Weingarden, M., Heyd-Metzuyanim, E., & Nachlieli, T. (2019). The realization tree assessment tool–examining explorative participation in mathematics lessons. The Journal of Mathematical Behavior, 56, 100717. https://doi.org/10.1016/j.jmathb.2019.100717
Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2020). Adapting a professional development program for cognitively demanding instruction across shifting contexts. Educational Studies in Mathematics, 104, 385-403. https://doi.org/10.1007/s10649-020-09967-y
Weingarden, M., & Heyd-Metzuyanim, E. (2023). What can the Realization Tree assessment tool reveal about explorative classroom discussions?. Journal for Research in Mathematics Education, 54(2), 97-117. https://doi.org/10.5951/jresematheduc-2020-0084
Weingarden, M., & Heyd-Metzuyanim, E. (2023). Evaluating mathematics lessons for cognitive demand: Applying a discursive lens to the process of achieving inter-rater reliability. Journal of Mathematics Teacher Education, 26(5), 609-634. https://doi.org/10.1007/s10857-023-09579-2
Weingarden, M., & Buchbinder, O. (2023). Teacher learning to teach mathematics via reasoning and proving: A discursive analysis of lesson plans modifications. Frontiers in Education, 8, 1154531. https://doi.org/10.3389/feduc.2023.1154531
Weingarden, M., Lisarelli, G., & Baccaglini-Frank, A. (2024). Exploring Mathematical Learning Opportunities Afforded by a Balanced Scale Digital Activity. Digital Experiences in Mathematics Education, 10(3), 382-394. https://doi.org/10.1007/s40751-024-00147-8
Weingarden, M. (2024). The role of mathematical connections in object-level and meta-level learning: a potential lens for supporting pre-service teacher learning. Research in Mathematics Education, 26(2), 258-282. https://doi.org/10.1080/14794802.2024.2371542
Weingarden, M., & Heyd-Metzuyanim, E. (2025). Fostering pre-service teachers’ attention to mathematical objects: The Realization Tree mediator as a teaching representation. Journal of Mathematics Teacher Education, 28, 851-877. https://doi.org/10.1007/s10857-024-09622-w
Weingarden, M. (2025). Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention. Teaching and Teacher Education, 165, 105143. https://doi.org/10.1016/j.tate.2025.105143
Weingarden, M., & Ehrenfeld, N. (2025). From a classroom situation to teacher interaction: A multilayered conceptualization of representations of practice for mathematics teacher learning. Journal of Mathematics Teacher Education, 1-20. https://doi.org/10.1007/s10857-025-09720-3
