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Harel, G., Behr, M., Post, T., & Lesh, R.
(2019)
**The blocks task; comparative analyses with other proportion tasks, and qualitative reasoning skills among 7th grade children in solving the task**
*Cognition and Instruction*,
*9*,
pp. 45 - 96

Harel, G.
(2019)
**Students’ proof schemes revisited: Historical and epistemological considerations**
*P. Boero (Ed.), Theorems in School, Kluwer*,

Harel, G., & Fuller, E.
(2019)
**Reid, D.A. and Knipping, C.: Proof in mathematics education: Research, learning, and teaching**
*ZDM Mathematics Education*,
*45*,
pp. 497 - 499

Harel, G.
(2014)
Common Core State Standards for Geometry: An Alternative Approach
*Notices of the AMS*,
pp. 24-35

Watson, A., & Harel, G.
(2013)
**The role of teachers’ knowledge of functions in their teaching: A conceptual approach with illustrations from two Cases**
*Canadian Journal of Science, Mathematics, and Technology Education*,
*13 (2)*,
pp. 154–168

Harel, G.
(2013)
**The Kaputian program and its relation to DNR-based instruction: A common commitment to the developmnent of mathematics with meaning**
*The SimCalc Vision and Contribution*,
*(Fried, M., & Dreyfus, T., Eds.), Springer*,
pp. 438 - 448

Harel, G.
(2013)
**Intellectual Need**
*Vital Direction for Mathematics Education Research*,
*Leatham, K. Ed., Springer*,

Harel, G.
(2013)
**DNR-based curricula: The case of complex numbers**
*Journal of Humanistic Mathematics*,
*3 (2)*,
pp. 2-61

Harel, G.
(2013)
**Classroom-based interventions in mathematics education: Relevance, significance, and applicability**
*ZDM Mathematics Education*,
*45*,
pp. 483 - 489

Koichu, B., Harel, G., & Manaster, A.
(2012)
**Ways of thinking associated with mathematics teachers’ problem posing in the context of division of fractions**
*Notices of the AMS*,
*Instructional Science, 40, 4*,

Harel, G.
(2012)
**Deductive reasoning in mathematics education**
*Encyclopedia of Mathematics Education*,
*Springer*,

Harel, G., & Wilson, S.
(2011)
The state of high school textbooks
*Notices of the AMS*,
*58*,
pp. 823 - 826

Fuller, E., Rabin, J., & Harel, G.
(2011)
**Intellectual need and problem-free activity in the classroom**
*International Journal for Studies in Mathematics Education*,
*4 (1)*,
pp. 80 - 114

Harel, G., & Rabin, J.
(2010)
**Teaching practices that can promote the authoritative proof scheme**
*Canadian Journal of Science, Mathematics and Technology Education*,
*10*,
pp. 139 - 159

Harel, G., & Rabin, J.
(2010)
**Teaching practices associated with the authoritative proof scheme**
*Journal for Research in Mathematics Education*,
*41*,
pp. 14 - 19

Harel, G.
(2010)
**DNR-Based Instruction in Mathematics as a Conceptual Framework**
*Theories of Mathematics Education*,
*Barath, S., & English, L., Eds., Springer*,
pp. 343 - 367

Harel, G.
(2010)
**Commentary on the Theoretical, conceptual, and philosophical foundations for research in mathematics education**
*In Theories of Mathematics Education*,
*Barath, S., & English, L., Eds., Springer*,
pp. 87 - 94.

Harel, G., & Koichu, B.
(2010)
**An operational definition of learning**
*Journal of Mathematical Behavior*,
*29, 3*,
pp. 115 - 124

Harel, G. & Fuller, E.
(2009)
**Current contributions toward comprehensive perspectives on the learning and teaching of proof.*Teaching and Learning Proof Across the Grades: A K-16 Perspective**
*Routledge / Taylor & Francis*,
pp. 275 - 289

Harel, G. & Sowder, L.
(2009)
**College instructors’ views of students vis-a-vi proof**
*Teaching and Learning Proof Across the Grades: A K-16 Perspective*,
*Routledge/Taylor & Francis*,
pp. 275 - 289.

Harel, G.
(2008)
What is mathematics? A pedagogical answer to a philosophical question
*B. Gold & R. Simons (Eds., Proof and other dilemmas: Mathematics and philosophy*,
*Washington, DC: Mathematical Association of America*,
pp. 265 - 290

Harel, G., & Brown, S.
(2008)
**Mathematical Induction: Cognitive and Instructional Considerations.**
*M. Carlson, & C. Rasmussen (Eds.), Making the Connection: Research and Practice in Undergraduate Mathematics, Mathematical American Association*,
*11*,
pp. 111 - 123

Harel, G.
(2008)
**Maintaining the mathematical integrity of school curricula: The challenge**
*For the Learning of Mathematics*,
*28, 10*,

Harel, G.
(2008)
DNR Perspective on Mathematics Curriculum and Instruction, Part II
*ZDM—The International Journal on Mathematics Education*,
pp. 487 - 500

Harel, G., Fuller, E., & Rabin, J.
(2008)
Attention to meaning by algebra teachers
*Journal of Mathematical Behavior*,
*27*,
pp. 116 - 127

Koichu, B. & Harel, G.
(2007)
Triadic interaction in clinical task-based interviews with mathematics teachers
*Educational Studies in Mathematics*,
*65 (3)*,
pp. 349 - 365

Harel, G., & Sowder, L
(2007)
Toward a comprehensive perspective on proof
*Notices of the AMS*,
*F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning, National Council of Teachers of Mathematics*,

Harel, G.
(2007)
The DNR System as a Conceptual Framework for Curriculum Development and Instruction
*R. Lesh, J. Kaput, E. Hamilton (Eds.), Foundations for the Future in Mathematics Education, Erlbaum*,

Hitt, F., Harel, G., & Selden, A.
(2006)
**Preface**
*Research in Collegiate Mathematics Education*,
*6*,

Harel, G.
(2006)
Mathematics Education Research, Its Nature, and Its Purpose: A Discussion of Lester’s Paper
*Zentralblatt fuer Didaktik der Mathematik*,
*38*,
pp. 58 - 62

Harel, G., & Sowder, L.
(2005)
Advanced Mathematical-Thinking at Any Age: Its Nature and Its Development
*Mathematical Thinking and Learning*,
*7*,
pp. 27 - 50

Harel, G.
(2004)
**A Perspective on “Concept Image and Concept Definition in Mathematics with Particular Reference to Limits and Continuity**
*T. Carpenter, J. Dossey, & L. Koehler (Eds.), Classics in Mathematics Education Research*,
*98*,

Lesh, R., & Harel, G.
(2003)
**Problem solving, modeling, and local conceptual development**
*International Journal of Mathematics Thinking and Learning*,
*5*,
pp. 157 - 189

Harel, G., & Rabin, J.
(2003)
**Polygons whose vertex triangles have equal area**
*The American Mathematical Monthly*,
*110*,
pp. 606 – 610

Harel, G., & Lesh, R.
(2003)
**Local conceptual development of proof schemes in a cooperative learning setting**
*R. Lesh & H. M. Doerr (Eds.). Beyond constructivism: A models and modeling perspective on mathematics teaching, learning, and problem solving. Mahwah , NJ : Lawrence Erlbaum Associates*,
pp. 359 - 382

Sowder, L., & Harel, G.
(2003)
Case Studies of Mathematics Majors’ Proof Understanding, Production, and Appreciation
*Canadian Journal of Science, Mathematics and Technology Education*,
*3*,
pp. 251 - 267

Harel, G.
(2001)
The Development of Mathematical Induction as a Proof Scheme: A Model for DNR-Based Instruction
*S. Campbell & R. Zaskis (Eds.). Learning and Teaching Number Theory. In C. Maher (Ed.). Journal of Mathematical Behavior. New Jersey, Ablex Publishing Corporation*,
pp. 185 - 212

Harel, G.
(2000)
**Three principles of learning and teaching mathematics: Particular reference to linear algebra—Old and new observations**
*In Jean-Luc Dorier (Ed.), On the Teaching of Linear Algebra, Kluwer Academic Publishers*,
pp. 177 - 190

Harel, G.
(1999)
Students’ understanding of proofs: a historical analysis and implications for the teaching of geometry and linear algebra
*Linear Algebra and Its Applications*,
pp. 302 - 303, 601 - 613

Sowder, L., & Harel, G.
(1998)
**Types of students’ justifications**
*Mathematics Teacher*,
*91*,
pp. 670 - 675

Harel, G.
(1998)
Two Dual Assertions: The First on Learning and the Second on Teaching (Or Vice Versa)
*The American Mathematical Monthly*,
*105*,
pp. 497 - 507

Greer, B., & Harel, G.
(1998)
The role of analogy in the learning of mathematics
*Journal of Mathematical Behavior*,
*17*,
pp. 5 - 24

Harel, G., & Sowder, L.
(1998)
Students’ proof schemes
*Research on Collegiate Mathematics Education*,
*Vol. III. In E. Dubinsky, A. Schoenfeld, & J. Kaput (Eds.), AMS*,
pp. 234 - 283

Hoz, R., Harel, G., & Tedeski, J.
(1997)
**The role of structural and semantic factors in the solution of algebra speed problems**
*International Journal for Mathematics Education in Science and Technology*,
*28*,
pp. 397 - 409

Harel, G.
(1997)
The linear algebra curriculum study group recommendations: Moving beyond concept definition
*Notices of the AMS*,
*Carlson D., Johnson, C, Lay, D., Porter, D., Watkins, A, & Watkins, W. (Eds.). Resources for Teaching Linear Algebra,. MAA Notes, 42*,
pp. 107 - 126

Behr, M., Khoury, H., Harel, G., Post, T., & Lesh, R.
(1997)
Conceptual units analysis of preservice elementary school teachers’ strategies on a rational-number-as-operator task
*Journal for Research in Mathematics Education*,
*28*,
pp. 48 - 69

Harel, G.
(1997)
** Three Principles of Learning and Teaching, With Particular Reference to the Learning and Teaching of Linear Algebra**
*Jean-Luc Dorier (Ed.), Recherches en Didactique des Mathematiques, La Pensee sauvage*,

Harel, G., Behr, M.
(1995)
**Teachers’ solutions for multiplicative problems**
*Hiroshima Journal for Research in Mathematics Education*,
pp. 31 - 51

Harel, G.
(1995)
From naive interpretist to operation conserver
*J. Sowder & B. Schappelle (Eds.). Providing a Foundation for Teaching Mathematics in the Middle, New York : SUNY Press*,
pp. 143 - 165

Harel, G., Behr, M., Lesh, R., & Post, T.
(1994)
Invariance of ratio: The case of children’s anticipatory scheme of constancy of taste
*Journal for Research in Mathematics Education*,
*25*,
pp. 324 - 345

Behr, M., Harel, G., Post, T., & Lesh, R.
(1994)
**Units of quantity: A conceptual basis common to additive and multiplicative structures**
*G. Harel and J. Confrey (Eds.). The Development of Multiplicative Reasoning in the Learning of Mathematics. Albany , New York : SUNY Press*,
pp. 123 - 180

Harel, G., Behr, M., Post, T., & Lesh, R.
(1994)
The impact of the number type on the solution of multiplication and division problems: Further considerations
*G. Harel and J. Confrey (Ed).*The Development of Multiplicative Reasoning in the Learning of Mathematics*. Albany , New York : SUNY Press*,
pp. 363 - 384

Harel, G.
(1993)
**On teacher education programs in mathematics, International**
*Journal for Mathematics Education in Science and Technology*,
*25*,
pp. 113-119

Dubinsky, E., & Harel, G.
(1992)
**The process conception of function. In G. Harel & E. Dubinsky.**
*The Concept of Function: Aspects of epistemology and pedagogy*,
*MAA Notes, No. 28*,
pp. 85-106

Harel, G., & Behr, M.
(1992)
The blocks task on proportionality: Expert solution models
*Journal of Structural Learning*,
*11*,
pp. 173 - 188

Behr, M., Harel, G., Post, T., & Lesh, R.
(1992)
**Rational numbers: An integration of research. In T. Carpenter, L. Fennema, & T. Romberg (Eds.)**
*Learning, Teaching, and Assessing Rational Number Concepts: Multiple Research Perspectives*,
*Hillsdale , New Jersey : Erlbaum*,
pp. 13 - 48

Behr, M., Harel, G., Post, T, & Lesh, R.
(1992)
**Rational number, ratio, and proportion. In D. Grouws (Ed.)**
*Handbook for Research on Mathematics Teaching and Learning*,
*New York : Macmillan*,
pp. 296 - 333

Post, T., Cramer, K., Lesh, R., Behr, M., & Harel, G.
(1992)
**Curriculum implications. In T. Carpenter, L. Fennema, & T. Romberg (Eds.)**
*Learning, Teaching, and Assessing Rational Number Concepts: Multiple Research Perspectives*,
*Hillsdale , New Jersey : Erlbaum*,
pp. 327 - 362

Harel, G., & Tall, D.
(1991)
The general, the abstract, and the generic
*For the Learning of Mathematics*,
*11*,
pp. 38 - 42

Harel, G., & Kaput, J.
(1991)
The role of conceptual entities in building advanced mathematical concepts and their symbols. In D. Tall (Ed)
*Advanced Mathematical Thinking*,
*Kluwer Academic Publishers*,
pp. 82 - 94

Post, T., Harel, G., Behr, M. & Lesh, R.
(1991)
**Intermediate teachers’ knowledge of rational number concepts. In E. Fennema , T. P. Carpenter, and S. J. Lamon (Eds.)**
*Integrating Research on Teaching and Learning Mathematics*,
*Albany , New York : SUNY Press*,
pp. 177 - 198

Harel, G., & Behr, M.
(1991)
Ed’s Strategy for solving division problems
*Arithmetic Teacher*,
*39*,
pp. 38 - 40

Behr, M., & Harel, G.
(1990)
**Students’ errors, misconception, and cognitive conflict in application of procedures**
*Focus on Learning Problems in Mathematics*,
*12*,
pp. 75 - 84

Harel, G.
(1990)
**Using geometric models and vector arithmetic to teach high-school students basic notions in linear algebra**
*International Journal for Mathematics Education in Science and Technology*,
*21*,
pp. 387 - 392

Harel, G., & Hoz, R.
(1990)
**The structure of speed problems and its relation to problem complexity and isomorphism**
*Journal of Structural Learning*,
*10*,
pp. 177 - 196

McKenna, N., & Harel, G.
(1990)
**The effect of order and coordination of the problem quantities on difficulty of missing value proportion problems**
*International Journal for Mathematics Education in Science and Technology*,
*21*,
pp. 589 - 593

Hoz, R., & Harel, G.
(1990)
**Higher order knowledge involved in the solution of algebra speed word problems**
*Journal of Structural Learning*,
*10*,
pp. 305 - 328

Harel, G., & Behr, M.
(1989)
**Structure and hierarchy of missing value proportion problems and their representations**
*Journal of Mathematical Behavior*,
*8*,
pp. 77-119

Martin, G., & Harel, G.
(1989)
Proof frame of preservice elementary teachers
*Journal for Research in Mathematics Education*,
*20*,
pp. 41 - 51

Harel, G.
(1989)
**Learning and teaching linear algebra: Difficulties and an alternative approach to visualizing concepts and processes**
*Focus on Learning Problems in Mathematics*,
*11*,
pp. 139 - 148

Harel, G.
(1989)
Applying the principle of multiple embodiments in teaching linear algebra: Aspects of familiarity and mode of representation
*School Science and Mathematics*,
*89*,
pp. 49 - 57

Harel, G., & Martin, G.
(1988)
**A pedagogical approach to forming generalizations**
*International Journal for Mathematics Education in Science and Technology*,
*19*,
pp. 101 - 107

Harel, G.
(1987)
Variations in linear algebra content presentation
*For the Learning of Mathematics*,
*7*,
pp. 29 - 32

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