• חשבון דיפרנציאלי אינטגרלי1  |  90901 לסילבוס הקורס
• חשבון דיפרנציאלי אינטגרלי2  |  90902
• משוואות דיפ' רגילות  |  90914 לסילבוס הקורס

Selected Publications

Journals

Leitner, A., & Gabel, M. (2024) Students' self-work during lectures in calculus courses – Cognitive and affective effects of a small intervention. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-024-00249-z

Gabel, M., & Dreyfus, T. (2023). The flow of a proof – Capturing the elusive whole. International Journal of Research in Undergraduate Mathematics Education, 1-27. https://doi.org/10.1007/s40753-023-00215-1

Gabel, M., & Dreyfus, T. (2022). Rhetorical aspects of the flow of a proof – A shared basis of agreement between lecturer and students. The Journal of Mathematical Behavior, 66. https://doi.org/10.1016/j.jmathb.2022.100971

Gabel, M., & Dreyfus, T. (2020). Analyzing proof teaching at the tertiary level using Perelman’s new rhetoric. For the Learning of Mathematics, 40(2), 15-19. https://www.jstor.org/stable/27091148

Gabel, M., & Dreyfus, T. (2017). Affecting the flow of a proof by creating presence – a case study in Number Theory. Educational Studies in Mathematics, 96(2), 187-205. https://doi.org/10.1007/s10649-016-9746-z

Chapters

Gabel, M., & Dreyfus, T. (2023). Creating a shared basis of agreement by using a cognitive conflict. In: Biehler, R., Liebendörfer, M., Gueudet, G., Rasmussen, C., & Winsløw, C. (eds) Practice-Oriented Research in Tertiary Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-14175-1_14

Conference Proceedings

Gabel, M., Leitner, A., & Stanchescu, Y. (2025). Student strategies for deciding the limit of a multivariable function. In Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14, February 3-8, 2025). European Society for Research in Mathematics Education (ERME). Bozen-Bolzano, Italy: hosted by Free University of Bozen-Bolzano. https://hal.science/hal-05303447

Gabel, M., & Leitner, A. (2024). A small intervention: students' self-work sessions in calculus lectures. In Proceedings of the fifth conference of the International Network for Didactic Research in University Mathematics (INDRUM2024, June 10-14, 2021) (pp. 42-51). Barcelona, Spain: hosted by Univ. Autònoma de Barcelona, Spain. https://indrum2024.sciencesconf.org/data/pages/PreProceedings_INDRUM2024_comprimido.pdf

Gabel, M., Lukianov Bar, V., & Margalit, T. (2022). Supporting engineering students learning mathematical induction with an online tutorial. In Proceedings of the 18th International CDIO Conference (CDIO18, June 13-15, 2022) (pp. 896-906). Reykjavik, Iceland. https://cdio.org/sites/default/files/documents/70.pdf

Margalit, T., Rosenzweig, L., Stanchescu, Y., & Gabel, M. (2021). Utilizing gamification in mathematics courses for engineers to promote learning. In J. Bennedsen, K. Edström,  M.S. Guðjónsdóttir, , I. Sæmundsdóttir, , N. Kuptasthien, , J. Roslöf, & A. Sripakagorn (Eds.), Proceedings of the 17th International CDIO Conference  (CDIO17, June 21-23, 2021) (pp. 655-667). Bangkok, Thailand: hosted online by Chulalongkorn University & Rajamangala University of Technology

Gabel, M., & Dreyfus, T. (2019). To whom do we speak when we teach proofs? In M. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME

Gabel, M., & Dreyfus, T. (2017). The flow of a proof - Establishing a basis of agreement. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 155-162). Dublin, Ireland: DCU Institute of Education and ERME.

Researchgate