Merav Weingarden

Postdoctoral Research Assoc
Postdoctoral Fellow
Office: UNH Mathematics & Statistics, Kingsbury Hall, Durham, NH 03824
Merav Weingarden

Merav Weingarden is a Postdoctoral Fellow in Mathematics Education in the Department of Mathematics and Statistics at the University of New Hampshire, United States.
She holds a Ph.D. in Mathematics Education from the Technion – Israel Institute of Technology.

Her research interests include improving the communication about teaching mathematics among researchers, teacher educators and teachers.
More specifically, she focuses on developing pedagogical mediators for improving pre-service teacher learning to teach mathematics.

She is currently working on a long-term project that investigates beginning teachers' expertise to teach mathematics via reasoning and proof.
Her work focuses on the socio-cultural aspects of this process and on developing a conceptual framework to theorize, based on the commognitive theory, learning opportunities for reasoning and proving.

In her P.hD. research, Merav developed a novel tool – The Realization Tree Assessment (RTA) tool for improving the communication about Teaching Mathematics for Explorative Participation.
Merav graduated M.Sc. in Mathematics Education (Summa cum laude) in 2017 from the Technion – Israel Institute of Technology.
She served as a professional development instructor for secondary mathematics teachers and was a high school mathematics teacher.

Research Interests

  • Mathematics Education
  • Mathematics Teacher Development
  • Reasoning and Proof in Mathematics Learning
  • Teacher education

Selected Publications

Weingarden, M., & Heyd-Metzuyanim, E. (2021). Opportunities for Explorative Participation in Different Achievement Groups. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education Vol. 4 (pp. 264-272). Khon Kaen, Thailand.

Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2020). Adapting a professional development program for cognitively demanding instruction across shifting contexts. Educational Studies in Mathematics, 104(3), 385-403. doi:10.1007/s10649-020-09967-y

Weingarden, M., & Heyd-Metzuyanim, E. (2020). The Realization Tree Assessment (RTA) tool as a representation of explorative teaching. In H. Borko, & D. Potari (Eds.), Proceedings of the 25th conference of the International Commission on Mathematical Instruction – ICMI study 25. Teachers of Mathematics Working and Learning in Collaborative Groups (pp. 708-715). Lisbon, Portugal.

Weingarden, M., Heyd-Metzuyanim, E., & Nachlieli, T. (2019). The realization tree assessment tool – examining explorative participation in mathematics lessons. The Journal of Mathematical Behavior, 56, 100717. doi:10.1016/j.jmathb.2019.100717

Weingarden, M., & Heyd-Metzuyanim, E. (2019). Opportunities for Saming Realizations in Different Tasks. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education Vol. 3 (pp. 430-437). Pretoria, South Africa.

Weingarden, M., & Heyd-Metzuyanim, E. (2018). Examining Explorative Instruction According to the Realization Tree Assessment Tool. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (pp. 427-434). Umeå, Sweden.

Weingarden, M., Heyd-Metzuyanim, E., & Nachlieli, T. (2017). The Realization Tree Assessment tool: Assessing the exposure to mathematical objects during a lesson. In Proceedings of the tenth Congress of the European Society for Research in Mathematics Education. Dublin, Ireland.