Refereed Journal Articles
Zazkis, R. (2022). Encounters with Love and Math: A belated review of Edward Frenkels Love and Math: The Heart of Hidden Reality. The Mathematics Enthusiast, 20(1), 13-20.
Modabbernia, N., Yan, K., & Zazkis, R. (in press), When algebra is not enough: A dialogue on the composition of even and odd functions. Educational Studies in Mathematics.
Gallagher, K., Bergman, A., & Zazkis, R. (2022). Engagement with Mathematics as catalyst for backward transfer. For the Learning of Mathematics, 42(2), 42-48.
Yan, K., Marmur, O., & Zazkis, R. (2022). Advanced Mathematics for secondary school Teachers: Mathematicians perspective. International Journal of Science and Mathematics Education, 20, 553573.
Bergman, A., Gallagher, K., & Zazkis, R. (2022, online first). Prospective teachers responses to students dialogue on fractions: Attribute substitution and heuristic approaches. Research in Mathematics Education. https://doi.org/10.1080/14794802.2021.2020155
Marmur, O., Moutinho, I., & Zazkis, R. (2022). On the density of in : Imaginary dialogues scripted by undergraduate students. International Journal of Mathematical Education in Science and Technology, 53(6), 1297-1325.
Stenner, R., & Zazkis, R. (2021). The Lesson Play Experience: Professional development of a teacher. Mathematics Teacher Education and Development, 23(4), 74-94.
Marmur, O. & Zazkis, R. (2022). Productive ambiguity in unconventional representations: what the fraction is going on? Journal of Mathematics Teacher Education, 25, (637-665). https://doi.org/10.1007/s10857-021-09510-7
Milner-Bolotin, M., & Zazkis, R. (2021). A study of future physics teachers knowledge for teaching: A case of a decibel sound level scale. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 336365.
Wijeratne, C. & Zazkis, R. (2021, online first). On the classic paradox of infinity and a related function. Teaching Mathematics and Applications.
Marmur, O. & Zazkis, R. (2021). Irrational gap: Sensemaking trajectories of irrational exponents. Educational Studies in Mathematics, 107(1), 25-48.
Yan, K., Marmur, O., & Zazkis, R. (2021, online first). Advanced Mathematics for secondary school Teachers: Mathematicians perspective. International Journal of Science and Mathematics Education.
Yan, K., & Zazkis, R. (2021, online first). Uncovering hidden windmills across contexts. International Journal of Mathematical Education in Science and Technology.
Kontorovich, I., Zazkis, R., Mason, J. (2021). From one kind of numbers to another: The metaphors of expansion and transition. For the Learning of Mathematics, 41(1), 47-49.
Zazkis, R. (2020). Personal, nonlocal, tacit: On mathematical knowledge in teaching. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 647-656.
Marmur, O., Moutinho, I., & Zazkis, R. (2020, online first). On the density of in : Imaginary dialogues scripted by undergraduate students. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2020.1815880
Glen, L. & Zazkis, R. (2020, online first). On linear functions and their graphs: Refining the Cartesian connection. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-020-10113-6
Yan, K., Marmur, O., & Zazkis, R. (2020). Calculus for teachers: Perspectives and considerations of mathematicians. Canadian Journal of Science, Mathematics, and Technology Education, 20(2), 355374.
Marmur, O., Yan, K., & Zazkis, R. (2020). Fraction images: The case of six and a half. Research in Mathematics Education, 22(1), 22-47.
Marmur, O. & Zazkis, R. (2019). On the irrational behavior of the rationals. Mathematics Teaching, 268, 28-33.
Mason, J., & Zazkis, R. (2019). Fooled by rounding. Digital Experiences in Mathematics Education, 5(3), 252-265.
Rouleau, A., Kontorovich, I., & Zazkis, R. (2019). Mathematics teachers first engagement with research articles in mathematics education: Sketches of new praxeologies. Mathematics Teacher Education and Development, 21(2), 42-63.
Moutinho, I., & Zazkis, R. (2019). Do we need to insist on REAL numbers? The Mathematics Enthusiast, 16(3), 597-606.
Zazkis, R., & Marmur, O. (2018). Scripting tasks as a springboard for extending prospective teachers' example spaces: A case of generating functions. Canadian Journal of Science, Mathematics and Technology Education, 18(4), 291-312.
Marmur, O. & Zazkis, R. (2018). Space of fuzziness: Avoidance of deterministic decisions in the case of the inverse function. Educational Studies in Mathematics, 99(3), 261-275.
Zazkis, R., & Rouleau, A. (2018). Order of operations: on convention and met-before acronyms. Educational Studies in Mathematics, 97(2), 143-162.
Leikin, R., Zazkis, R., & Meller. M. (2018). Research mathematicians as teacher educators: Focusing on mathematics for secondary mathematics teachers. Journal of Mathematics Teacher Education, 21(5), 451-473.
Zazkis, R. & Mamolo, A. (2018). From disturbance to task design, or a story of a rectangular lake. Journal of Mathematics Teacher Education, 21(5), 501-516.
Zazkis, R. (2017). Order of operations: On conventions, mnemonics and knowledge-in-Use. For the Learning of Mathematics, 37(3), 18-20.
Kontorovich, I., & Zazkis, R. (2017). Mathematical conventions: Revisiting arbitrary and necessary. For the Learning of Mathematics, 37(1), 2934.
Zazkis, R. (2017). Lesson Play tasks as a creative venture for teachers and teacher educators. (ZDM) Zentralblatt f羹r Didaktic en Mathematik The International Journal on Mathematics Education, 49, 95105.
Zazkis, R. & Kontorovich, I. (2016). A curious case of superscript (-1): Prospective secondary mathematics teachers explain. Journal of Mathematical Behavior. 43, 98-110.
Wijeratne C., & Zazkis, R. (2016). Exploring conceptions of infinity via super tasks: A case of Thomsons lamp and green alien. Journal of Mathematical Behavior, 42, 127-134.
Kontorovich, I., & Zazkis, R. (2016). Turn vs. shape: Teachers cope with incompatible perspectives on angle. Educational Studies in Mathematics, 93(2), 223-243.
Chernoff, E., Mamolo, A, & Zazkis, R. (2016). An investigation of the representativeness heuristic: the case of a multiple choice exam. . Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 1009-1031.
Zazkis, D. & Zazkis, R. (2016). Prospective teachers conceptions of proof comprehension: Revisiting a proof of the Pythagorean theorem. International Journal of Mathematics and Science Education, 14, (777-803).
Wijeratne, C. & Zazkis, R. (2015). On Painters paradox: Contextual and mathematical approaches to infinity. International Journal of Research in Undergraduate Mathematics Education, 1(2), 163186.
Zazkis, R. & Truman, J. (2015). From trigonometry to number theory and back: Extending LCM to rational numbers. Digital Experiences in Mathematics Education, 1, 7986.
Kontorovich, I., & Zazkis, R. (2015). Development of researcher knowledge in mathematics education: Towards a confluence framework. International Journal of Social, Behavioral, Educational, Economic and Management Engineering, 9(5), 12951300.
Jakody, G. & Zazkis, R. (2015). Continuous problem of function continuity. For the Learning of Mathematics, 35(1) 814.
Zazkis, R. & Nejad, M.J. (2014). What Students need: Exploring teachers views via imagined role-playing. Teacher Education Quarterly, 41(3), 6786.
Zazkis, R & Wijeratne, C. (2015). Two Boys problem revisited, or, What has Tuesday got to do with it?" Mathematics Teaching.
Zazkis, R. & Koichu, B. (2015). A fictional dialogue on infinitude of primes: Introducing virtual duoethnography. Educational Studies in Mathematics, 88(2), 163181.
Wijeratne C., Mamolo, A., & Zazkis, R. (2014). . International Journal of Mathematical Education in Science and Technology, 45(6), 904911.
Zazkis, R. & Zazkis, D. (2014). . Research in Mathematics Education, 16(1), 5470.
Zazkis, R & Sinclair, N. (2013). . International Journal for Mathematics Teaching and Learning.
Koichu, B. & Zazkis, R. (2013). Decoding a proof of Fermats Little Theorem via script writing. Journal of Mathematical Behavior, 32 (364376).
Zazkis, R., Sinitsky, I., & Leikin. R. (2013). Derivative of area equals perimeter coincidence or rule? Revisiting and exploring a familiar relationship. Mathematics Teacher, 106(9), 686693.
Zazkis, R. & Zazkis, D. (2013). Was Polya Japanese? Review of Mathematical thinking: how to develop it in the classroom by Masami Isoda and Shigeo Katagiri. Research in Mathematics Education, 15(1), 8995.
Rowland, T. & Zazkis, R. (2013). Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 137153.
Mamolo, A. & Zazkis, R. (2012). Stuck on convention: A story of derivative-relationship. Educational Studies in Mathematics, 81(2), 161167.
Zazkis, R. & Mamolo, A. (2012). Continuing conversations towards the horizon. For the Learning of Mathematics, 32(1).
Leikin, R. & Zazkis, R. (2012). On the connections between general education theories and theories in mathematics education. Review of B. Sriraman and L. English (2010), Theories of Mathematics Education: Seeking New Frontiers. Journal for Research in Mathematics Education, 43(2), 223232.
Zazkis, R., Leikin, R., & Chavoshi Jolfaee, S. (2011). Contributions to teaching of Mathematics for Elementary Teachers courses: Prospective teachers views and examples. Mathematics Teacher Education and Development, 13(2).
Sinitsky, I., Leikin. R. & Zazkis, R. (2011). Odd + Odd = Odd, is it possible? Exploring odd and even functions. Mathematics teaching, 225, 3034.
Sinclair, N., Watson, A., Zazkis, R. & Mason, J. (2011). Structuring of personal example spaces. Journal of Mathematical Behavior, 30(4), 291303.
Zazkis, R. & Mamolo, A. (2011). Reconceptualising knowledge at the mathematical horizon. For the Learning of Mathematics, 31(2), 813.
Zazkis, R. & Zazkis, D. (2011). The significance of mathematical knowledge in teaching elementary methods courses: Perspectives of mathematics teacher educators. Educational Studies in Mathematics, 76(3), 247263.
Chernoff, E. & Zazkis. R. (2011). From personal to conventional probabilities: from sample set to sample space. Educational Studies in Mathematics, 77(1), 1533.
Zazkis, R. & Leikin, R. (2010). Advanced mathematical knowledge in teaching practice: Perceptions of secondary mathematics teachers. Mathematical Thinking and Learning, 12(4), 263281.
Zazkis, R & Sirotic, N. (2010). Representing and defining irrational numbers: Exposing the missing link. Research in Collegiate Mathematics Education, 7, 127.
Leikin, R. & Zazkis, R. (2010). On the content-dependence of prospective teachers knowledge: A case of exemplifying definitions. International Journal of Mathematical Education in Science and Technology, 41(4), 451466.
Zazkis, R. & Mamolo, A. (2009). Sean vs. Cantor: Using mathematical knowledge in experience of disturbance. For the Learning of Mathematics, 29(3), 5356.
Zazkis, R., Liljedahl, P. & Sinclair, N. (2009). Lesson Plays: Planning teaching vs. teaching planning. For the Learning of Mathematics, 29(1), 4047.
Zazkis, R. (2009). Number Theory in mathematics education: Queen and Servant. Mediterranean Journal of Mathematics Education, 8(1).
Mamolo, A. & Zazkis, R. (2008). Paradoxes as a window to infinity. Research in Mathematics Education, 10(2), 167182.
Zazkis, R., & Leikin, R. (2008). Exemplifying definitions: A case of a square. Educational Studies in Mathematics, 69(2), 131148.
Zazkis, R., Liljedahl, P. & Chernoff, E. (2008). The role of examples on forming and refuting generalizations. Zentralblatt f羹r Didaktic der Mathematik The International Journal on Mathematics Education, 40(1), 131141.
Zazkis, R. & Chernoff, E. (2008). What makes a counterexample exemplary? Educational Studies in Mathematics, 68(3), 195208.
Zazkis, R. (2008). School mathematics and Disciplinary mathematics: Looking for a possible intersection. Response to Anne Watson. For the Learning of Mathematics, 28(3), 8-9.
Liljedahl, P., Chernoff. E., & Zazkis, R. (2007). Interweaving mathematics and pedagogy in task design: A tale of one task. Journal of Mathematics Teacher Education. 10(4-6), 239249.
Zazkis, R. & Leikin, R. (2007). Generating examples: From pedagogical tool to a research tool. For the Learning of Mathematics, 27(2), 1521.
Sirotic, N. & Zazkis, R. (2007). Irrational numbers on a number line Where are they? International Journal of Mathematical Education in Science and Technology, 38(4), 477488.
Sirotic, N. & Zazkis, R. (2007). Irrational numbers: The gap between formal and intuitive knowledge. Educational Studies in Mathematics, 65(1), 49-76.
Sinclair, N., Liljedahl, P. & Zazkis, R. (2006). A coloured window on preservice teachers conceptions of rational numbers. International Journal of Computers for Mathematical Learning, 11(2), 177203.
Liljedahl, P., Sinclair, N. & Zazkis, R. (2006). Number concepts with Number Worlds: Thickening understandings. International Journal of Mathematical Education in Science and Technology, 37(3), 253275.
Zazkis, R., Sinclair, N., Liljedahl, P. (2006). Conjecturing in a computer microworld: Zooming out and zooming in. Focus on Learning Problems in Mathematics, 28(2), 119.
Hazzan, O., & Zazkis, R. (2005). Reducing abstraction: The case of school mathematics. Educational Studies in Mathematics, 58(1), 101119.
Zazkis, R. (2005). Representing numbers: Prime and irrational. International Journal of Mathematical Education in Science and Technology, 36(23), 207218.
Zazkis, R. & Liljedahl, P. (2004). Understanding primes: The role of representation. Journal for Research in Mathematics Education, 35(3), 164186.
Sinclair, N., Zazkis, R. & Liljedahl, P. (2004). Number Worlds: Visual and experimental access to number theory concepts. International Journal of Computers in Mathematical Learning, 8(3), 235263.
Zazkis, R., Liljedahl, P. & Gadowsky, K. (2003). Students conceptions of function translation: Obstacles, intuitions and rerouting. Journal of Mathematical Behavior, 22, 437450.
Hazzan. O. & Zazkis. R. (2003). Mimicry of proofs with computers: The case of Linear Algebra. Intenational Journal of Mathematics Education in Science and Technology 34(3), 385402.
Zazkis, R. & Liljedahl, P. (2002). Generalization of patterns: The tension between algebraic thinking and algebraic notation. Educational Studies in Mathematics, 49. 379402.
Zazkis, R. & Liljedahl, P. (2002). Arithmetic sequence as a bridge among conceptual fields. Canadian Journal of Science, Mathematics and Technology Education, 2(1). 91118.
Zazkis, R. & Levy, B. (2001) Truth value of mathematical statements: Can fuzzy logic illustrate students decision making? Focus on Learning Problems in Mathematics, 23(4), 126.
Moor, J. & Zazkis, R. (2000). Learning mathematics in a virtual classroom: Reflection on experiment. Journal of Computers in Mathematics and Science Teaching, 19(2), 89114.
Zazkis, R. (2000). Using Code-switching as a tool for learning mathematical language. For the Learning of Mathematics, 20(3), 3843.
Zazkis, R. (2000). Factors, divisors and multiples: Exploring the web of students connections. Research in Collegiate Mathematics Education, 4, 210238.
Zazkis, R. (1999). Intuitive rules in number theory: Example of the more of A, the more of B rule implementation. Educational Studies in Mathematics, 40(2), 197209.
Zazkis, R. (1999). Divisibility: A problem solving approach through generalizing and specializing. Humanistic Mathematics Network Journal, 21, 3438.
Zazkis, R. (1999). Challenging basic assumptions: Mathematical experiences for preservice teachers. International Journal of Mathematics Education in Science and Technology, 30(5), 631650.
Hazzan, O. & Zazkis, R. (1999). A perspective on give an example tasks as opportunities to construct links among mathematical concepts. Focus on Learning Problems in Mathematics, 21(4), 114.
Zazkis, R. & Hazzan, O. (1998). Interviewing in mathematics education research: Choosing the questions. Journal of Mathematical Behavior, 17(4), 429239.
Zazkis, R. (1998). Divisors and quotients: Acknowledging polysemy. For the Learning of Mathematics, 18(3), 2730.
Zazkis, R. (1998). Odds and ends of odds and evens: An inquiry into students understanding of even and odd numbers. Educational Studies in Mathematics, 36(1), 7389.
Zazkis, R. & Gunn, C. (1997). Sets, subsets and the empty set: Students constructions and mathematical conventions. Journal of Computers in Mathematics and Science Teaching, 16(1), 133169.
Dubinsky, E., Leron, U., Dautermann, J., & Zazkis, R. (1997). A Reaction to Burns What are the Fundamental Concepts of Group Theory? Educational Studies in Mathematics, 34(3), 249253.
Zazkis, R. & Campbell. S. R. (1996). Prime decomposition: Understanding uniqueness. Journal of Mathematical Behavior, 15(2), 207218.
Zazkis, R. & Campbell. S. R. (1996). Divisibility and Multiplicative Structure of Natural Numbers: Preservice teachers understanding. Journal for Research in Mathematics Education, 27(5), 540563.
Zazkis, R., Dubinsky, E., & Dautermann, J. (1996). Coordinating visual and analytic strategies: A study of students understanding of the group D4. Journal for Research in Mathematics Education, 27(4), 435457.
Zazkis, R. & Dubinsky, E. (1996). Dihedral groups: A tale of two interpretations. Research in Collegiate Mathematics Education, 2, 6182.
Leron, U., Hazzan, O., & Zazkis, R. (1995). Students conceptions and misconceptions of group isomorphism. Educational Studies in Mathematics, 29(2), 153174.
Zazkis, R. (1995). Fuzzy thinking on non-fuzzy situations: Understanding students perspective. For the Learning of Mathematics, 15(3), 3942.
Dubinsky, E., Leron, U., Dautermann, J., & Zazkis, R. (1994). On learning fundamental concepts of group theory. Educational Studies in Mathematics, 27(3), 267305.
Zazkis, R. & Khoury, H. (1994). To the right of the decimal point: Preservice teachers concepts of place value and multidigit structures. Research in Collegiate Mathematics Education, 1, 195224.
Khoury, H. & Zazkis, R. (1994). On fractions and non-standard representations. Educational Studies in Mathematics, 27(2), 191204.
Edwards, L. & Zazkis, R. (1993). Transformation geometry: Naive ideas and formal embodiments. Journal of Computers in Mathematics and Science Teaching, 12(2), 121145.
Zazkis, R. & Whitkanack, D.(1993). Non-decimals: Fractions in bases other than ten. International Journal of Mathematics Education in Science and Technology, 24(1), 7783.
Zazkis, R. & Khoury, H. (1993). Place value and rational number representations: Problem solving in the unfamiliar domain of non-decimals. Focus on Learning Problems in Mathematics, 15(1), 3851.
Zazkis, R. (1992). Theorem-out-of-action: Formal vs. naive knowledge in solving a graphic programming problem. Journal of Mathematical Behavior, 11(2), 179192.
Zazkis, R. & Leron, U. (1991). Capturing congruence with a turtle. Educational Studies in Mathematics, 22, 285295.
Zazkis, R. & Leron, U. (1990). Implementing powerful ideas the case of RUN. The Computing Teacher, 17(6), 4043. Reprinted (1989) in SIGCS Newsletter, 3(4), 912.
Leron, U. & Zazkis, R. (1989). Functions and variables a case study of learning mathematics through Logo programming. Mathematics and Computer Education Journal, 23(1), 186192.
Leron, U. & Zazkis, R. (1986). Mathematical induction and computational recursion. For the Learning of Mathematics, 6(2), 2528.