Orly Buchbinder
Research Affiliations and Current Projects
Thought Experiments in Mathematics Teaching (ThEMaT). An NSF funded project led by Dan Chazan at the University of Maryland and Patricio Herbst at the University of Michigan. The project uses innovative technological tools and mixed-methods research techniques to study mathematics teachers’ practical rationality and norms. - http://www.education.umd.edu/MathEd/Research/ThEMaT.html
The UNH Robert Noyce Teacher Scholarship Program – with Sharon McCrone (PI), Neil Portnoy (Mathematics), Dawn Meredith (Physics), Judy Robb (Science Education). www.unh.edu/noyce
Curriculum Development Project, Technion, Israel. Co-Author of a team-written mathematics textbook series and teacher guides for grades 7-9 “Efshar Gam Aheret” (There is another way)(In Hebrew). http://matheducation.co.il
Courses Taught
- MATH 709: Teaching of Mathematics, 6-12
- MATH 760: Geometry
- MATH 790: Historical Foundations of Math
- MATH 797: Senior Seminar
- MATH 968: Top/Teaching and Learning Math
- MATH 978: Topics in Math Education II
Selected Publications
Buchbinder, O., & Zazkis, R. (2024). On convincing power of counterexamples. The Montana Math Enthusiast, 21(1&2), 423.
Buchbinder, O., & McCrone, S. (2023). Preparing prospective secondary teachers to teach mathematical reasoning and proof: the case of the role of examples in proving. ZDM – Mathematics Education, 55(4), 779-792. doi:10.1007/s11858-023-01493-4
Wasserman, N. H., Buchbinder, O., & Buchholtz, N. (2023). Making university mathematics matter for secondary teacher preparation. ZDM – Mathematics Education, 55(4), 719-736. doi:10.1007/s11858-023-01484-5
Buchbinder, O., Abrams, E., Britton, D., Bryce, J., Couse, L., McGaughy, J., & Rock, B. (2022). The Research and Engagement Academy: A Model for STEM Faculty Development. In S. Linder, C. Lee, S. Stefl, & K. High (Eds.), Handbook of STEM Faculty Development (pp. 279-290). USA: Information Age Publishing, Inc.
Buchbinder, O., McCrone, S., Capozzoli, M., & Butler, R. (n.d.). Mathematical Knowledge for Teaching Proof: Comparing Secondary Teachers, Pre-Service Secondary Teachers, and Undergraduate Majors. International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-022-00187-8
Buchbinder, O., & McCrone, S. (2020). Preservice teachers learning to teach proof through classroom implementation: Successes and challenges. JOURNAL OF MATHEMATICAL BEHAVIOR, 58. doi:10.1016/j.jmathb.2020.100779
Buchbinder, O., & Zaslavsky, O. (2019). Strengths and inconsistencies in students' understanding of the roles of examples in proving. JOURNAL OF MATHEMATICAL BEHAVIOR, 53, 129-147. doi:10.1016/j.jmathb.2018.06.010
Buchbinder, O., & Zaslavsky, O. (2011). Is this a coincidence? The role of examples in fostering a need for proof. ZDM, 43(2), 269. doi:10.1007/s11858-011-0324-7
Pedemonte, B., & Buchbinder, O. (2011). Examining the role of examples in proving processes through a cognitive lens: the case of triangular numbers. ZDM, 43(2), 257-267. doi:10.1007/s11858-011-0311-z
Buchbinder, O., Zaslavsky, O., & Tzekaki, M. (2009). A FRAMEWORK FOR UNDERSTANDING THE STATUS OF EXAMPLES IN ESTABLISHING THE VALIDITY OF MATHEMATICAL STATEMENTS. In PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2 Vol. 2 (pp. 225-232). Retrieved from https://www.webofscience.com/
Most Cited Publications