Functions, graphs, and graphing: Tasks, learning, and teaching G Leinhardt, O Zaslavsky, MK Stein Review of educational research 60 (1), 1-64, 1990 | 2116 | 1990 |

Professional development of mathematics teacher educators: Growth through practice O Zaslavsky, R Leikin Journal of mathematics teacher education 7, 5-32, 2004 | 339 | 2004 |

Students' conceptions of a mathematical definition O Zaslavsky, K Shir Journal for research in Mathematics Education 36 (4), 317-346, 2005 | 322 | 2005 |

Exemplification in mathematics education B Liz, T Dreyfus, J Mason, P Tsamir, A Watson, O Zaslavsky Proceedings of the 30th Conference of the International Group for the …, 2006 | 307 | 2006 |

An empirical classification model for errors in high school mathematics N Movshovitz-Hadar, O Zaslavsky, S Inbar Journal for research in mathematics Education 18 (1), 3-14, 1987 | 298 | 1987 |

Facilitating student interactions in mathematics in a cooperative learning setting R Leikin, O Zaslavsky Journal for Research in mathematics Education 28 (3), 331-354, 1997 | 258 | 1997 |

Seizing the opportunity to create uncertainty in learning mathematics O Zaslavsky Educational Studies in Mathematics 60, 297-321, 2005 | 243 | 2005 |

Characteristics of teachers’ choice of examples in and for the mathematics classroom I Zodik, O Zaslavsky Educational Studies in Mathematics 69 (2), 165-182, 2008 | 228 | 2008 |

Being sloppy about slope: The effect of changing the scale O Zaslavsky, H Sela, U Leron Educational Studies in Mathematics 49, 119-140, 2002 | 166 | 2002 |

The many facets of a definition: The case of periodicity J Van Dormolen, O Zaslavsky The Journal of Mathematical Behavior 22 (1), 91-106, 2003 | 148 | 2003 |

Students' verification strategies for combinatorial problems M Mashiach Eizenberg, O Zaslavsky Mathematical Thinking and learning 6 (1), 15-36, 2004 | 141 | 2004 |

Conceptual Obstacles in the Learning of Quadratic Functions. O Zaslavsky Focus on learning problems in mathematics 19 (1), 20-44, 1997 | 139 | 1997 |

Inhibiting factors in generating examples by mathematics teachers and student teachers: The case of binary operation O Zaslavsky, I Peled Journal for research in Mathematics Education 27 (1), 67-78, 1996 | 137 | 1996 |

Connecting research to teaching: Cooperative learning in mathematics R Leikin, O Zaslavsky The mathematics teacher 92 (3), 240-246, 1999 | 130 | 1999 |

Counter-Examples That (Only) Prove and Counter-Examples That (Also) Explain. I Peled, O Zaslavsky FOCUS on Learning Problems in mathematics 19 (3), 49-61, 1997 | 124 | 1997 |

The need for proof and proving: Mathematical and pedagogical perspectives O Zaslavsky, SD Nickerson, AJ Stylianides, I Kidron, G Winicki-Landman Proof and proving in mathematics education: The 19th ICMI Study, 215-229, 2012 | 116 | 2012 |

Meeting the challenges of mathematics teacher education through design and use of tasks that facilitate teacher learning O Zaslavsky International Handbook of Mathematics Teacher Education: Volume 4, 93-114, 2008 | 115 | 2008 |

Professional development of mathematics educators: Trends and tasks O Zaslavsky, O Chapman, R Leikin Second international handbook of mathematics education, 877-917, 2003 | 114 | 2003 |

Open-ended tasks as a trigger for mathematics teachers' professional development O Zaslavsky For the Learning of Mathematics 15 (3), 15-20, 1995 | 107 | 1995 |

Mathematics-related tasks, teacher education, and teacher educators: The dynamics associated with tasks in mathematics teacher education O Zaslavsky Journal of Mathematics Teacher Education 10 (4), 433-440, 2007 | 88 | 2007 |