 1988 בעיות לוגיות
  9. Ratio and Proportion, 1989 יחס ופרופורציה
  10. Formulas and Equations, 1989 תבניות ומשוואות
  11. Area and Surface Area, 1989 שטח ושטח פנים
  12. Bankcard – a Computer Simulation )Accompanied by software) 1989 כספומטיקה
  13. Estimation, 1989 חישובים מקורבים
  14. Strategy games, 1989 משחקי חשיבה
  15. Linear Functions, 1990 הפונקציה ממעלה ראשונה
  16. Conditional Reasoning (Accompanied by software), 1990 הסקה ממשפטי
  17. Applications, 1990 יישומי המתמטיקה
  18. Sequences and Series (Accompanied by software), 1990 סדרות וטורים
  19. Quadratic Functions (Accompanied by software), 1991 הפונקציה ממעלה שניה
  20. Elections, 1991 בחירות
  21. Volume of Solids, 1992 הנפח
  22. Rigid Transformations and Combinatorics (Accompanied by software), 1993
  23. Movshovitz-Hadar & als. (1997): MAGAL – Mathematics bridge to matriculation. Curricular materials for 1 credit in math matriculation Experimental edition (All in Hebrew. Related to Significant Professional Projects no.2, see project description in Appendix 1 No. 2.)
  24. Sequences and Series (Accompanied by software), 1997 סדרות וטורים
  25. Graphic Representations (Accompanied by software), 1997 תיאורים גרפיים
  26. Trigonometry – Tan α, 1997 הטנגנס
  27. Trigonometry – Sin α, Cos α, 1998 סינוס וקוסינוס
  28. In the plane and in Space – 1998 במישור ובמרחב
  29. Analytic Geometry – 1998 גיאומטריה אנליטית
  30. Series – 1998 סדרות
  31. Linear Equations – 1998 משוואות ממעלה ראשונה
  32. Movshovitz-Hadar & Shriki Atara (2005): The logic of conditional reasoning for prospective elementary math teachers, Oranim College of education. (In Hebrew, mimeographed edition, 27 pp.)
  33. Tamar Reiner (2008), with N. Movshovitz-Hadar and M. Naor as scientific advisors: (i) Symmetric Cryptography, (ii) Asymmetric Cryptography – two units for self-learning prepared for and printed by the Israel National Museum of Science. Published on the Ministry of education website: http://cms.education.gov.il/EducationCms/units/tochniyot_limudim/math_chatav/haashara/hatzpana.htm
  34. Shriki and N. Movshovitz-Hadar (2012): a. Logic in Wonderland – A textbook for Introduction to Logic course through reading Alice in Wonderland (in Hebrew) ISBN 978-965-530-068-0; b. Logic in Wonderland – Activity Handouts ISBN 978-965-530-069-7. Published in Hebrew by MOFET, the publishing house of teacher-colleges, Tel Aviv, Israel.  (Hebrew title: א. לוגיקה בארץ הפלאות – מבוא ללוגיקה באמצעות קריאת הרפתקאות אליס בארץ הפלאות; ב. לוגיקה בארץ הפלאות -– אוסף פעילויות.) http://www.mofet.macam.ac.il/ktiva/publish/catalog/Pages/Math/634936858685235177.aspx
  35. Movshovitz-Hadar and A. Shriki (2018):
  36. Logic in Wonderland – An Introduction to Logic through ReadingAlice in Wonderland — Teacher’s Guidebook.  332 pages. http://www.worldscientific.com/worldscibooks/10.1142/10409
  37. Logic in Wonderland – An Introduction to Logic through ReadingAlice in Wonderland — Student’s Workbook. 256 pages. http://www.worldscientific.com/worldscibooks/10.1142/10412

  38. קומבינטוריקה וטרנספורמציות

    (In Hebrew: הצפנה סימטרית (לחטיבת הביניי

    http://meyda.education.gov.il/files/Tochniyot_Limudim/Math/Hatab/Hatzpana1.pdf , הצפנה אסימטרית (לחטיבה העליונה)

    http://meyda.education.gov.il/files/Tochniyot_Limudim/Math/Hatab/Hatzpana2.pdf

    מהדורה מקוונת (בעברית):

    http://books.olivesoftware.com/Olive/OTB/Mofet/?href=MOF/2011/01

    Published by . World Scientific Publishing Co. Pte Ltd. Singapore.

  • Employing AI-based technology for the personalization of teaching and learning of mathematics
  • Integrating contemporary mathematics in the high-school curriculum.
  • A wiki-like platform for accumulating teachers’ pedagogical knowledge.
  • The popularization of mathematics.
  • The development of math teachers’ community of practice.
  • A systematic analysis of mathematics from a pedagogical-psychological point of view.
  • Patterns of valid and fallacious mathematical reasoning.
  • Visualization of mathematical concepts and relationships.
  • The role of intuition, the place of motivation, and the role of resolving mathematical paradoxes in the development of mathematical knowledge.
  • Typical difficulties faced by students and teachers in mathematics classes.
  • A qualitative explanatory approach to teaching mathematics.
  • Values and mathematics education.
  • Follow Nitsa Movshovitz-Hadar on ResearchGat
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