Edited Book Chapters

Zazkis, R. & Mamolo, A. (2016.) On numbers: Concepts, operations and structure. In A. Gutierres., P. Boero & G. Leder.  (Eds. ), Second Handbook of Research on the Psychology of Mathematics Education (pp. 39–72). Rotterdam, Netherlands: Sense Publishers.   

Sinclair, N. & Zazkis, R. . (2017). Everybody counts: Designing tasks for TouchCounts. In A. Leung & A.  Baccaglini-Frank (Eds.). Digital Technologies in designing mathematics education tasks: Potential and pitfalls (pp. 175–191). New York, NY: Springer.  

Zazkis, D. & Zazkis, R. (2014). Wondering about wonder in mathematics. In M. Pitici (Ed.). The Best Writing on Mathematics (pp. 164–187). NJ: The Princeton University Press. (Reprinted from Wonder-full Education: The centrality of wonder in teaching and learning, New York: Routledge).

Jolfaee, S., Zazkis, R., & Sinclair, N. (2014). It is very, very random because it doesn’t happen very often: Examining learners’ discourse on randomness. In E. Chernoff (Ed.), Probabilistic thinking: Presenting plural perspectives (pp. 97–416). Dordrecht, Netherlands: Springer.

Mamolo, A & Zazkis, R. (2014). Contextual considerations in probabilistic situations: an aid or a hindrance? In E. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: Presenting plural perspectives (pp. 641–656). Dordrecht, Netherlands: Springer.

Zazkis, D. & Zazkis, R. (2013). Wondering about wonder in mathematics. In A. Cant & K. Egan (Eds.), Wonder-full Education: The centrality of wonder in teaching and learning across the curriculum (66–85). Routledge.

Zazkis, R. & Leikin, R. (2010). Interludes: Mathematical pedagogy and pedagogical mathematics in learning through teaching. In R. Leikin & R. Zazkis (Eds.), Learning through Teaching Mathematics: Developing teachers’ knowledge and expertise in practice (pp. 87–89, 189–190). Springer.

Leikin, R. & Zazkis, R. (2010). Teachers’ opportunities to learn mathematics through teaching. In R. Leikin & R. Zazkis (Eds.), Learning through Teaching Mathematics: Developing teachers’ knowledge and expertise in practice (pp. 3–22). Dordrecht, Netherlands: Springer.

Zazkis, R. (2010). What have I learned: Mathematical insights and pedagogical implications. In R. Leikin & R. Zazkis (Eds.), Learning through Teaching Mathematics: Developing teachers’ knowledge and expertise in practice (pp. 91–110). Dordrecht, Netherlands: Springer.

Zazkis, R. & Holton, D. (2009). Snapshots of creativity in undergraduate mathematics education. In R. Leikin, B. Koichu & A. Berman (Eds.), Creativity in Mathematics and the Education of Gifted Students (pp. 345–366). Sense Publishing.

Zazkis, R., Sinclair, N., & Liljedahl, P. (2009). Lesson Play – A vehicle for multiple shifts of attention in teaching. In S. Lerman and B. Davis. (Eds.), Mathematical Action & Structures Of Noticing: Studies inspired by John Mason (pp. 165–178). Sense Publishing.

Zazkis, R. (2008). Examples as tools in mathematics teacher education. In D. Tirosh (Ed.), Tools in Mathematics Teacher Education. (in Handbook for Mathematics Teacher Education, Vol. 2 (pp. 135–156). Sense Publishing.

Zazkis, R. (2008). Divisibility and transparency of number representations. In M. P. Carlson & C. Rasmussen (Eds.), Making the Connection: Research and practice in undergraduate mathematics (pp. 81–92). MAA notes.

 

Zazkis, R. & Liljedahl, P. (2006). On the path to number theory: Repeating patterns as a gateway. In R. Zazkis and S.R. Campbell (Eds.), Number Theory in mathematics education: Perspectives and prospects (pp. 99–114). Lawrence Erlbaum Press.

Zazkis, R. & Campbell, S.R. (2006). Number Theory in mathematics education research: Perspectives and prospects. In R. Zazkis and S.R. Campbell (Eds.), Number Theory in mathematics education: Perspectives and prospects (pp. 1–18). Lawrence Erlbaum Press.

Campbell, S. R., & Zazkis, R. (2002). Toward number theory as a conceptual field. In Campbell, S. R, & Zazkis, R. (Eds.), Learning and teaching number theory: Research in cognition and instruction (pp. 1–14). Journal of Mathematical Behavior Monograph. Westport, CT: Ablex Publishing.

Edwards, L & Zazkis, R. (2002). Pre-service teachers’ generalizations on a number theory task. Campbell. S. R., & Zazkis, R. (Eds.), Learning and teaching number theory: Research in cognition and instruction (pp.139–156). Journal of Mathematical Behavior Monograph. Westport, CT: Ablex Publishing.

Zazkis, R. (2002) Language of number theory: Metaphor and rigor. Campbell. S. R., & Zazkis, R. (Eds.), Learning and teaching number theory: Research in cognition and instruction (pp. 83–96). Journal of Mathematical Behavior Monograph. Westport, CT: Ablex Publishing.

Zazkis, R. & Gadowsky, K. (2001). Attending to transparent features of opaque representations of natural numbers. In A. Cuoco (Ed.), NCTM 2001 Yearbook: The roles of representation in school mathematics (pp. 41–52). Reston, VA: NCTM.

Leron, U. & Zazkis, R. (1992). Of Geometry, Turtles and Groups. In C. Holes & R. Noss (Eds.), Learning Mathematics and Logo, (pp. 319–352). MIT Press.

 

 

Print