P. Tsamir

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In-Service Elementary Mathematics Teachers' Views of Errors in the Classroom

P. Tsamir, D. Tirosh, 2005 .

USING THE INTUITIVE RULES THEORY AS A BASIS FOR EDUCATING TEACHERS

P. Tsamir, D. Tirosh, R. Stavy, 2001 .

Developing a Mathematically Rich Environment for 3-Year-Old Children: The Case of Geometry

P. Tsamir, D. Tirosh, Michal Tabach, 2016 .

Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders

P. Tsamir, D. Tirosh, Michal Tabach, 2015 .

Intuitive nonexamples: the case of triangles

P. Tsamir, D. Tirosh, E. Levenson, 2008 .

Intuitions and Undefined Operations: The Cases of Division by Zero.

P. Tsamir, D. Tirosh, R. Sheffer, 2000 .

Preschool children ' s performance and self-efficacy on mathematical and non-mathematical tasks

P. Tsamir, D. Tirosh, Michal Tabach, 2012 .

Fundamental issues concerning the sustainment and scaling up of professional development programs

Dina Tirosh, Pessia Tsamir, Esther Levenson, 2015 .

How Fragile Is Consolidated Knowledge? Ben's Comparisons of Infinite Sets.

T. Dreyfus, P. Tsamir, 2005 .

Using the intuitive rule more A-more B for predicting and analysing students' solutions in geometry

P. Tsamir, 2003 .

Intuition in Mathematics Education

P. Tsamir, D. Tirosh, 2020 .

Ben's consolidation of knowledge structures about infinite sets

T. Dreyfus, P. Tsamir, 2004 .

Teachers’ Professional Learning of Teaching Proof and Proving

Gabriel J. Stylianides, P. Tsamir, D. Tirosh, 2011 .

Engaging children with ABA patterns on a computer tablet: filling in the blanks

P. Tsamir, D. Tirosh, E. Levenson, 2018 .

Exploring adults’ awareness of and suggestions for early childhood numerical activities

P. Tsamir, D. Tirosh, E. Levenson, 2021, Educational studies in mathematics.

University students’ grasp of inflection points

P. Tsamir, Regina Ovodenko, 2013 .

Prospective teachers’ reactions to Right-or-Wrong tasks: The case of derivatives of absolute value functions

T. Dreyfus, P. Tsamir, Shaker Rasslan, 2006 .

Promoting adults’ knowledge for engaging young children with numerical activities.

P. Tsamir, D. Tirosh, E. Levenson, 2022, Scientia in educatione.

Preschool teachers ’ variations when implementing a patterning task

P. Tsamir, D. Tirosh, E. Levenson, 2020 .

Preschool teachers’ knowledge of repeating patterns: focusing on structure and the unit of repeat

P. Tsamir, D. Tirosh, Michal Tabach, 2019 .

Analyzing number composition and decomposition activities in kindergarten from a numeracy perspective

P. Tsamir, D. Tirosh, Michal Tabach, 2015 .

Developing preschool teachers’ knowledge of students’ number conceptions

P. Tsamir, D. Tirosh, Michal Tabach, 2014 .

RF02: ALGEBRAIC EQUATIONS AND INEQUALITIES: ISSUES FOR RESEARCH AND TEACHING

P. Tsamir, L. Bazzini, 2004 .

Different Approaches to Errors in Classroom Discussions: The Case of Algebraic Inequalities

P. Tsamir, Iris Schreiber, 2012 .

Using theories and research to analyze a case: learning about example use

P. Tsamir, D. Tirosh, E. Levenson, 2019 .

Commentary on Understanding a Teacher’s Actions in the Classroom by Applying Schoenfeld’s Theory Teaching-In-Context: Reflecting on Goals and Beliefs

P. Tsamir, D. Tirosh, 2010 .

Enhancing Prospective Teachers’ Knowledge of Learners’ Intuitive Conceptions: The Case of Same A–Same B

P. Tsamir, 2005 .

Developing preschool teachers’ knowledge of students’ number conceptions

P. Tsamir, D. Tirosh, Michal Tabach, 2013, Journal of Mathematics Teacher Education.

Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers

P. Tsamir, D. Tirosh, Michal Tabach, 2012, Educational Studies in Mathematics.

Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders

P. Tsamir, D. Tirosh, Michal Tabach, 2014, ZDM.

Preschool Geometry: Theory, Research, and Practical Perpectives

P. Tsamir, D. Tirosh, E. Levenson, 2011 .

When `The Same' is not perceived as such: The case of infinite sets

Pessia Tsamir, P. Tsamir, 2001 .

From preschool teachers’ professional development to children’s knowledge: comparing sets

Michal Tabach, Dina Tirosh, Pessia Tsamir, 2011 .

The role of representations in students’ intuitive thinking about infinity

Dina Tirosh, Pessia Tsamir, P. Tsamir, 1996 .

Comparing infinite sets — a process of abstraction

T. Dreyfus, P. Tsamir, 2002 .

Preschool Teachers’ Knowledge and Self-Efficacy Needed for Teaching Geometry: Are They Related?

P. Tsamir, D. Tirosh, Michal Tabach, 2015 .

Geometrical Knowledge and Geometrical Self-efficacy Among Abused and Neglected Kindergarten Children

P. Tsamir, D. Tirosh, Michal Tabach, 2011 .

INVESTIGATING GEOMETRIC KNOWLEDGE AND SELF- EFFICACY AMONG ABUSED AND NEGLECTED

P. Tsamir, D. Tirosh, Michal Tabach, 2010 .

EXEMPLIFICATION IN MATHEMATICS EDUCATION

John Mason, Tommy Dreyfus, Orit Zaslavsky, 2006 .

Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics

P. Tsamir, D. Tirosh, Michal Tabach, 2014 .

Setting the table with toddlers: a playful context for engaging in one-to-one correspondence

P. Tsamir, D. Tirosh, E. Levenson, 2020, ZDM.

Engaging Young Children with Mathematical Activities Involving Different Representations: Triangles, Patterns, and Counting Objects

Dina Tirosh, Pessia Tsamir, Ruthi Barkai, 2018, Center for Educational Policy Studies Journal.

EXPLORING THE RELATIONSHIP BETWEEN JUSTIFICATION AND MONITORING AMONG KINDERGARTEN CHILDREN

P. Tsamir, D. Tirosh, E. Levenson, 2010 .

Combining theories in research in mathematics teacher education

P. Tsamir, D. Tirosh, 2008 .

The Transition from Comparison of Finite to the Comparison of Infinite Sets: Teaching Prospective Teachers

Pessia Tsamir, P. Tsamir, 1999 .

Neither Even nor Odd: Sixth Grade Students' Dilemmas Regarding the Parity of Zero.

Dina Tirosh, Pessia Tsamir, Esther Levenson, 2007 .

What Is a Solution of an Algebraic Equation?

P. Tsamir, D. Tirosh, 2022, International Journal of Science and Mathematics Education.

Mathematically and practically-based explanations: individual preferences and sociomathematical norms

P. Tsamir, D. Tirosh, E. Levenson, 2006 .

Concrete and formal arguments: The case of division by zero

P. Tsamir, R. Sheffer, 2000 .

Adults’ awareness of numerical ideas raised by young children

P. Tsamir, D. Tirosh, E. Levenson, 2022, Research in Mathematics Education.

Exploring adults’ awareness of and suggestions for early childhood numerical activities

P. Tsamir, D. Tirosh, E. Levenson, 2021, Educational studies in mathematics.

Elementary School Students' Use of Mathematically-Based and Practically-Based Explanations: The Case of Multiplication.

P. Tsamir, D. Tirosh, E. Levenson, 2004 .

Setting the table with toddlers: a playful context for engaging in one-to-one correspondence

P. Tsamir, D. Tirosh, E. Levenson, 2020 .

When Intuition Beats Logic: Prospective Teachers’ Awareness of their Same Sides – Same Angles Solutions

Pessia Tsamir, P. Tsamir, 2007 .

Mathematically based and practically based explanations in the elementary school: teachers’ preferences

P. Tsamir, D. Tirosh, E. Levenson, 2010 .

Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers

P. Tsamir, D. Tirosh, Michal Tabach, 2013 .

Multiple solution methods and multiple outcomes—is it a task for kindergarten children?

P. Tsamir, D. Tirosh, Michal Tabach, 2010 .

Intuitive rules: the case of "more A-more B"

P. Tsamir, D. Tirosh, R. Stavy, 2002 .

What can mathematics education gain from the conceptual change approach? And what can the conceptual change approach gain from its application to mathematics education?

P. Tsamir, D. Tirosh, 2004 .

Secondary teachers’ knowledge of elementary number theory proofs: the case of general-cover proofs

T. Dreyfus, P. Tsamir, D. Tirosh, 2011 .

VERBAL JUSTIFICATION—IS IT A PROOF? SECONDARY SCHOOL TEACHERS’ PERCEPTIONS

T. Dreyfus, P. Tsamir, D. Tirosh, 2010 .

Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions

P. Tsamir, D. Tirosh, Michal Tabach, 2014 .

Windows to early childhood mathematics teacher education

P. Tsamir, D. Tirosh, E. Levenson, 2011 .

Consistencies and inconsistencies in students' solutions to algebraic ‘single-value’ inequalities

Luciana Bazzini, Pessia Tsamir, P. Tsamir, 2004 .

Students' Perceived Sociomathematical Norms: The Missing Paradigm.

P. Tsamir, D. Tirosh, E. Levenson, 2009 .