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Rina Hadass
University of Haifa
6Publications
4H-index
76Citations
Publications 6
Newest
Published on Jan 1, 1992in Research in Science & Technological Education 0.51
Judith Bransky2
Estimated H-index: 2
(University of Haifa),
Rina Hadass4
Estimated H-index: 4
(University of Haifa),
Aviva Lubezky1
Estimated H-index: 1
(University of Haifa)
12 Citations Source Cite
Rina Hadass4
Estimated H-index: 4
(University of Haifa),
Judith Bransky2
Estimated H-index: 2
(University of Haifa)
A survey was conducted among elementary school teachers in Israel and in Belgium on the different meanings of division. We differentiate between four classes: A partitive division, B ratio, C quotative division and D the amount of a quantity associated with one unit of another quantity. A questionnaire with 16 solved division word problems was administered to 96 elementary school teachers in Israel and 114 in Belgium. The teachers were asked to state the different meanings of division and to cla...
Source Cite
Published on Jan 1, 1991in Teaching and Teacher Education 2.47
Nitsa Movshovitz-Hadar7
Estimated H-index: 7
(Technion – Israel Institute of Technology),
Rina Hadass4
Estimated H-index: 4
(University of Haifa)
This is a third report on a naturalistic study in Israel of the role mathematical paradoxes can play in the prescrvice education of high school mathematics teachers. The study examined the potential of paradoxes as a vehicle for: (a) sharpening student-teachers" mathematical concepts; and (b) raising their pedagogical awareness of the constructive role of fallacious reasoning in the development of mathematical knowledge. Course material development and data collection procedures are described. R...
3 Citations Source Cite
Published on Jun 1, 1990in Educational Studies in Mathematics 1.10
Nitsa Movshovitz-Hadar7
Estimated H-index: 7
(Technion – Israel Institute of Technology),
Rina Hadass4
Estimated H-index: 4
(University of Haifa)
This is a report on a naturalistic study of the role mathematical paradoxes can play in the preservice education of high school mathematics teachers. The study examined the potential of paradoxes as a vehicle for: (a) sharpening student-teachers' mathematical concepts; (b) raising their pedagogical awareness of the constructive role of fallacious reasoning in the development of mathematical knowledge. Course material development and data collection procedures are described. Results obtained in p...
30 Citations Source Cite
Published on Nov 1, 1981in Educational Studies in Mathematics 1.10
N. Hadar1
Estimated H-index: 1
(University of Haifa),
Rina Hadass4
Estimated H-index: 4
(University of Haifa)
In this paper we examine typical difficulties involved in solving a combinatorial problem, and demonstrate them throughout the solution of the “Problem of the misaddressed letters”. We focus on difficulties of two sorts: Those which stem from the fact that a combinatorial problem is usually an infinite set of problems, and others which are involved in finding a systematic approach to their solution.
27 Citations Source Cite
N. Hadar1
Estimated H-index: 1
(Technion – Israel Institute of Technology),
Rina Hadass4
Estimated H-index: 4
(University of Haifa)
For any binary operation, four alternatives exist. It could be (i) both commutative and associative; (ii) neither commutative nor associative; (iii) commutative but not associative; (iv) associative but not commutative. The basic arithmetical operations provide examples for the first two possibilities. This paper presents elementary examples for the last two possibilities. It is claimed that the study of these examples is extremely important in order to understand the logical independence of com...
4 Citations Source Cite
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