During the workshop, January 10th 2018, there will be an International Seminar. The seminar will showcase researchers and practitioners from United States, China, Italy and Israel. Their presentations will address the studying and implementing of technology in the service of assessment, specifically formative assessment for open ended and inquiry tasks, in the mathematics classroom.
Link to Seminar abstracts
* This workshop is supported by the ICORE Program of the Planning and Budgeting Committee and The Israel Science Foundation
Master class with Prof. Judah L. Schwartz (2018). Can we make sense of the skills/understanding confusion?. University of Haifa, January 4th, 10:0012:00
Following a brief discussion of the properties of a “good” problem, a tentative operational distinction is made between problems the probe skill and recall and those that probe understanding and performance. Examples from the elementary and secondary curriculum in arithmetic, algebra and geometry will be explored.
Link to PowerPoint file
Work visit by Satya Narayanan, a senior member in the presidential delegation of the Indian prime minister in Israel. July 6th, 2017.Mr. Narayanan is the executive Chairman of educateCL in Delhi and joined the delegation, representing investors and initiators in education, especially in education and technology. The delegation is exploring partnerships between institutions, researchers, start ups, investors and centers of research excellence in India and Israel. Partnership in education and technology in mathematics education brought him to the University of Haifa. Narayanan visited the MERI center to explore our recent developments and then met the Rector Prof. Mesh and Mrs. Nir, the CEO of Carmel Ltd.
Exhibition of the center at 45th Meeting of the Board of Governors, University of Haifa. June 8, 2017
Title: Olsher, S., and Yerushalmy, M., (2017). What can we learn about mathematics multiple choice problems from attached supporting examples?. Submitted to The 10th Congress of European Research in Mathematics Education (CERME 10), Dublin, Ireland, February 15 Multiple choice (MC) items are the natural choice for automated online assessment. Ideally, making a choice should be based on knowledge and reasoning. Nevertheless, studies demonstrate that often various techniques (e. g. guessing) are the common practices. In the last decade technology is recruited to support realtime feedback as formative assessment for teaching and learning. One of the affordances of the STEP platform is for students to use interactive diagram to explore an example space and submit examples that respond to a prompt given in a task. This study examines whether and how learner generated examples, when required as support to the choice made in MC task, could be automatically identified to give insight about student understanding. Results show discrepancies between chosen correct statements and their supporting examples. Other automatically assessed characteristics are related to student approaches and strategies.
Title: NagariHaddif, G., and Yerushalmy, M. (2016). Construction etasks: Design considerations. In Proceedings of the 13th International Congress on Mathematical Education (ICME 13), Hamburg, Germany. Our research focuses on the eassessment of challenging construction etasks designed to function as a dynamic interactive environment of multiple linked representations (MLR). A construction etask requires students to use technological affordances to solve and answer questions via construction of examples. The solutions are checked automatically and submitte intermediate actions are reported. We present here examples of construction etasks of two types, describe the design considerations, and report on preliminary findings from a recent experiment.
Title: Olsher, S., Shternberg, B., and Yerushalmy, M., (2016). Guess Who: Addressing meaningful characteristics as means to discover which is the chosen dynamic figure. Presented in TSG 36 at the International congress on Mathematics Education (ICME 13), Hamburg, Germany. This paper describes the design process and the underlying principles of an innovative mathematical gaming activity. This game, somewhat similar in the playing principles to "Guess who?", is based on interaction between two players, one questioning the other in order to deduce which mathematical object the opponent had chosen. This interaction requires the participants to pose questions in mathematical language, and also to follow a line of interrogative mathematical moves. A key innovation in this design is the use of an online mathematical environment which enables the use of dynamic mathematical figures ("Dynamic cards") instead of still images (e. g. triangle drawing, a function graph). We describe the design principles and the educational goals of the game activity and demonstrate an example in the topic of similarity.
Title: Xu, B. (2016). Central questions about formative assessment in Chinese math education with an eye to international collaborations.
Introduction: Prof. Daniel Chazan, University of Maryland, US.
University of Haifa, 3 June, 10:1511:45
Work visit by Prof. Binyan Xu, East China Normal University, with Prof. Michal Yerushalmy and Dr. Shai Olsher in University of Haifa. 25 June 2016
Work visit by Prof. Daniel Chazan, University of Maryland, with Prof. Michal Yerushalmy and Dr. Shai Olsher in University of Haifa. April May 2016
Discussion about mapping of textbooks with Dan Chazan, Michal Yerushalmy, Shai Olsher and other members of the center, University of Haifa. April 20, 2016
Discussion: Explanations, justifications and argumentations – what inference can be done from data collected by online checked examples?.
Dan Chazan, Michal Yerushalmy, Shai Olsher and other members of the center, University of Haifa. April 19, 2016

Demonstration led by Dr.
Shai Olsher. Technological
tools in the service of instruction  digital realtime formative assessment in
the classroom.
In the conference we presented teacher practices using the STEP (Seeing the entire picture) platform for formative assessment, how the teacher can use visual analysis of the solutions submitted by students and gain accessible knowledge about the correct responses, mistakes, and also students' work methods, recommended heuristics, creative answers, and also partial solutions.
The use of crowdsourcing in high school math class was demonstrated in the conference. The teacher described the way she taught the parabola as a geometric place and offered other ways and ideas to use crowdsourcing in classical and analytic geometry. According to her experiment, which was conducted with twelfth grade high school students, the teacher reported on deeper understanding, high motivation and involvement among the students.
Title: Olsher, S., Yerushalmy, M., & Shternberg, B. (2016). Automatic tagging of answers to mathematical tasks submitted by students, as foundations for realtime teachers' decision making. In Naftaliev, E. & Adin, N. (Eds.), Proceedings of the 4th Jerusalem conference on research in mathematics education (JCRME4), pp. 2930. Jerusalem, Israel. (In Hebrew). 89 February
Work visit by Dr. Jere Confrey, College of Education North Carolina State University, with Prof. Michal Yerushalmy in University of Haifa. January 3, 2016
Title: Olsher, S. & Hershkowitz, R. (2015). Visual Strategy and Algebraic Expression: Two Sides of the Same Problem?. Teaching and Learning Mathematics: Resources and Obstacles, CIEAEM 67. Aosta, Italy, July 2025
It has been advocated that the search for patterns and their organization in mathematical language is a central component of mathematical thinking. Hershkowitz, Arcavi and Bruckheimer (2001) investigated problem solving processes of a "visualpatternproblem" which start with visual strategies for reorganizing the visual pattern and ended in a formal algebraic expression as a solution. In this study we had decided to use the same problem for investigating also a process in an opposite direction: starting from a given algebraic expression, analyzing it in a way that uncovers the visual strategies which are behind the algebraic components of the given expression.
Meeting with Prof. Benjamin B. Bederson`s student Adil Yalcin, Prof. Michal Yerushalmy and Dr. Shai Olsher. Rich and Scalable Set Exploration using Visualizations. HCIL center, University of Maryland. July 14, 2015
The rise of digital books and open textbooks raises a series of challenges to learning and teaching practices, educational institutions and the norms and laws that govern them. Open textbooks create new opportunities for learning communities to engage in preparing educational materials to enable textbook users to access, use, copy, remix and further adapt the works to their dynamic needs. The rise of eTextbooks further introduces a shift of authority, challenging organizational structures and empowering individuals and participatory communities of teachers and students.
eTexbooks involve a series of choices on critical issues, such as the scope of ownership in a collaborative environment, the appropriate rules of attribution, terms of access and licensing schemes, surveillance of reading, innovation, and free speech. How may authority be managed and quality control secured in open textbooks? How may free access be assured, and at the same time readers' and learners' privacy be protected? How will the shift in authority affect educational institutions, relationships and processes? What are the educational, institutional and legal barriers to adopting eTextbooks in schools and higher education?
This workshop is intended to focus on these questions from an interdisciplinary perspective, exploring the technological changes from a social, educational and legal standpoint. The workshop will bring together experts from academia and government, and practitioners in the field, to discuss policy, norms and educational implications of the rise of eTextbooks.
* This workshop is supported by the ICORE Program of the Planning and Budgeting Committee and The Israel Science Foundation
The workshop included:

Demonstration led by Prof. Benjamin B. Bederson. The Transformation of “Textbooks”  from Paper to Video and Everything Between. Teaching and Learning Transformation Center, University of Maryland.
With constant innovation around course delivery from MOOCs to commercial online course offerings, the distinction between “textbooks” and “courses” continues to decrease. MOOC providers offer features that look more like Learning Management Systems. Publishers sells “textbooks” with simulations, quizzes, video, and grade books. And textbooks are sold with those same kinds of online elements.
 Demonstration led by Prof. Michal Yerushalmy. Learning with Digital Textbooks: On Authoring and Authority.
A textbook is a special type of book that is part of institutionalized schooling, assumed to present accumulation of knowledge and usually used in a particular way. Digital books offer new kinds of participation, flexibility and personalization – properties that are in contrast to the traditionally authoritative structure of the textbook and the passiveness of the reader (the teacher or the student). Current proposed pedagogical changes, especially those directly touching upon teaching and learning from open interactive educational resources seem to be the appropriate ones to support constructivist pedagogies but challenge the accepted and still dominant functions of the textbook and textbook culture. We will review the accepted norms of textbook authority in mathematics classrooms and address the challenges interactive eTextbook post to the foundational ideas of textbooks’ authority.. Three concerns will be in focus; the interactive multimodality, the disappearing of order and the nature of evolving textbooks.
 Demonstration led by Dr. Shai Olsher. Collaborative editing of textbooks.
Collaborative editing of textbooks is not just about opening a google doc and starting to work together. In order to make this kind of communal effort prosper there is a need for some groundwork: Content design issues require a preliminary thorough discussion, norms for resolving conflicts and communicating should be established, and the platform should be well suited technically for the task at hand. So who edits textbooks collaboratively? What difficulties do they encounter? In this presentation we will discuss these issues and also try to elaborate on what a platform needs to have in order to facilitate collaborative textbook editing.
Title: Swidan, O. (2015). A learning trajectory of the accumulation function in an interactive and multiplelinked representational environment, CERME 9, Prague.
Title: Nagari Haddif, G. & Yerushalmy, M. (2015). Digital Interactive Assessment in Mathematics: The Case of Construction Etasks. CERME 9, Prague.
Title: Luz, Y. & Yerushalmy, M. (2015). Eassessment of understanding of geometric proofs using interactive diagrams. CERME 9, Prague.
Title: Workshop led by Osama Swidan, Galit Nagari Haddif, Yael Luz. Pre CERME 9. January 21, 2015; 12:3014:30

