Aehsan Haj YahyaBeit Berl College The Arab Academic Institute for Education · Education
Aehsan Haj Yahya
PhD
About
22
Publications
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Introduction
Aehsan Haj Yahya is a Senior Lecturer at the Arab Academic Institute for Education and at the faculty of education in Beit Berl College. Aehsan does his research in Geometry. Aehsan cooperate with Rina Hershkowitz and Tommy Dreyfus the current project is 'Linking visualization, students' construction of geometrical concepts and their definitions, and students' ability to prove.'.
Skills and Expertise
Publications
Publications (22)
This RR is part of a comprehensive study whose goal it is to investigate the effects of
the process of constructing geometric concepts on students’ proving processes related
to these concepts. In the current RR we focus on the effects of visual difficulties in
constructing concepts on proving processes. We found three effects: the impact of the
dif...
ABSTRACT
This study investigates the impact of prototypical geometric representations on students’ ability to construct accurate geometric concepts and their subsequent performance in proving tasks related to those concepts. Ninety-one 11th-grade students participated in the study. We intentionally designed and utilized a questionnaire as the prima...
This study investigates how the semantic differences, if any, in the Arabic and Hebrew terms for “tangent line” and “rectangle” affect students’ understanding and application of these concepts, as evidenced by their definitions, identification of examples, and explanations given during performance test tasks. We conduct our research with Arabic and...
The current study examined how prospective first-and second-grade mathematics teachers define the polygon diagonals concept, how they reconstruct their definition during and following an intervention, and how their concept images develop over time. Twenty-three prospective teachers participated in the study, during which they were asked to analyze...
The current study aimed to investigate whether teaching ninth-grade students geometrical concepts using concept maps might affect their ability to identify inclusion relationships between geometrical concepts and/or their ability to define those concepts. Participants completed a pretest on the topic of quadrilaterals (inclusion relationships and d...
ISBN 978-965-598-188-9 9 789655 981889
The current study investigated whether: (1) using an interactive presentation (IP) platform could affect the amount of usage of the practices of making orchestrating mathematical discourse-sequencing and connecting students' responses. (2) using an interactive presentation (IP) platform could affect the amount of narratives constructed by students....
The aim of the current study was to investigate whether exposing teachers to theoretical and empirical background information regarding pedagogical aspects of geometrical thinking would affect their noticing abilities. Forty-one in-service Mathematics teachers participated in this study. The research tools used in the study included a lesson taken...
The current study is part of a comprehensive research on linking visualization, students’ construction of geometrical concepts and their definitions, and students’ ability to prove. The aim of the current study is to investigate the effect of learners’ understanding of definitions of geometrical concepts on their understanding of the essence of geo...
The current study attempts to investigate whether using multiple diagrams attached to a geometry task could reduce difficulties in the proving process regarding concepts in three-dimensional geometry. Ninety 12th-grade students participated in the study. The research included the use of a questionnaire whose items invited open-ended responses regar...
This study addresses high school students’ conceptions of mathematical definitions of congruent and similar triangles. The findings
indicate that many of the participants differentiated between definitions and theorems and did not always accept the congruent and
similar triangles theorems as formal definitions of congruency and
similarity. Based on...
This study addresses high school students’ conceptions of mathematical definitions of congruent and similar triangles. The findings indicate that many of the participants differentiated between definitions and theorems and did not always accept the congruent and similar triangles theorems as formal definitions of congruency and similarity. Based on...
This study investigated the experience of preservice mathematics teachers working with example-eliciting tasks (EET) on an online formative assessment platform. The study focused on the effect of working with EETs on the preservice teachers' (PSTs) professional noticing of learners' mathematical thinking. Participants included nine PSTs studying fo...
This study investigated the effects of students’ constructions of geometrical concepts related to the circle on their construction and validation of proofs. The participants were 110 high school students. A questionnaire was administered; both qualitative and quantitative methods were used to analyze the results. Afterwards, in-depth interviews wer...
The present research examines middle school mathematics teachers' conceptions of geometric definitions, and specifically whether they possess geometric conceptions at the van Hiele fourth level. Sixty two teachers participated in the research. We used an open-ended questionnaire for data collection. The questionnaire included three questions concer...
The study reported here addresses pre-service and in-service teachers' attitudes toward mathematical-geometrical definitions. The goal of the study is to investigate whether understanding the role of definitions as classification and identification criteria will guarantee that participants: (1) accept that there may be more than one equivalent defi...
This RR is part of a comprehensive study whose goal it is to investigate the effects of the process of constructing geometric concepts on students' proving processes related to these concepts. In the current RR we focus on the effects of visual difficulties in constructing concepts on proving processes. We found three effects: the impact of the dif...
We present the first stage of a "study in progress" whose aim is to link visualization, students’ construction of geometrical concepts and their definition, and students’ ability to prove. We exemplify this stage in our research (visualization and concept formation), by means of paradigmatic examples, which reveal visual and verbal processes relate...