Publications

2025-2026

Ayalon, M., & Nama, S. (2025). Mathematics teachers’ noticing of argumentation within small groups. ZDM Mathematics Education (2025). https://doi.org/10.1007/s11858-025-01741-9

Ayalon, M., & Nama, S. (2025). Mathematics teachers’ noticing of critical events associated with argumentation. Journal of Mathematics Teacher Education, 1–28.

Ayalon, M., Wilkie, K., & Sweid, R. (2025). Investigating students’ arguments with real-life functional situations throughout a sequence of collaborative activities. Eurasia Journal of Mathematics, Science and Technology Education, 20(11), em2526.

Berger-Baraban, R., Ayalon, M., & Biton, Y. (2025). Data-based instruction in mathematics among teachers using an adaptive learning environment. Eurasia Journal of Mathematics, Science and Technology Education, 21(1).

Hayeen-Halloun, M., & Ayalon, M. (2025). Novice mathematics teacher educators’ noticing of mathematical and pedagogical thinking of pre-service mathematics teachers: an emerging model. Journal of Mathematics Teacher Education, 28, 369-397.28

Nama, S., & Ayalon, M. (2025). Enhancing secondary-school mathematics teachers' ability to notice argumentation through an Argumentation Classroom Situations-based course. Humanities and Social Sciences Communications., pages 369–397 

2023-2024

Ayalon, M. (2024). Noticing of argumentation: a framework for developing and investigating teachers’ proficiency in promoting argumentation in the mathematics classroom. Teaching and Teacher Education, 148, 104683.

Rotem, S., & Ayalon, M. (2024). Constructing coherency levels between pre-service mathematics teachers’ noticing skills: shedding some lights on possible connections. Journal of Mathematics Teacher Education, 27(4), 579–605.

Nama, S., Hayeen-Halloun, M., & Ayalon, M. (2023). Noticing of argumentation: Exploring differences and similarities between mathematics pre-service and in-service secondary teachers. Journal of Mathematical Behavior, 72, 101098.

Wilkie, K., Ayalon, M., & Zoabe, S. (2023). Exploring ways to engage disaffected mathematics students through formative assessment processes with rich tasks. Teaching and Teacher Education, 132, 104256.

Nama, S., & Ayalon, M. (2023). Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies. Journal of Mathematics Teacher Education, 27, 915–960.

Wilkie, K., Ayalon, M., & Hajjar, K. (2023). Learning to argue while arguing to learn: Students’ emotional experiences during argumentation for graphing real-life functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2312.

Ayalon, M., & Nama, S. (2023). Secondary mathematics teachers’ envisioning of potential argumentation situations in the classroom. Research in Mathematics Education, 26(1), 193–214.

Rotem, S., & Ayalon, M. (2023). Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers. Teaching and Teacher Education, 121, 103932.

2021-2022

Weissman, S., Ayalon, M., & Leikin, R. (2022). Unravelling mathematics tutor’s conceptions of teaching in virtual mathematics school using a goal-action model. International Journal of Science and Mathematics Education, 21(5), 1521–1543.

Ayalon, M., & Rubel, L. H. (2022). Teacher considerations about selecting and sequencing mathematical ideas for a whole-class discussion. Journal of Mathematical Behavior, 66, 100958.

Rotem, S., & Ayalon, M. (2022). Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions. Journal of Mathematical Behavior, 66, 100947.

Rubel, L. H., Ayalon, M., & Shahbhari, J. A. (2022). Sequencing & selecting solutions towards a whole-class discussion: Who is invited to present which solution? Mathematical Thinking and Learning, 26(2), 185–207.

Ayalon, M., Wilkie, K., & Hajjar, K. (2022). Relating students’ emotions during argumentative discourse to their learning of real-life functional situations. Educational Studies in Mathematics, 110, 23–48.

Rotem, S., & Ayalon, M. (2021). Exploring Israeli high-school graduates' explanations for the spread of the Coronavirus. Educational Studies in Mathematics, 108, 161-181.

2019-2020

Ayalon, M., Nafaliev, E., Levenson, E., & Levi, S. (2020). Prospective and in-service mathematics teachers' attention to a rich task while planning its implementation in the classroom. International Journal of Science and Mathematics Education, 19, 1695–1716.

Ayalon, M., & Wilkie, K. (2020). Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment. Journal of Mathematics Teacher Education, 24, 399–426.

Ayalon, M., & Wilkie, K. (2020). Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task. Teaching and Teacher Education, 89.

Ayalon, M., & Wilkie, K. (2020). Students’ identification and expression of variables in linear functions tasks in three curriculum contexts. Mathematical Thinking and Learning, 22, 1–22.

Ayalon, M., & Wilkie, K. (2019). Exploring secondary students’ conceptualization of functions in three different curriculum contexts. Journal of Mathematical Behavior, 100718.

2017-2018

Ayalon, M. (2019). Exploring change in teachers' attention to potential teaching situations of argumentation. Teaching and Teacher Education, 85, 190–203.

Wilkie, K., & Ayalon, M. (2018). Investigating Years 7 to 12 Students’ application of Rate of Change Concepts across different Linear Contexts and Representations. Mathematics Education Research Journal, 30(4), 499–523.

Ayalon, M., & Hershkowitz, R. (2018). Mathematics teachers' attention to potential classroom situations of argumentation. Journal of Mathematical Behavior, 49, 163–173.

Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97, 255–272.

Ayalon, M., Watson, A., & Lerman, S. (2017). Students' conceptualizations of function. Research in Mathematics Education, 19, 1–19.

Evans, S., & Ayalon, M. (2016). Can designed student responses support teachers to interact with students in a productive way? Educational Designer, 3(9).

2015-2016

Ayalon, M., Watson, A., & Lerman, S. (2016). Reasoning about variables in 11 to 18 Year Olds: Informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal, 287, 379–404.

Ayalon, M., Watson, A., & Lerman, S. (2016). Progression towards functions: identifying variables and relations between them. International Journal of Science and Mathematics Education, 14, 1153–1173.

Ayalon, M., & Even, R. (2016). Factors shaping students’ opportunities to engage in classroom argumentative activity. International Journal of Science and Mathematics Education, 14, 575–601.

Ayalon, M., Watson, A., & Lerman, S. (2015). Functions represented as sequential data: relationships between presentation and student responses. Educational Studies in Mathematics, 3, 321–339.

Ayalon, M., & Even, R. (2015). Students’ opportunities to engage in transformational algebraic activity in different beginning algebra topics and classes. International Journal of Science and Mathematics Education, 13(2), 285–307.

Ayalon, M., Lerman, S., & Watson, A. (2014). Graph-matching situations: Some insights from cross years’ survey in the UK. Research in Mathematics Education, 16(1), 73–74.

2008-2010

Ayalon, M., & Even, R. (2010). Mathematics educators' views of mathematics learning and the development of deductive reasoning. International Journal of Science and Mathematics Education, 8, 1131–1154.

Ayalon, M., & Even, R. (2008). Deductive reasoning: In the eye of the beholder. Educational Studies in Mathematics, 69(3), 235–247.

Ayalon, M. (2006). Thinking about logic. For the Learning of Mathematics, 26(2), 28.