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 425: Calculus I
- MATH 703: Teaching of Mathematics, K-6
- MATH 708: Teaching Mathematics, K-8
- MATH 709: Teaching of Mathematics, 6-12
- MATH 760: Geometry
- MATH 790: Historical Foundations of Math
- MATH 797: Senior Seminar
- MATH 902: Classroom Math Practicum
- MATH 928: Top/Reasoning and Proof
- MATH 958: Foundations of Math Education
- MATH 978: Top in Mathematic Education II
Selected Publications
Buchbinder, O., Chazan, D. I., & Capozzoli, M. (2019). Solving Equations: Exploring Instructional Exchanges as Lenses to Understand Teaching and Its Resistance to Reform. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 50(1), 51-83. Retrieved from http://gateway.webofknowledge.com/
Buchbinder, O. (2018). Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience. Journal of Technology and Teacher Education, 26(1), 33-56.
Buchbinder, O. (2018). Guided discovery of the nine-point circle theorem and its proof. International Journal of Mathematical Education in Science and Technology, 49(1), 138-153. doi:10.1080/0020739x.2017.1363422
Buchbinder, O. (2018). Systematic Exploration of Examples as Proof: Analysis with Four Theoretical Frameworks. In ICME-13 Monographs (pp. 253-268). Springer International Publishing. doi:10.1007/978-3-319-70996-3_18
Mathematics Teachers Engaging with Representations of Practice (2018). . Springer International Publishing. doi:10.1007/978-3-319-70594-1
Buchbinder, O. (2018). Who is Right? – What Students’ and Prospective Teachers’ Responses to Scripted Dialog Reveal About Their Conceptions of Proof. In Scripting Approaches in Mathematics Education (pp. 89-113). Springer International Publishing. doi:10.1007/978-3-319-62692-5_5
Buchbinder, O., & Cook, A. (2018). Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers. In Mathematics Teachers Engaging with Representations of Practice (pp. 131-154). Springer International Publishing. doi:10.1007/978-3-319-70594-1_8
Buchbinder, O., Zodik, I., Ron, G., & Cook, A. L. J. (2017). What Can You Infer from This Example? Applications of Online, Rich-Media Tasks for Enhancing Pre-service Teachers’ Knowledge of the Roles of Examples in Proving. In Digital Technologies in Designing Mathematics Education Tasks (pp. 215-235). Springer International Publishing. doi:10.1007/978-3-319-43423-0_11
Buchbinder, O., & Zaslavsky, O. (2011). Is this a coincidence? The role of examples in fostering a need for proof. ZDM, 43(2), 269-281. 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
Most Cited Publications