Collegiate Mathematics Education

Refereed papers in professional journals

  • Leron, U., Hazzan, O. and Zazkis, R. (1995). Learning group isomorphism: Crossroads of many concepts, Educational Studies in Mathematics 29, pp. 153-174.
  • Hazzan, O. and Leron, U. (1996). Students’ use and misuse of mathematical theorems: The case of Lagrange’s theorem, For the Learning of Mathematics 16(1), pp. 23-26.
  • Hazzan, O. (1996). On topological properties of functions, For the Learning of Mathematics 16(3), pp. 39-42.
  • Leron, U. and Hazzan, O. (1997). The world according to Johnny: A coping perspective in mathematics education, Educational Studies in Mathematics 32, pp. 265-292.
  • Hazzan, O. and Goldenberg, E. P. (1996/1997). Students’ understanding of the notion of function in dynamic geometry environments, International Journal of Computers for Mathematical Learning 1(3), pp. 263-291.
  • Zazkis, R. and Hazzan, O. (1998). Interviewing in mathematics education research: Choosing the questions, Journal of Mathematical Behavior 17(4), pp. 429-439.
  • Hazzan, O. (1999). Reducing abstraction level when learning abstract algebra concepts, Educational Studies in Mathematics 40(1), pp. 71-90.
  • Hazzan, O. and Zazkis, R. (1999). A perspective on “give an example” tasks as opportunities to construct links among mathematical concepts, FOCUS on Learning Problems in Mathematics 21(4), pp. 1-13.
  • Hazzan, O. (2001). Reducing abstraction: The case of constructing an operation table of a group, Journal of Mathematics Behavior 20(2), pp. 163-172.
  • Hazzan, O. and Zazkis, R. (2003). Mimicry of proofs with computers: The case of linear algebra, International Journal of Mathematical Education in Science and Technology 34(3), pp. 385 – 402.
  • Movshovitz-Hadar, N. and Hazzan, O. (2004). The rhetoric of an outstanding lecturer or How to present it? International Journal of Mathematical Education in Science and Technology 35(6), pp. 793-812.
  • Hazzan, O. and Zazkis, R. (2005). Reducing abstraction: The case of school mathematics, Educational Studies in Mathematics 58(1), pp. 101-119
  • Leron, U. and Hazzan, O. (2006). The Rationality Debate: Application of cognitive psychology to mathematics education, Educational Studies in Mathematics 62(2), pp. 105-126.
  • Leron, U. and Hazzan, O. (2009). Intuitive vs. analytical thinking: Four perspectives, Educational Studies in Mathematics 71(3), pp. 263 – 278.

Refereed papers in conferences proceedings

  • Hazzan ,O. (1994). A students’ belief about the solutions of the equation x=x-1 in a group. Proceedings of the 18th international conference for the Psychology of Mathematics Education, Lisbon, Portugal, Vol. III, pp. 49-56.
  • Leron, U., Hazzan, O. and Zazkis, R. (1994). Students’ constructions of group isomorphism. Proceedings of the 18th international conference for the Psychology of Mathematics Education, Lisbon, Portugal, Vol. III, pp. 152-159.
  • Leron, U. and Hazzan, O. (1995). The world according to Dina: A coping perspective in math education. CIEAEM 47 Proceedings, Mathematics Education and Common Sense: The Challenge of Social Change and Technological Developments, Free University, Berlin, pp. 89-96.
  • Goldenberg, E. P. and Hazzan, O. (1995). Proving: Relationships to construction, visualization and language. Proceedings of the Conference of Justifying and Proving in School Mathematics, London, England, pp. 106-125.
  • Hazzan, O. and Zazkis, R. (1997). Constructing knowledge by constructing examples for mathematical concepts. Proceedings of the 21st International Conference for the Psychology of Mathematics Education, Lahti, Finland, Vol. 4, pp. 299-306.
  • Hazzan, O. and Goldenberg, E. P. (1997). An expression of the idea of successive refinement in Dynamic Geometry environments. Proceedings of the 21st International Conference for the Psychology of Mathematics Education, Lahti, Finland, Vol. 3, pp. 49-56.
  • Kontorovich, I. and Hazzan, O. (2014). Towards exploring expertise in mathematics education research: What are the requirements and duties of the researchers?, Proceedings of the Frontiers in Mathematics and Science Education Research Conference (FISER’14), Famagusta – Turkish Republic of North Cyprus, pp. 160-168.

Abstracts in conferences proceedings

  • Leron, U. and Hazzan, O. (1992). Learning mathematics via ISETL programming – 5 hours workshop. The Sixth International Conference for Logo and Mathematics Education, Vancouver, British Columbia, Canada, p. 144-145.
  • Leron, U., Hazzan, O. and Zazkis, R. (1993). Students’ conceptions and misconceptions of group isomorphism. The Summer Meeting of the Mathematical Association of America, Vancouver, British Columbia, Canada, p. 540.
  • Leron, U. and Hazzan, O. (1995). Students’ use and misuse of mathematical theorems: The case of Lagrange’s theorem. Presenting at the Joint Conference of the American Mathematical Society (AMS) and the Israeli Mathematical Union (IMU), Jerusalem, Israel, pp. 9-10.
  • Hazzan, O. (1995). How undergraduate students reduce abstraction level during abstract algebra course? Presenting at the Joint Conference of the American Mathematical Society (AMS) and the Israeli Mathematical Union (IMU), Jerusalem, Israel, pp. 7-8.
  • Hazzan, O. (1995). Can we characterize good questions in mathematics education?. Presenting at The 11th Scientific Conference of AYALA – The Israeli Conference for Educational Research, Jerusalem, Israel, p. 111. (Hebrew)
  • Leron, U. and Hazzan, O. (1995). The world according to the student. Presenting at The Second Meeting of the Israeli Organization of Mathematics Education, Jerusalem, Israel, p. 29. (Hebrew)
  • Hazzan, O. and Leron, U. (1996). Making sense of abstract algebra: The student’s view. Presenting at the American Mathematical Society (AMS) and the Mathematical Association of America (MAA) Joint Meetings, Orlando, Florida, p. 168.
  • Hazzan, O. (1997). The concept of function in Dynamic Geometry Environments. Presenting at the Forth Annual Meeting of the Israeli Organization of Mathematics Education, p. 54. (Hebrew)
  • Hazzan, O. (1999). Attitudes of prospective high school mathematics teachers towards integrating information technologies in their future teaching. Proceedings of the 23rd Annual Meeting of the International Group for the Psychology of Mathematics Education (PME 23), Haifa, Israel, Vol. 1, p. 280.
  • Hazzan, O. (2000). How undergraduate students reduce abstraction level when learning abstract algebra concepts, Proceedings of the annual meeting of The Israel Mathematical Union (IMU), Haifa, Israel, p. 34.
  • Hazzan, O. (2001). Learning Linear Algebra with computer algebra systems: A constructivist perspective, International Linear Algebra Society, Haifa, Israel, p. 32.
  • Hazzan, O. (2001). Mimicry of mathematical proofs with Computer Algebra Systems (CAS), Editorial board meeting – International Journal of Computers for Mathematical Learning, London, UK.