
The current research & development of the VisualMath algebra & function textbook focus on the crucial aspects of support that teachers should get while they gradually become the responsible sustained authority for producing textbooks. For that to happen we started by redeveloping the interactive book that was originally developed by Web1 tools so it could be the basis for integrative and evolving beyond being interactive. Here are our working definitions: 1 the interactive etextbook is based upon a set of learning objects: tasks and interactives (diagrams and tools) that can be linked and combined; the tasks are based on interactives that are an integral part of the textbook (rather than being ‘addson tools’) and the textbook functions only as etextbook. 2 the integrative etextbook refers to an 'addson' type model where often a digital version of a (traditional) textbook is connected to other learning objects that traditionally were not assumed to be part of textbooks such as learning management, course management, authoring tools to add or edit activities (by teachers), etc. 3 the evolving etextbook refers to digital textbook which is permanently developing by input of practicing teachers’ developers or even students.
Chazan, D. & Yerushalmy, M.(2014). The Future of Mathematics Textbooks: Ramifications of Technological Change. In Stocchetti, M. (ed.), Media and Education in the Digital AgeConcepts, Assessments, Subversions, 6376.
Yerushalmy, M., (2014) Challenges to the authoritarian roles of textbooks, In Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT2014), Jones, Keith, Bokhove, Christian, Howson, Geoffrey and Fan, Lianghuo (eds.)Southampton, GB, University of Southampton, pp 1320.
Yerushalmy M., (2013), Learning mathematics with digital textbooks: challenging authoring and authority, in Proceedings of the 11th International Conference on Technology in Mathematics Teaching ICTMT11, Faggiano E. & Mondone A. (Eds), ISBN 9788866290001, Bari, Italy, University of Bari, pp. 38 – 43. Click to read the PDF file


Learning Calculus with Interactive and Dynamic Tools
The project is interesting in learning and understanding core ideas of calculus when it learn with multi representational and dynamic tools among high school students. Our research agenda cover three different aspects: first, the students' learning ( as objectification) and conceptualizing the integral concept graphically. Second, the role of the design of the multi representational and dynamic tools in the learning processes and its role in conceptualizing calculus ideas. Third, curriculum design of calculus core idea units to be learn among high school students.


Sensory Learning. Integrating knowledge of learning with haptic technology with newly developed sensory software that offers children ways to explore the mathematics embedded in their motion.
Botzer, G. & Yerushalmy, M. (2008) Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion Graphs. The International Journal for Computers in Mathematical learning. 13.
Botzer, G. & Yerushalmy, M. (2006) Interpreting motion graphs through metaphorical projection of embodied experience. International Journal forTechnology in Mathematics Education. 13(3).
Yerushalmy, M., Shternberg, B. (2006) Epistemological and cognitive aspects of time: A tool perspective. Journal for Research in MathematicsEducation Monograph 13.
Shternberg, B., Yerushalmy, M. (2003) Models of functions and models of situations: On design of a modeling based learning environment In H. M. Doerr & R. Lesh (Eds.) Beyond constructivism: A model and modeling perspective on teaching, learning, and problem solving in mathematics education. pp. 479500. Mahwah, NJ: Lawrence Erlbaum.
