Publications

  1. Lappan, G. & Even, R. (1988). Similarity in the middle grades. Arithmetic Teacher, 35(9), 32-35.
  2. Even, R. (1990). Subject matter knowledge for teaching and the case of functions.  Educational Studies in Mathematics, 21, 521-544. http://rdcu.be/mEgy
  3. Even, R. (1990). Tessellations. In J. M. Trowell (Ed.), Projects to enrich school mathematics: Level 1 (pp. 103-112). Reston, VA: NCTM.
  4. Even, R. (1992). The inverse function: prospective teachers' use of "undoing". International Journal of Mathematics Education in Science and Technology, 23(4), 557-562.                            
  5. Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116.
  6. Even, R., & Markovits, Z. (1993). Teachers' pedagogical content knowledge of functions: characterization and applications. Journal of Structural Learning, 12(1), 35-51.
  7. Even, R., Tirosh, D., & Robinson, N. (1993). Connectedness in teaching equivalent algebraic expressions: novice versus expert teaching. Mathematics Education Research Journal, 5(1), 50-59. http://rdcu.be/mETq
  8. Even, R. & Lappan, G. (1994). Constructing meaningful understanding of mathematics content. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics, 1994 Yearbook (pp. 128-143).  Reston, VA: NCTM.
  9. Even, R. & Tirosh, D. (1995). Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject matter. Educational Studies in Mathematics, 29(1), 1-20. http://rdcu.be/mEeL
  10. Even, R. & Markovits, Z.  (1995). Some aspects of teachers' and students' views on student reasoning and knowledge construction. International Journal of Mathematics Education in Science and Technology, 26(4), 531-544.
  11. Tirosh, D. & Even, R.  (1997). To define or not to define: the case of (-8)1/3. Educational Studies in Mathematics, 33(3), 321-330. http://rdcu.be/mES9
  12. Tirosh, D., Even, R., & Robinson, N. (1998). Simplifying algebraic expressions: Teacher awareness and teaching approaches. Educational Studies in Mathematics, 35, 51-64. http://rdcu.be/mEiO
  13. Even, R. (1998). Factors involved in linking representations of functions. Journal of Mathematical Behavior, 17(1), 105-121.
  14. Even, R. & Bruckheimer, M. (1998). Univalence: A critical or a non-critical characteristic of functions? For the Learning of Mathematics, 18(3), 30-32.
  15. Even, R. (1999). The development of teacher-leaders and in-service teacher educators.  Journal for Mathematics Teacher Education, 2, 3-24. http://rdcu.be/mEmL
  16. Even, R. (1999). Integrating academic and practical knowledge in a teacher leaders' development program. Educational Studies in Mathematics, 38, 235-252.
  17. Markovits, Z. & Even, R. (1999). The decimal point situation: A close look at the use of mathematics-classroom-situations in teacher education. Teaching and Teacher Education, 15(6), 653-665.
  18. Markovits, Z. & Even, R.  (1999). Mathematics classroom situations: in-service course for elementary school teachers. In: B. Jaworski, T. Wood, & A. J. Dawson (Eds.), Mathematics teacher education: Critical international perspectives (pp. 59-67). London, UK: Falmer Press.
  19. Hofstein, A. & Even, R. (2001). Developing chemistry and mathematics teacher leaders in Israel. In: C. R. Nesbit, J. D. Wallace, D. K. Pugalee, A-C. Miller, & W. J. DiBiase (Eds.), Developing teacher leaders in science and mathematics: The role of professional development (pp. 189-208). Columbus, OH: ERIC Center for Mathematics, Science and Environmental Education.
  20. Even, R. & Tirosh, D. (2002). Teacher knowledge and understanding of students’ mathematical learning. In L. English (Ed.), Handbook of international research in mathematics education (pp. 219-240). Mahwah, NJ: Laurence Erlbaum.
  21. Even, R. & Schwarz, B. B. (2003). Implications of competing interpretations of practice to research and theory in mathematics education. Educational Studies in Mathematics, 54(2), 283-313. http://rdcu.be/mEno
  22. Even, R. (2003). What can teachers learn from research in mathematics education? For the learning of mathematics, 23(3), 38-42.
  23. Even, R. & Ball, D. L. (2003). Connecting research, practice and theory in the development and study of mathematics education. Educational Studies in Mathematics, 54(2), 139-146.
  24. Even, R., Robinson, N., & Carmeli, M. (2003). The work of providers of professional development for teachers of mathematics: Two case studies of experienced practitioners. International Journal of Science and Mathematics Education, 1(2), 227-249. http://rdcu.be/mESJ
  25. Boaler, J., Ball, D. L., & Even, R. (2003). Preparing mathematics education researchers for disciplined inquiry: Learning from, in, and for practice. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 491-521). The Netherlands: Kluwer.
  26. Even, R. & Ball, D. L. (Eds.) (2003). Connecting research, practice and theory in the development and study of mathematics education – special issue, Educational Studies in Mathematics, 54(2&3).
  27. Even, R. & Wallach, T. (2004). Between student observation and student assessment: A critical reflection. Canadian Journal of Science, Mathematics, and Technology Education, 4(4), 483-495.
  28. Even, R. (2005). Integrating knowledge and practice at MANOR in the development of providers of professional development for teachers. Journal of Mathematics Teacher Education, 8(4), 343-357. http://rdcu.be/mEKJ
  29. Even, R. (2005). Using assessment to inform instructional decisions: How hard can it be? Mathematics Educational Research Journal, 17(3), 51-67. http://rdcu.be/mESC
  30. Wallach, T, & Even, R. (2005). Hearing students: The complexity of understanding what they are saying, showing, and doing. Journal of Mathematics Teacher Education, 8(5), 393-417. http://rdcu.be/mEjQ
  31. Ayalon, M. & Even, R. (2008). Deductive reasoning: In the eye of the beholder. Educational Studies in Mathematics, 69(3), 235-247. http://rdcu.be/mERU
  32. Even, R. & Tirosh, D. (2008). Teacher knowledge and understanding of students’ mathematical learning and thinking. In L. English (Ed.), Handbook of international research in mathematics education, second edition (pp. 202-222). UK: Routledge.
  33. Even, R. (2008). Facing the challenge of educating educators to work with practicing mathematics teachers. In B. Jaworski & T. Wood (Eds.), The international handbook of mathematics teacher education: The mathematics teacher educator as a developing professional (pp. 57-73). Rotterdam, The Netherlands: Sense.
  34. Even, R. & Kvatinsky, T. (2009). Approaches to teaching mathematics in lower-achieving classes. International Journal of Science and Mathematics Education, 7(5), 957-985. http://rdcu.be/mETC
  35. Even, R. & Ball, D. L. (Eds.) (2009). The professional education and development of teachers of mathematics – the 15th ICMI Study. New York, NY: Springer.
  36. Even, R. & Ball, D. L. (2009). Setting the stage for the ICMI Study on the professional education and development of teachers of mathematics. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics – the 15th ICMI Study (pp. 1-10). New York, NY: Springer.
  37. Ball, D. L. & Even, R. (2009). Strengthening practice in and research on the professional education and development of teachers of mathematics: Next steps. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics – the 15th ICMI Study (pp. 255-260). New York, NY: Springer.
  38. Even, R., Karsenty, R., & Friedlander, A. (2009). Mathematical creativity and giftedness in teacher professional development. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 309-324). Rotterdam, The Netherlands: Sense.
  39. Eisenmann, T. & Even, R. (2009). Similarities and differences in the types of algebraic activities in two classes taught by the same teacher. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 152-170). New York: Routledge.
  40. Ayalon, M. & Even, R. (2009). Are they equivalent? In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 81-88). Thessaloniki, Greece: PME.
  41. Even, R. & Kvatinsky, T. (2010). What mathematics do teachers with contrasting teaching approaches address in probability lessons? Educational Studies in Mathematics, 74, 207-222. http://rdcu.be/mES0
  42. Ayalon, M. & Even, R. (2010). Mathematics educators' views on mathematics learning and the development of deductive reasoning. International Journal of Science and Mathematics Education, 8, 1131-1154. http://rdcu.be/mET4
  43. Eisenmann, T. & Even, R. (2011). Enacted types of algebraic activity in different classes taught by the same teacher. International Journal of Science and Mathematics Education, 9, 867-891. http://rdcu.be/mESQ
  44. Even, R. & Gottlib, O. (2011). Responding to students: Enabling a significant role for students in the class discourse. In Y. Li, & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective (pp. 109-129). New York: Springer.
  45. Even, R. (2011). The relevance of advanced mathematics to teaching secondary school mathematics: Practitioners’ views. ZDM – The International Journal on Mathematics Education, 43, 941-950. http://rdcu.be/mETx
  46. Yeping, L., & Even, R. (2011). Approaches and practices in developing teachers’ expertise in mathematics instruction: An introduction. ZDM – The International Journal on Mathematics Education, 43, 759–762.
  47. Even, R., & Gottlib, O. (2011). Responding to students: Enabling a significant role for students in the class discourse. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective (pp. 109-129). New York, NY: Springer.
  48. Ayalon, M., & Even, R. (2012). Deductive reasoning and learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 911-912). Boston, MA: Springer.
  49. Even, R. (2012). The education of teacher educators. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1073-1075). Boston, MA: Springer.
  50. Dolev, S., & Even, R. (2013). Justifications and explanations in Israeli 7th grade math textbooks. International Journal of Science and Mathematics Education. http://rdcu.be/mETQ
  51. Ayalon, M., & Even, R. (2013). Students’ opportunities to engage in transformational algebraic activity in different beginning algebra topics and classes. International Journal of Science and Mathematics Education, 1-23. http://rdcu.be/mEUe
  52. Even, R., & Krainer, K. (2014). Education of mathematics teacher educators. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 202-204). Dordrecht, Heidelberg, New York, London: Springer.
  53. Even, R. (2014). Challenges associated with the professional development of didacticians. ZDM – The International Journal on Mathematics Education, 46(2), 329-333.
  54. Even, R., & Olsher, S. (2014). Teachers as participants in textbook development: The Integrated Mathematics Wiki-book Project. In Yeping, L. & Lappan, G. (Eds.) Mathematics Curriculum in School Education (pp. 333-350). Dordrecht, Heidelberg, New York, London: Springer.
  55. Even, R. (2014). The interplay of factors involved in shaping students’ opportunities to engage in mathematics. In Y. Li, E. Silver, & S. Li (Eds.), Transforming Mathematics Instruction: Multiple approaches and practices (pp. 459-474). Dordrecht, Heidelberg, New York, London: Springer.
  56. Even, R. & Ayalon, M. (2015). Teachers editing textbooks: Transforming conventional connections among teachers, curriculum developers, mathematicians, and researchers. In K. Jones, C. Bokhove, G. Howson, & L. Fan, (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton, GB: University of Southampton.
  57. Olsher, S. & Even, R. (2015). Teachers editing textbooks: Changes suggested by teachers to the math textbook they use in class. In K. Jones, C. Bokhove, G. Howson, & L. Fan, (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton, GB: University of Southampton.
  58. Silverman, B. & Even, R. (2015). Modes of reasoning in Israeli 7th grade mathematics textbook explanations. In K. Jones, C. Bokhove, G. Howson, & L. Fan, (Eds.), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014) (pp. 427-432). Southampton, GB: University of Southampton.
  59. Ayalon, M., & Even, R. (2016). Factors shaping students’ opportunities to engage in argumentative activity. International Journal of Science and Mathematics Education, 14, 575-601.
  60. Even, R., Ayalon, M. & Olsher, S. (2016). Teachers editing textbooks: Transforming conventional connections among teachers, textbook authors, and mathematicians. In M. Phakeng & S. Lerman (Eds.), Mathematics education in a context of inequity, poverty and language diversity: Giving direction and advancing the field (pp. 127-140). Dordrecht, Heidelberg, New York, London: Springer.
  61. Silverman, B. & Even, R. (2016). Paths of Justification in Israeli 7th grade mathematics textbooks. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 203–210). Szeged, Hungary: PME.

Hebrew Publications

  1. Series Innovator and Chief Editor of the Manor Resource File Series – research-, theory- and practice-based materials for use by mathematics teacher educators and providers of professional development.
    1. Hirshfeld, N., Robinson, N., Radai, O., & Even, R. (1996). Resource File: Algebra. Rehovot, Israel: MANOR, Weizmann Institute of Science.
    2. Even, R., Gottlib, O., & Hirshfeld, N. (Eds.) (1998). Resource File: Functions. Rehovot: MANOR, Weizmann Institute of Science.
    3. Shamash, J. (1998). Resource File: π. Rehovot: MANOR, Weizmann Institute of Science.
    4. Hirshfeld, N. & Robinson, N. (2001). Resource File: Teaching mathematics in heterogeneous classes. Rehovot, Israel: MANOR, Weizmann Institute of Science.
    5. Gottlib, O., Shamash, J. & Dreyfus, T. (2003). Resource File: Limits. Rehovot: MANOR, Weizmann Institute of Science.
  2. Even, R., et al. (2001). Position paper on the advancement of junior-high mathematics teaching. Rehovot, Israel: MANOR, Weizmann Institute of Science. 
  3. Series Innovator and Chief Editor of the Integrated Mathematics Curriculum Program (Matematica meshulevet) for grades 7-9. The textbooks are developed in regular/extended and limited scope versions. They are written in Hebrew, are translated to Arabic, and converted to a version suitable for ultra-orthodox Jews. A teacher guide and other resources accompany the textbooks.