Talli Nachlieli

Talli Nachlieli
Levinsky College of Education | levinsky college · Teaching & Learning MEd Program

PhD

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30
Publications
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514
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Publications

Publications (30)
Article
This paper conceptualizes classroom learning and operationalizes the proposed conceptualization. We adopt the commognitive framework, according to which learning is thought of as routinization and routines are conceptualized in terms of <task, procedure> pairs. To examine the usefulness of this conceptualization, we applied our operationalization t...
Article
In this paper we seek to promote a conceptualization of “teaching toward meta-level learning” based on theoretical and empirical aspects. We adopt the commognitive distinction between object- and meta-level learning, and relate to meta-level learning as involving changes in the metarules that govern the discourse. Specifically, we refer to changes...
Article
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This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse—from alignment with Delivery Pedagogi...
Article
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This study explored what was entailed in implementing a professional development (PD) designed in the United States (US) to a different, Israeli, context. To achieve this goal, the first step was empirically examining the effectiveness of such a PD using quantitative methods. We then examined which adaptations were made in the imported PD and at wh...
Conference Paper
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This paper focuses on the learning processes of teachers in TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on opportunities that encourage such learning. We conceptualize learning in this PD as a movement from Acquisition Pedagogical Discourse to Explorative Pedagogical Discourse. We show that...
Article
In this paper we offer a new tool for assessing explorative participation in mathematics lessons, namely participation where students focus on constructing narratives about mathematical objects based on their own authority and on previously established mathematical narratives. This tool, named the Realization Tree Assessment tool (RTA), aims to rec...
Article
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Ritual teaching, which provides students with ritual opportunities to learn, is common worldwide, notwithstanding extensive research calls for more reform-oriented teaching. Such resilience to change suggests that there are gains for ritual teaching. Therefore, in this study, we search for possible goals of ritual teaching. For this purpose, we sug...
Conference Paper
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We examine the productiveness of discussions in a professional development (PD) towards explorative mathematics instruction (EMI). The artifacts used in the PD session under examination were a video-clip of a classroom discussion, together with the Quadrants coding scheme, a scheme originally developed for research purposes. We define productive di...
Conference Paper
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We present the underlying assumptions, main activities and findings from the first year of the TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) program. The PD aims at enhancing explorative instruction in elementary and middle-school mathematics classrooms. Such instruction is characterized by explicit atten...
Chapter
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This chapter describes four secondary school mathematics teacher-preparation practice-based programs established in Israel at four colleges of education during 2013-2014 with the support of the Trump Foundation. The chapter focuses on the clinical aspects of the programs and ends with a discussion of the programs' strengths and the challenges faced...
Chapter
This chapter focuses on the first five years of the Jerusalem Conference for Research in Mathematics Education. Specifically, the paper examines the devel opment of the conference during that period and presents findings regarding the span of research in mathematics education conducted in Israel as reflected at the first five conferences.
Conference Paper
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Since Sfard and Lavie (2005) introduced the concepts of “ritual” and “exploration” in mathematical learning, there has been increasing use of this conceptual dyad. In this working session, our goal is to examine the affordances and limitations of this dyad, and to explore its connection with other prevalent dyads in the field. The mathematics educa...
Article
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For mathematicians, definitions are the ultimate tool for reaching agreement about the nature and properties of mathematical objects. As research in school mathematics has revealed, however, mathematics learners are often reluctant, perhaps even unable, to help themselves with definitions while categorizing mathematical objects. In the research fro...
Article
This special issue comprises five studies which vary in their focus and mathematical content, yet they all share an underlying communicational theoretical framework—commognition. Within this framework, learning mathematics is defined as a change in one’s mathematical discourse, that is, in the form of communication known as mathematical. Teaching c...
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The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to examine how certain underlying assumptions about mathematical learning, as reflected in a skilled instr...
Article
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We report on findings generated by a new method of quantified discourse analysis aimed at capturing qualities of mathematical talk according to Sfard's (2008) "communicational framework". The method is inspired by Systemic Functional Linguistic system of 'Transitivity'. Findings revealed significant differences between two instructors' mathematical...
Article
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This article presents a way of studying the rationality that mathematics teachers utilize in managing the teaching of theorems in high-school geometry. More generally, the study illustrates how to elicit the rationality that guides teachers in handling the demands of teaching practice. In particular, it illustrates how problematic classroom scenari...
Article
This paper examines the methodological issues pertaining to study group facilitation assisted by representations of teaching. The study groups, which comprised high school geometry teachers, aimed at achieving two goals: enhancing professional development among teachers and studying the practical rationality of geometry teaching. Therefore, session...
Article
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We report on the management of teacher study groups designed to elicit the practical rationality of mathematics teaching. These study groups appeal to practitioners as occasions for professional development yet are deliberately designed as research instruments, as catalysts of the often-implicit norms and dispositions that sustain mathematics teach...
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This article reports on an investigation of how teachers of geometry perceived an episode of instruction presented to them as a case of engaging students in proving. Confirming what was hypothesized, participants found it remarkable that a teacher would allow a student to make an assumption while proving. But they perceived this episode in various...
Article
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This paper presents a rationale and a conceptual framework for a wider research project dealing with mathematical communication, and in particular with actions performed by interlocutors whenever they wish to clarify their use of a symbol, a word or an expression. The aim of such actions is often to repair a communicational breach resulting from di...
Article
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The paper opens with the theoretical construct of figural concepts. It is argued that geometrical figures are characterized by both conceptual and sensorial properties. A geometrical figure is a mental abstract, ideal entity, the meaning of which is governed by a definition. At the same time, it is an image: it possesses extensiveness (spatiality),...
Article
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Is making an assumption and proceeding with the proof an acceptable action? We used a video from a class in which a teacher encouraged a student to do this to prompt conversations amongst high school geometry teachers. In their reactions, teachers made explicit tacit norms that regulate the situation of engaging students in proving in US geometry c...
Article
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This paper focuses on learning processes of prospective elementary school mathematics teachers who are studying a course on functions and graphs. Specifically, we address the questions – "What were the modifications in students' ways of mathematizing about functions?" and "How did the teacher's and students' actions enable and promote modifications...

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Projects (3)
Project
Teaching Exploratively for All Mathematics Students - Professional Development for Elementary School Teachers
Project
This is a textbook on conducting empirical research grounded in the assumption that discourse is this thing that changes when people learn in school. Meant for anybody who wishes to do this kind of research, it is tailor-made to fit the needs of graduate students.