G. Harel

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Current Contributions Toward Comprehensive Perspectives on the Learning and Teaching of Proof

G. Harel, E. Fuller, Evan Fuller, 2010 .

The General, the Abstract, and the Generic in Advanced Mathematics

G. Harel, D. Tall, 1991 .

Intermediate teachers’ knowledge of rational number concepts

G. Harel, R. Lesh, T. Post, 1991 .

PROOF FRAMES OF PRESERVICE ELEMENTARY TEACHERS

G. Harel, W. Martin, 1989 .

Students' proof schemes revisited

G. Harel, 2007 .

DNR perspective on mathematics curriculum and instruction, Part I: focus on proving

G. Harel, 2008 .

The Development of multiplicative reasoning in the learning of mathematics

Jere Confrey, Guershon Harel, G. Harel, 1995 .

Attention to Meaning by Algebra Teachers.

Guershon Harel, Evan Fuller, Jeffrey M. Rabin, 2008 .

Double negative: The necessity principle, commognitive conflict, and negative number operations

G. Harel, E. Fuller, J. Rabin, 2013 .

On teacher education programmes in mathematics

G. Harel, 1994 .

Using geometric models and vector arithmetic to teach high‐school students basic notions in linear algebra

Guershon Harel, G. Harel, 1990 .

The Development of Mathematical Induction as a Proof Scheme: A Model for DNR-Based Instruction

Guershon Harel, G. Harel, 2001 .

The Role of Conceptual Entities and Their Symbols in Building Advanced Mathematical Concepts

Guershon Harel, James Kaput, G. Harel, 2002 .

Units of quantity: A conceptual basis common to additive and multiplicative structures

G. Harel, R. Lesh, T. Post, 1994 .

Problem Solving, Modeling, and Local Conceptual Development

Richard Lesh, Guershon Harel, G. Harel, 2003 .

The Blocks Task: Comparative Analyses of the Task With Other Proportion Tasks and Qualitative Reasoning Skills of Seventh-Grade Children in Solving the Task

Richard Lesh, Thomas R. Post, Guershon Harel, 1992 .

The Role of Isomorphisms in Mathematical Cognition

G. Harel, B. Greer, 1998 .

The DNR System as a Conceptual Framework for Curriculum Development and Instruction

G. Harel, 2020 .

Varieties in the use of geometry in the teaching of linear algebra

G. Harel, 2018, ZDM.

Ways of thinking associated with mathematics teachers’ problem posing in the context of division of fractions

G. Harel, A. Manaster, B. Koichu, 2013 .

ADVANCED MATHEMATICAL THINKING: SOME PME PERSPECTIVES

G. Harel, Annie Selden, J. Selden, 2006 .

The impact of number type on the solution of multiplication and division problems: Further considerations

G. Harel, R. Lesh, T. Post, 1994 .

The Learning and Teaching of Linear Algebra Through the Lenses of Intellectual Need and Epistemological Justification and Their Constituents

G. Harel, 2018 .

A DNR perspective on mathematics curriculum and instruction. Part II: with reference to teacher’s knowledge base

G. Harel, 2008 .

The Linear Algebra Curriculum Study Group (LACSG 2.0) Recommendations

Robert A. Beezer, S. Axler, G. Harel, 2022, Notices of the American Mathematical Society.

Structural Reasoning

Osvaldo D. Soto, G. Harel, 2017 .

DNR-Based Curricula: The Case of Complex Numbers

G. Harel, 2013 .

The effect of order and co‐ordination of the problem quantities on the difficulty of missing value proportion problems

G. Harel, Cornelius M. McKenna, 1990 .

An operational definition of learning

G. Harel, B. Koichu, 2010 .

Types of Epistemological Justifications, with Particular Reference to Complex Numbers

G. Harel, 2018 .

Classroom-based interventions in mathematics education: relevance, significance, and applicability

G. Harel, 2013 .

The Role of Teachers’ Knowledge of Functions in Their Teaching: A Conceptual Approach With Illustrations From Two Cases

G. Harel, A. Watson, 2013 .

The Kaputian Program and Its Relation to DNR-Based Instruction: A Common Commitment to the Development of Mathematics with Meaning

G. Harel, 2013 .

Intellectual Need

Guershon Harel, G. Harel, 2013 .

Knipping , C . : Proof in mathematics education : research , learning , and teaching

G. Harel, E. Fuller, 2013 .

MATHEMATICS TEACHERS' KNOWLEDGE BASE: PRELIMINARY RESULTS

K. Hyun Lim, G. Harel, 2004 .

The IAS/Park City Mathematics Institute

G. Harel, 1999 .

Varieties in the use of geometry in the teaching of linear algebra

G. Harel, 2018, ZDM.

The learning and teaching of linear algebra: Observations and generalizations

G. Harel, 2017 .

Three Principles of Learning and Teaching Mathematics

Guershon Harel, G. Harel, 2000 .

Triadic interaction in clinical task-based interviews with mathematics teachers

Boris Koichu, Guershon Harel, G. Harel, 2007 .

What is Mathematics? A Pedagogical Answer to a Philosophical Question

Guershon Harel, Bonnie Gold, Roger A. Simons, 2009 .

Curriculum implications of research on the learning, teaching and assessing of rational number concepts: An integration of research

Richard Lesh, Thomas R. Post, Guershon Harel, 1993 .

Polygons Whose Vertex Triangles Have Equal Area

Guershon Harel, Jeffrey M. Rabin, G. Harel, 2003, Am. Math. Mon..

Students Õ understanding of proofs : a historical analysis and implications for the teaching of geometry and linear algebra q

G. Harel, 1999 .

Rational number, ratio and proportion

Richard Lesh, Thomas R. Post, Guershon Harel, 1992 .

Types of Students' Justifications.

Guershon Harel, Larry Sowder, G. Harel, 1998 .

Commentary on On the Theoretical, Conceptual, and Philosophical Foundations for Research in Mathematics Education

G. Harel, 2010 .

Mathematics education research, its nature, and its purpose: A discussion of Lester's paper

G. Harel, 2006 .

Advanced Mathematical-Thinking at Any Age: Its Nature and Its Development

Guershon Harel, Larry Sowder, G. Harel, 2005 .

Teaching Practices Associated With the Authoritative Proof Scheme

G. Harel, J. Rabin, 2010 .

Invariance of Ratio: The Case of Children's Anticipatory Scheme for Constancy of Taste.

Richard Lesh, Thomas R. Post, Guershon Harel, 1994 .

Learning and Teaching Linear Algebra: Difficulties and an Alternative Approach to Visualizing Concepts and Processes.

Guershon Harel, G. Harel, 1989 .

Teachers' Solutions for Multiplicative Problems.

Thomas R. Post, Guershon Harel, G. Harel, 1995 .

Field-based hypotheses on advancing standards for mathematical practice

G. Harel, 2017 .

Ed's “Strategy” for Solving Division Problems

G. Harel, M. Behr, 1991 .

Classroom-based interventions in mathematics education: relevance, significance, and applicability

G. Harel, 2013, ZDM.

Case Studies of Mathematics Majors’ Proof Understanding, Production, and Appreciation

Guershon Harel, Larry Sowder, G. Harel, 2003 .

Students’ understanding of proofs: a historical analysis and implications for the teaching of geometry and linear algebra☆

Guershon Harel, G. Harel, 1999 .

Deductive Reasoning in Mathematics Education

G. Harel, Keith Weber, 2020 .

Two Dual Assertions: The First on Learning and the Second on Teaching (or Vice Versa)

Guershon Harel, G. Harel, 1998 .

Modeling Perspectives in Math Education Research

Chris Rasmussen, Michael Oehrtman, Guershon Harel, 2010 .

Ideas foundational to calculus learning and their links to students’ difficulties

G. Harel, P. Thompson, 2021, ZDM – Mathematics Education.