| Collaborative learning in mathematics classrooms: Can teachers understand progress of concurrent collaborating groups? BB Schwarz, O Swidan, N Prusak, A Palatnik Computers & Education 165, 104151, 2021 | 41 | 2021 |
| LEARNING THROUGH NEGOTIATING CONCEPTUALLY GENERATIVE PERSPECTIVAL COMPLEMENTARITIES: THE CASE OF GEOMETRY J Benally, A Palatnik, K Ryokai, D Abrahamson For the Learning of Mathematics, 2022 | 23* | 2022 |
| Students’ reasons for introducing auxiliary lines in proving situations A Palatnik, T Dreyfus The Journal of Mathematical Behavior 55, 100679, 2019 | 22 | 2019 |
| Sense making in the context of algebraic activities A Palatnik, B Koichu Educational studies in Mathematics 95 (3), 245-262, 2017 | 19 | 2017 |
| Rhythmic movement as a tacit enactment goal mobilizes the emergence of mathematical structures A Palatnik, D Abrahamson Educational Studies in Mathematics 99 (3), 293-309, 2018 | 17 | 2018 |
| Exploring insight: Focus on shifts of attention A Palatnik, B Koichu For the Learning of Mathematics 35 (2), 9-14, 2015 | 17 | 2015 |
| A better story: An embodied-design argument for generic manipulatives D Rosen, A Palatnik, D Abrahamson Using mobile technologies in the teaching and learning of mathematics, 189-211, 2018 | 16 | 2018 |
| Didactic situations in project-based learning: The case of numerical patterns and sequences A Palatnik The Journal of Mathematical Behavior 66, 100956, 2022 | 12 | 2022 |
| When is less more? Investigating gap-filling in proofs without words activities N Marco, A Palatnik, BB Schwarz Educational Studies in Mathematics 111 (2), 271-297, 2022 | 10 | 2022 |
| Focusing attention on auxiliary lines when introduced into geometric problems A Palatnik, A Sigler International journal of mathematical education in science and technology 50 …, 2019 | 10 | 2019 |
| Escape From Plato's Cave: An Enactivist Argument for Learning 3D Geometry by Constructing Tangible Models A Palatnik, D Abrahamson Twelfth Congress of the European Society for Research in Mathematics …, 2022 | 9 | 2022 |
| Fostering teachers’ understanding of progression of multiple groups towards the orchestration of conceptual learning O Swidan, N Prusak, A Livny, A Palatnik, B Schwarz Unterrichtswissenschaft 47 (2), 159-176, 2019 | 9 | 2019 |
| Theory and practice of designing embodied mathematics learning A Palatnik, D Abrahamson, A Baccaglini-Frank, OL Ng, A Shvarts, ... | 8 | 2023 |
| MIND THE GAPS N Marco, A Palatnik, BB Schwarz For the Learning of Mathematics 41 (2), 21-25, 2021 | 8 | 2021 |
| Proof without words: Varignon’s theorem A Palatnik The College Mathematics Journal 48 (5), 354-354, 2017 | 7 | 2017 |
| Tradeoffs of Situatedness: Iconicity Constrains the Development of Content-Oriented Sensorimotor Schemes. D Rosen, A Palatnik, D Abrahamson North American Chapter of the International Group for the Psychology of …, 2016 | 7 | 2016 |
| Reconstruction of One Mathematical Invention: Focus on Structures of Attention. A Palatnik, B Koichu North American Chapter of the International Group for the Psychology of …, 2014 | 7 | 2014 |
| From “learning to variate” to “variate for learning”: Teachers learning through collaborative, iterative context-based mathematical problem posing N Marco, A Palatnik The Journal of Mathematical Behavior 73, 101119, 2024 | 5 | 2024 |
| Students’ exploration of tangible geometric models: Focus on shifts of attention A Palatnik PME, 2022 | 5 | 2022 |
| Secondary students' experience using 3D pen in spatial geometry: affective states while problem solving D Rosenski, A Palatnik Twelfth Congress of the European Society for Research in Mathematics …, 2022 | 4 | 2022 |
Dor ABRAHAMSONProfessor of Cognition and Development, University of California, Berkeleyberkeley.edu의 이메일 확인됨