ROZA LEIKIN

 

Leikin, R., Berman, A. & Zaslavsky, O. (1995). The role of symmetry in mathematical problem solving: An interdisciplinary approach. Symmetry: Culture and Science. Special Issue: Symmetry Natural and Artificial. 6(2), 332-335.

 

Leikin, R. & Zaslavsky, O. (1997). Facilitating students’ interactions in mathematics in a cooperative learning setting. Journal for Research in Mathematics Education, 28, 331-354.

Leikin, R. & Zaslavsky, O. (1999). Connecting research with practice: Cooperative learning in mathematics. Mathematics Teacher. 92, 240-246.

Winicky-Landman, G. & Leikin, R. (2000). On equivalent and nonequivalent definitions I. For the Learning of Mathematics. 20(1), 17-21.

 

Leikin, R. & Winicky-Landman, G. (2000). On equivalent and nonequivalent definitions II. For the Learning of Mathematics. 20(2), 24-29.

 

Leikin, R., Berman, A. & Zaslavsky, O. (2000a). Learning through Teaching: The case of symmetry. Mathematics Education Research Journal. 12, 16-34.

 

Leikin, R., Berman, A. & Zaslavsky, O. (2000b). Applications of symmetry to problem solving. International Journal of Mathematical Education in Science and Technology. 31, 799-809.

 

Leikin, R. (2000). A very isosceles triangle. Empire of Mathematics. 2, 18-22, (In Russian).

 

Leikin, R. (2001). Dividable Triangles – What Are They? Mathematics Teacher, 94, 392-398.

 

Leikin, R., & Winicky-Landman, G. (2001). Defining as a vehicle for professional development of secondary school mathematics teachers. Mathematics Teacher Education and Development, 3, 62-73.

 

Leikin, R., Berman, A. & Zaslavsky, O. (1998). Definition of Symmetry. Symmetry: Culture and Science: Order and Disorder, 9 (2-4), 375-382. (Issue published in 2002).

 

Leikin, R. (2003). Problem-solving preferences of mathematics teachers. Journal of Mathematics Teacher Education, 6, 297-329.

 

Zaslavsky, O. & Leikin, R. (2004). Professional development of mathematics teacher-educators: Growth through practice. Journal of Mathematics Teacher Education, 7, 5-32.

 

Leikin R. (2004). The wholes that are greater than the sum of their parts: Employing cooperative learning in mathematics teachers’ education. Journal of Mathematical Behavior, 23, 223-256.

 

Leikin, R. (2005). Qualities of professional dialog: Connecting graduate research on teaching and the undergraduate teachers' program. International Journal of Mathematical Education in Science and Technology, 36(1-2), 237-256.

 

Leikin, R., Stylianou, D. A. & Silver E. A. (2005). Visualization and mathematical knowledge:  Drawing the net of a truncated cylinder. Mediterranean Journal for Research in Mathematics Education, 4, 1-39.

 

Leikin, R. & Kawass, S. (2005). Planning teaching unfamiliar mathematical problem: The role of teachers' experience in solving the problem and watching students' solution, Journal of Mathematical Behavior, 3-4, 253-274.

 

Leikin, R., Levav-Waynberg, A., Gurevich, I, & Mednikov, L. (2006). Implementation of multiple solution connecting tasks: Do students’ attitudes support teachers’ reluctance? FOCUS on Learning Problems in Mathematics, 28, 1-22.

 

Leikin, R. & Rota, S. (2006). A Case Study on the Development of Teacher’s Proficiency through Teaching. Mathematics Education Research Journal, 18(3), 44-68.

 

Leikin, R. (2006). Symmetry as a BIG IDEA in the education of mathematics teachers.  Symmetry: Culture and science. 17, 51-53.

 

Zazkis, R. & Leikin, R. (2007). Generating examples: From pedagogical tool to a research tool. For the Learning of Mathematics, 27, 11-17.

 

Applebaum, M. & Leikin, R. (2007). Looking back at the beginning: Teachers critical reasoning when solving non-realistic tasks. Montana Mathematical Enthusiast Journal, 4, 258-265.

 

Leikin, R. & Levav-Waynberg, A. (2007). Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks. Educational Studies in Mathematics, 66, 349-371.

 

Leikin, R. & Dinur, S. (2007). Teacher flexibility in mathematical discussion. Journal of Mathematical Behavior, 26, 328-347.  

 

Zazkis, R. & Leikin, R. (2008). Exemplifying definitions: Example generation for the analysis of mathematics knowledge. Educational Studies in Mathematics, 69, 131-148.

 

Leikin, R. & Levav-Waynberg, A. (2008). Solution spaces of multiple-solution connecting tasks as a mirror of the development of mathematics teachers' knowledge. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 233-251.

 

Chazan, D., Yerushalmy, M. & Leikin, R. (2008). An analytic conception of equation and teachers’ views of school algebra. Journal of Mathematical Behavior, 27, 87–100.

 

Rachmel, S. & Leikin, R. (2009). Education of Gifted Students in Israel: General and Mathematics Education. Gifted Education Press Quarterly, 23, 6-9.

 

Leikin, R. & Levav-Waynberg, A. (2009). Development of teachers' conceptions through learning and teaching: Meaning and Potential of multiple-solution tasks. Canadian Journal of Science, Mathematics and Technology Education, 9(4), 203–223.

 

Applebaum. M. & Leikin, R. (2010). Translations towards connected mathematics. Mathematics Teacher, 103, 563-569.

 

Leikin, R. & Zazkis, R. (2010). The content-dependence of prospective teachers' knowledge: A case of exemplifying definitions. International Journal of Mathematical Education in Science and Technology,  4, 451–466.

 

Leikin, R. (in press). The education of mathematically gifted students: on some complexities and questions. Montana Mathematical Enthusiast Journal.

 

Applebaum, M., Freiman, V. & Leikin R (in press). Prospective teachers' conceptions about teaching mathematically talented students: comparative examples from Canada and Israel. Montana Mathematical Enthusiast Journal.