פרופ' מיכל טבח

מנהלת ביה"ס לחינוך סגל אקדמי בכיר
פרופ' מיכל טבח
טלפון פנימי: 03-6407107
פקס: 03-6701528
משרד: שרת, 341

מידע כללי

במשך 17 שנים לימדתי מתמטיקה בחטיבת הביניים. עבדתי בצוות מורים ששקד על פיתוח דרכי הוראה והערכה חדשניות, המשלבות טכנולוגיה כדבר שבשגרה.

 

תקופה זו השפיעה ועיצבה את דרכי המחקרית. תהליכי למידה והוראה מרתקים אותי, במיוחד בסביבות טכנולוגיות.

קורות חיים

A.     Education:

1991

B.Sc.

Tel Aviv University, Tel Aviv, Israel.

2001

M.Sc.

Feinberg Graduate School of the Weizmann Institute of Science, Rehovot, Israel.

 

 

Title of Master’s Thesis: Knowledge development of a pair of students: Beginning algebra in an interactive environment

Supervisors:  Rina Hershkowitz and Baruch Schwarz

2007

Ph.D.

Feinberg Graduate School of the Weizmann Institute of Science, Rehovot, Israel.

 

 

Title of Doctoral Dissertation: Learning beginning algebra in a computer intensive environment (CIE)

Supervisors:  Abraham Arcavi and Rina Hershkowitz

 

 

 

 

 

 

 

 

 

 

 

 

Further studies

2007 – 2008

Post Doctoral studies, Tel Aviv University, Department of Mathematics, Science and Technology Education, School of Education

2008

Scholar, Michigan State University, Department of Science and Mathematics Education

 

 

 

 

 

B. Academic and Professional Experience:

Tel Aviv University, Constantiner School of Education

2008 – 2009             Part time teacher

2009 – 2011             Amit Horaa

2011 – Present          Senior lecturer

 

Research and Development Projects

Research Projects

2007 – 2009             Researcher, member of the leading staff of the project: Starting right: Mathematics in kindergarten, Tel Aviv University

2009 – 2010             Researcher, member of project staff: First steps in mathematics, Tel Aviv University

2009 – Present          Researcher, member of the leading team in the research project: The impact of learning geometrical concepts on self-efficacy and locus of control among abused and neglected kindergarten children, Funded by the Haruv Institute (R.A.)

2010 – Present          Researcher, member of the leading team in the research project: Preschool teachers’ mathematics knowledge and mathematics self efficacy needed for teaching, funded by the Israel Science Foundation

2010 – Present          Researcher, member of the leading team in the research project: Modifications in the mathematical discourse of preservice teachers attending a course on functions – A commognitive perspective, funded by the Israel Science Foundation

 

Curriculum Development

1993 – 1995             Teacher fellow at the Science Teaching Department, Weizmann Institute of Science

1995 – 1998             Curriculum designer at the Science Teaching Department, Weizmann Institute of Science: co-author of learning materials and teacher guides for 7th, 8th and 9th grades, in the CompuMath project

2010                         Designing geometrical tasks for kindergarten teachers and their students, Tel Aviv University

 

Teaching 
Tel Aviv University-

Instructor of the courses: Research methods for science education, Research literacy in Science education, The use of technology in mathematics education, Technology for math in elementary school, Computer, Geometry and more for high school teachers, Discourse analysis in math and science class

 

Grants

2012 - 2014  The Israel Science Foundation (ISF) – Coordinating the development of individual and collective learning of mathematics in the classroom (three years, with Tommy Dreyfus)

תחומי מחקר והוראה

 

תחומי מחקר: תהליכי הוראה ולמידה של מתמטיקה בסביבות טכנולוגיות, חשבון והנדסה בגיל הקדם יסודי, תהליכי הבניית ידע בכיתה, ניתוח שיח, הכשרת מורים.

 

תחומי הוראה: הוראת מתמטיקה, הכשרת מורים למתמטיקה.

 

פרסומים נבחרים

  1. Tabach, M., Hershkowitz, R., & Schwarz, B. B. (2006). Constructing and consolidating of algebraic knowledge within dyadic processes: A case study. Educational Studies in Mathematics, 63(3), 235-258.
  2. Tabach, M., Arcavi, A., & Hershkowitz, R. (2008). Transitions among different symbolic generalizations by algebra beginners in a computer intensive environment. Educational Studies in Mathematics, 69(1), 53-71.
  3. Tabach, M., & Friedlander, A. (2008). Understanding equivalence of algebraic expressions in a spreadsheet-based environment. International Journal of Computers in Mathematics Education, 13(1), 27-46.
  4. Tabach, M., Hershkowitz, R., & Arcavi, A. (2008). Learning beginning algebra with spreadsheets in a computer intensive environment. Journal of Mathematical Behavior, 27(1), 48-63.
  5. Tabach, M., & Friedlander, A. (2009). The money context. Journal of Mathematics for Middle School Teachers, 14(8), 474-482.
  6. Tsamir, P., Tirosh, D., Dreyfus, T., Barkai, R., & Tabach, M. (2009). Should proof be minimal? Ms T's evaluation of secondary school students' proofs. Journal of Mathematical Behavior, 28(1), 58-67.
  7. Tabach, M., Barkai, R., Tsamir, P., Tirosh, D., Dreyfus, T., & Levenson, E. (2010). Verbal justification – is it a proof? Secondary school teachers' perceptions. International Journal of Science and Mathematics Education, 8(6), 1071-1090.
  8. Tabach, M., Levenson, E., Barkai, R., Tsamir, P., Tirosh, D., & Dreyfus, T. (2010). Secondary school teachers' awareness of numerical examples as proofs. Research in Mathematics Education, 12(2), 117-131.
  9. Tsamir, P., Tirosh, D., Tabach, M., & Levenson, E. (2010). Multiple solution methods and multiple outcomes – Is it a task for kindergarten children? Educational Studies in Mathematics, 73(3), 217- 231.
  10. Tirosh, D., Tsamir, P., Levenson, E., & Tabach, M. (2011). From preschool teachers' professional development to children' knowledge: Comparing sets. The Journal of Mathematics Teacher Education, 14(2), 113-131.
  11. Tabach, M. (2011). The dual role of researcher and teacher: A case study. For the Learning of Mathematics, 31(2), 32-34.
  12. Tabach, M. (2011). A mathematics teacher's practice in a technological environment: A case study analysis using two complementary theories. Technology, Knowledge and Learning, 16(3), 247-265.
  13. Tabach, M., Levenson, E., Barkai, R., Tsamir, P., Tirosh, D., & Dreyfus, T. (2011). Secondary school teachers' knowledge of elementary number theory proofs: The case of general cover proofs. The Journal of Mathematics Teacher Education, 14(6), 465-481. DOI 10.1007/s10857-011-9185-9.
  14. Tirosh, D., Tsamir, P., Tabach, M., Levenson, E., & Barkai, R. (2011). Geometrical knowledge and geometrical self-efficacy among abused and neglected kindergarten children. SciEd: Scientific Journal for Science and Mathematics Educational Research, 2(1), 23-36.
  15.  Levenson, E., Tsamir, P., Tirosh, D., Dreyfus, T., Barkai, R., & Tabach, M. (2012). Focusing on the interactive development of secondary school teachers’ knowledge of mathematical statements. Investigations in Mathematics Learning, 5(2), 44-56.
  16.  Nachlieli, T., & Tabach, M. (2012). Growing mathematical objects in the classroom – the case of function. International Journal of Educational Research, 51&52, 10-27.
  17. Tabach, M., & Friedlander, A. (2012). Five considerations in task design – The case of improving grades. Investigations in Mathematics Learning, 4(3), 32-49. [The Journal does not have an impact factor]
  18.  Tabach, M., Levenson, E., Barkai, R., Tsamir, P., Tirosh, D., & Dreyfus, T. (2012). A mathematical-statement organizer for teachers: The Six-Cell Matrix. International Journal of Mathematical Education in Science and Technology, 43(6), 765-777. DOI:10.1080/0020739X.2012.662287
  19.              Tabach, M. (2013). Commentary: The whole is greater than the sum of its parts. Educational Studies in Mathematics, 84(2), 273-277. http://dx.doi.org/10.1007/s10649-013-9508-0
  20.  Tabach, M., & Friedlander, A. (2013). School mathematics and creativity at the elementary and middle grade level: How are they related? The International Journal on Mathematics Education (ZDM), 45(2), 227-238. DOI 10.1007/s11858-012-0471-5
  21. Tabach, M., Hershkowitz, R., & Dreyfus, T. (2013). Learning beginning algebra in a computer intensive environment: Design, difficulties, and reality. The International Journal on Mathematics Education (ZDM), 45(3), 377-391. DOI 10.1007/s11858-012-0458-2
  22. Tirosh, Tsamir, Levenson, Tabach, & Barkai. (2013). Exploring young children's self-efficacy beliefs related to mathematical and non-mathematical tasks performed in kindergarten: Abused and neglected children and their peers. Educational Studies in Mathematics, 83(2), 309-322.
  23. Tabach, M., Hershkowitz, R., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts and knowledge agents in the classroom. Journal of Mathematics Behavior, 33, 192-208. DOI: 10.1016/j.jmathb.2013.12.001
  24. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2014). Developing preschool teachers' knowledge of students' number conceptions. The Journal of Mathematics Teacher Education, 17(1), 61-83.  
  25. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M. & Barkai, R. (2014). Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics. The International Journal on Mathematics Education (ZDM), 46(2), 253-266. DOI 10.1007/s11858-013-0563-x
  26. Hershkowitz, R., Tabach, M., Rasmussen, C., & Dreyfus, T. (2014). Knowledge shifts in a probability classroom: a case study coordinating two methodologies. The International Journal on Mathematics Education (ZDM), 46(3), 363-387. DOI: 10.1007/s11858-014-0576-0
  27. Tirosh, D., Tsamir, P., Levenson, E., Tabach, M., & Barkai, R. (2014). Task design and implementation as a two-way activity: The case of preschool teachers. SciEd: Scientific Journal for Science and Mathematics Educational Research, 5(2), 30-39. DOI: http://www.scied.cz/index.php/scied/article/viewFile/115/98
  28. Hayne, N. & Tabach, M. (2014). When stories and multiple solution tasks meet in a technological environment: The case of equality. Mediterranean Journal for Research in Mathematics Education, 12(1-2), 23-37.
  29. Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., & Tabach, M. (2015). Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders. The International Journal on Mathematics Education (ZDM), 47(3), 497-509.
  30. Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2015). Analyzing number composition and decomposition activities in kindergarten from numeracy perspective. The International Journal on Mathematics Education (ZDM), 47(4), 639-651. DOI: 10.1007/s11858-015-0668-5.
  31. Heyd-Metzuyanim, E., Tabach, M., & Nachlieli, T. (In press). Opportunities for learning given to prospective mathematics teachers – between ritual and explorative instruction. Submitted to the Journal of Mathematics Teacher Education (JMTE). DOI 10.1007/s10857-015-9311-1
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