מדעי הלמידה | פרסומים

    2025

  1. Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses

    Marco N., Gilead T., Ehrenfeld N. & Nurick Y. (2025), Teaching and Teacher Education. 154, 104868

    2.

    2024

  2. Creating order in chaotic environments: Teachers coping strategies in provisional schools

    Gilead T., Marco N., Ehrenfeld N. & Nurik Y. (2024), European Conference on Educational Research (ECER 2024).

    3.

  3. The role of representations of practice in bridging the gap between research and practice when discussing teaching

    Weingarden M. & Ehrenfeld N. (2024), Proceedings of the 15th International Congress on Mathematical Education (ICME 2024).

    4.

  4. Bridging the mathematical and social dimensions of undergraduate calculus: Students perspectives on a program of weekly guided collaborative problems solving

    Ehrenfeld N. & Mark A. (2024), Proceedings of the Research of Undergraduate Mathematics Education Conference (RUME 2024).

    5.

  5. Pedagogical mediators for mathematics teacher learning: comparing four representations of practice and conceptual frameworks

    Ehrenfeld N. & Weingarden M. (2024), Proceedings AERA 2024.
    Submitted Version

    6.

    2023

  6. Meaningful professional development: A learning sciences perspective

    Horn I., Marshall S., Chen G. A., Ehrenfeld N., Garner B., Jasien L., Metts E. & McGugan K. S. (2023), Handbook of Education Policy Research. Vol. 2.

    7.

  7. Using the adaptive cycles framework to conceptualize the temporal dimension of teacher learning

    Ehrenfeld N. & Stengel B. (2023), Proceedings of the International Conference of the Learning Sciences. Charles E. S. & Slotta J. D. (eds.). p. 433-440

    8.

  8. Where (or who) is the mathematics in socio-ecological mathematics education research?

    Chen G. A. & Ehrenfeld N. (2023), Proceedings of the ICMI Symposium on Mathematics Education and the Socio-Ecological. p. 119-121

    9.

  9. The role of mathematics teachers' previous professional experiences in their collaborative sensemaking: An ecological perspective

    Ehrenfeld N. (2023), Journal of Mathematics Teacher Education

    10.

  10. Using monitoring traces to support teacher sensemaking about groupwork monitoring routines

    Ehrenfeld N., Horn I. & Jasien L. (2023), American Educational Research Association (AERA 2023).

    11.

  11. Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning

    Buenrostro P. & Ehrenfeld N. (2023), Educational Studies in Mathematics. 114, 2, p. 199-221

    12.

    2022

  12. Framing an Ecological Perspective on Teacher Professional Development

    Ehrenfeld N. (2022), Educational Researcher. 51, 7, p. 489-495

    13.

  13. Learning about teaching over time

    Horn I., Garner B., Ehrenfeld N. & Metts E. (2022), Teacher Learning of Ambitious and Equitable Mathematics Instruction. Garne B. & Horn I. (eds.). 1 ed. p. 183-219

    14.

    2021

  14. Towards a Theory of Mathematics Teacher Learning Ecologies

    Ehrenfeld N. (2021), ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. de Vries E., Ahn J. & Hod Y. (eds.). p. 929-930

    15.