Dr. Bracha Kramarski

E-mail: kramab@mail.biu.ac.il

Phone: 03-5409420

Mobile: 054-4302090

Academic Profile                                      

Dr. Bracha Kramarski received her BSc Degree in Mathematics and her B.A. in Education from Bar-Ilan University. She also received both her, M.A, Degree and her Ph.D. Degrees in Mathematics Education from Bar-Ilan. Dr. Kramarski received awards for excellence in both her masters and Ph.D. dissertations.

Dr. Kramarski is teaching courses on Methods of Quantitative Research, Enhancing Thinking in Advanced Environments and Methods of Mathematical Teaching for Pre-Service Students.

Dr. Kramarski developed in her Ph.D. dissertation, an innovative method, called IMPROVE for teaching mathematics. This method is based on meta-cognitive teaching, cooperative learning and feedback-corrective theories. Based on the IMPROVE method, many textbooks were developed in Israel for secondary and primary schools. Today, Dr. Kramarski is the Head of the IMPROVE program at Bar-Ilan University.

Dr. Kramarski's field of research focuses on investigation of meta-cognition in learning environments. Some of her recent studies focus on the effects of the IMPROVE method on mathematical reasoning, problem solving, and mathematical communication in different learning environments, such as, cooperative learning, and advanced technologies as Internet and E-mail. Other studies investigate teachers' education and professional development. All of these studies are published in peer reviewed scientific journals, and presented in many international conferences.

Dr. Kramarski has won several prestigious grants from the Chief Scientist in the Ministry of Education. She is currently the Chief Researcher of the Program for International Students Assessment of Reading, Mathematics and Science Literacy (PISA). The research is conducted by the Organization for Economic Co-operation and Development (OECD) with the participation of 40 countries. Dr. Kramarski also received numerous grants from the Center for Learning Science (Malam) for research and development of projects in mathematics education.

Dr. Kramarski currently participates as a member in many International Professional Organizations, such as International Group for the Psychology of Mathematics Education (PME). In Israel she belongs to the Professional Committee for Developing Mathematical Curriculum and Assessment. She also participates on the review Committee of Research Proposals on Learning and Thinking for the Office of the Chief Scientist in the Ministry of Education. She is also a member of the Academic Committee Conferences and was the Conference Chairman of Enhancing Mathematical Education in Israel.

In the area of academic administration, Dr. Kramarski is currently the Deputy-Director in the School of Education and Head of the Department for Teacher Education at Bar-Ilan University. She supervises graduate students in the field of metacognitive learning and thinking, in particular in mathematical education. She also participates as the Head of Innovative Projects in Mathematics, as well as the Project Head of Teacher Professional Development of Mathematical School Teachers.

Courses

· Enhancing Thinking in Advanced Environments

· Methods in Math Teaching

Research Interests

· Meta-cognitive learning and thinking

· Math education

· Development of Math School Teachers

· Developing Math Curriculum and its Assessment

· Psychology of Math Education

Academic Counseling

· International Professional Organizations, such as International Group for the Psychology of Mathematics Education (PME)

· Chief Researcher of the Program for International Students Assessment of Reading, Mathematics and Science Literacy (PISA)

· The Organization for Economic Co-operation and Development (OECD)

· Center for Learning Science (Malam) for research and development of projects in mathematics education.

 

Supervision of graduate Student >>> View here

 

List of Publications

 

CHAPTERS IN BOOKS

 

Kramarski, B. & Liberman, A. (2003). Using electronic mail communication and metacognitive instruction to improve mathematical problem solving. In G. Marshall and Y. Katz (Eds.), Learning in School, Home and Community: ICT for Early and Elementary Education (pp.21-30). Kluwer Academic Publishers.

 

Kramarski, B. (2008). Self-regulation in mathematical e-learning: Effects of metacognitive feedback on transfer tasks and self-efficacy. In A. R. Lipshitz & S. P. Parsons (Eds.), E-Learning: 21st Century Issues and Challenges. (pp. 83-96). Nova Science Publisher N.Y.

 

Kramarski, B & Michalsky, T (2008). Preparing pre-service teachers for professional education within a metacognitive computer-based learning environment. In Schwartz, N., Zumbach. J., Seufert. T., Kester. L., (Eds.), Beyond Knowledge: the Legacy of Competence Meaningful Computer-based Learning Environments. (pp. 93-101). Springer Publisher

 

Kramarski, B (2009). Metacognitive feedback in online mathematical discussion. In R. Subramaniam & T., W. Leo (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. Information Science Reference, Hershey, USA. (pp. 794-805).

 

Cohen, A., Kramarski, B., & Mevarech, Z. (2009). Self-Regulation in Learning Questionnaire among the Israeli examinees of the program for international student assessment. In A. Cohen (Ed.), Facet theory and scaling:  In search of structure in social and behavioral science research. Jerusalem: FTA. (p. 15).

 

Kramarski, B. & Revach T. (in press). Fostering self-regulation in professional development  of mathematical elementary teachers. In N. Bednarz, D. Fiorentini & R. Huang, (Eds). The Professional Development of Mathematics Teachers: Experiences and Approaches Development in Different Countries. Ottawa University Press. (p. 8).

 

Kramarski, B. (in press).  Developing and assessing self-regulation through sharing  feedback in online mathematical problem solving. In G. Dettori, & D.  Persico, (Eds). Fostering Self-regulated learning through ICTs. IGI Global publisher. (p. 20).

 

ARTICLES IN REFEREED JOURNALS/PERIODICALS

Mevarech, Z. R. & Kramarski, B. (1992). How and how much can cooperative Logo environments enhance creativity and social relationships? Learning and Instruction, 2, 259-274.

 

Mevarech, Z. R. & Kramarski, B. (1993). Vygotsky and Papert: Social-cognitive interactions with Logo environments. British Journal of Educational Psychology, 63, 96-109.

 

Kramarski, B. & Mevarech, Z. R. (1997). Cognitive - metacognitive training within a problem solving based Logo environment. British Journal of Educational Psychology, 67, 425-445.

 

Mevarech, Z. R. & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365-395.

 

Mevarech, Z. R. & Kramarski, B. (1997). From verbal description to graphic representations: Stability and change in student's alternative conceptions. Educational Studies in Mathematics, 32, 229-263.

 

Kramarski, B. (1999). Is easier better? - The study of graphs by computers. Educational Media International, 36(3), 203-209.

 

Kramarski, B. (2000). Metacognition and the ability to solve problems presented in concrete and abstract contexts. Megamot, 4, 660-685 (Hebrew).

 

Kramarski, B. & Feldman, Y. (2000). Internet in the classroom: Effects on reading comprehension, motivation and metacognitive awareness. Educational Media International, 37(3), 149-155.

 

Kramarski, B. Mevarech, Z. R., & Liberman, A. (2001). The effects of multilevel-versus unilevel-metacognitive training on mathematical reasoning. The Journal of Educational Research, 94(5), 292-300.

 

Kramarski, B. & Zeichner, O. (2001). Using technology to enhance mathematical reasoning: Effects of feedback and self-regulation learning. Educational Media International, 38(2/3), 77-82.

 

Kramarski, B. & Ritkof, R. (2002). The effects of metacognition and email conversation on learning graphing. Journal of Computer Assisted Learning, 18, 33-43.

 

Kramarski, B. (2002). Enhancing mathematical discourse: The effects of email conversation. Educational Media International, 39(1), 101-106.

 

Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.

 

Kramarski, B. (2002). The effects of metacognitive training on gender differences in mathematics. Journal of Educational Practice and Theory, 24(1), 93-104.

 

Court, D. & Kramarski, B. (2002). Teacher educators' views on the relationship between research and teaching. Educational Practice and Theory, 24(2), 63-73.

 

Fund, Z., Court, D., & Kramarski, B. (2002). An evaluative tool to assess reflection in a teacher-training course. Assessment and Evaluation in Higher Education, 27(6), 485-499.

 

Kramarski, B. & Hirsch, C. (2003). Using computer algebra systems in mathematical classrooms. Journal of Computer Assisted Learning, 19, 35-45.

 

Kramarski, B. & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: Effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310.

 

Kramarski, B. & Court, D. (2003). Professional development of pre-service teacher training faculty through learning about research. Curriculum and Teaching, 18(2), 89-102.

 

Kramarski, B. & Hirsch, C. (2003). Effects of computer algebra system with metacognitive training on mathematical reasoning. Educational Media International, 40(3/4), 249-259.

 

Mevarech, Z. R. & Kramarski, B. (2003). The effects of metacognitive training vs. worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73, 449-471.

 

Kramarski, B. (2004). Making sense of graphs: Does metacognitive instruction make a difference on students’ mathematical conceptions and alternative conceptions. Learning and Instruction, 14, 593-619.

 

Kramarski, B. & Mizrachi, N. (2006). Online discussion and self-regulated learning: effects of four instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218-230.

 

Weiss, I., Kramarski, B., & Talis, S. (2006). Effects of multimedia environment on kindergarten children’s mathematical achievements and style of learning. Educational Media International, 43(1), 3-17.

 

Kramarski, B. & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22, 24-33.

 

Kramarski, B. & Mizrachi, N. (2006). Online interactions in mathematical classroom. Educational Media International, 43(1), 43-50.

 

Kramarski, B. & Weiss, I. (2007). Investigating preschoolers’ mathematical engagement in a multimedia collaborative environment. Journal of Cognitive Education and Psychology (JCEP), Issue 6(3), 411-432.

 

Resh, N. & Kramarski, B. (2007). Teachers’ beliefs and pedagogical practice: Do they fit requirements as implied by the PISA’s model for teaching literacy? Educational Practice and Theory, 29(2), 27-48.

 

Michalsky, T. & Kramarski, B. (2008). Effects of e-learning on self-regulation and perceptions of  learning and teaching of pre-service teachers. Megamot, 4, 660-685 (Hebrew).

 

Kramarski, B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3, 2, 83-99.  

 

Kramarski, B. & Zoldan, S. (2008). Using errors as springboards for enhancing mathematical reasoning with three metacognitive approaches. The Journal of Educational Research, 102 (2), 137-151.

 

Kramarski, B., & Michalsky, T. (2009). Investigating pre-service teachers' professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161-175.

 

Kramarski, B., & Dudai V. (2009). Group-metacognitive support for online inquiry in mathematics with differential self-questioning. Journal of Educational Computing Research. 40 (4), 365-392.

 

Kramarski, B & Michalsky, T. (2009). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction. doi:10.1016/j.learninstruc.2009.05.003 (p.14).

 

Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers' professional training. Educational Studies in Mathematics.

 

http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s10649-009-9204-2. (p.21). 

 

Kramarski. B., Weiss. I., &  Kololshi-Minsker. (2009). How can self- regulated learning (SRL) support problem solving of third-grade students with mathematics anxiety? ZDM - The International Journal on Mathematics Education.

 

http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11858-009-0202-8.   (p. 23).

 

Kramarski. B. (in press). Developing a pedagogical problem solving view among mathematics  teachers with  two reflection programs. International Electronic Journal of Elemantary Education (p. 18).

 

Kramarski, B & Michalsky, T. (in press). Three metacognitive approaches to train pre-service students in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation (Special Issue,  p. 48).

 

 

Articles Published in Refereed Conference Proceedings

 

Kramarski, B. (2000). The effects of different instructional methods on the ability to communicate mathematical reasoning. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education. Hiroshima University: Hiroshima, Japan, 1, 167-171.

 

Kramarski, B. & Court, D. (2000). Professional development through the building of a research culture: an action research project in a university school of education. In N. Fadia, N. Hativa & Z. Shertz (Eds.), Research Applications in Education in a Changing World - Proceedings of 12th Conference of the Israel Educational Research Associations. Tel-Aviv: Reches Publishing, 822-827 (Hebrew).

 

Kramarski, B. (2004). Enhancing mathematical literacy with the use of metacognitive guidance, in forum discussion, the effects of different instructional methods on the ability to communicate mathematical reasoning. In Marit Johnsen Hoines & Anne Berit Fuglestad (Eds.), Proceedings of the 28h Conference of the International Group for the Psychology of Mathematics Education. Bergen University College: Bergen, Norway, 3, 169-177.

 

Michalsky, T., & Kramarski, B. (2008). Complementary perspective for the evaluation of student-teachers' pedagogical SRL in metacognitive hypermedia environment. In I. Roll, & V. Aleven (Eds.). Measuring metacognition and self-regulated learning in educational technologies. (ITS). Montreal, Canada. pp. 31-40.

 

http://www.andrew.cmu.edu/user/iroll/workshops/its08/papers/Michalsky.pdf.

 

Kramarski B. (2008). Supporting online mathematical inquiry learning with metacognitive self-questioning. In R. Leikin, (Ed.), Research and promotion of creativity and giftedness in mathematics: What is done and what should be done? Proceedings of the Fifth International Conference on Creativity in Mathematics and the Education of Gifted Students Haifa University, Mofet and Technion: Haifa, Israel, February 24-28, 145-151.