Pearla Nesher

• Cognition and Mathematics, A volume in ICMI study series, Cambridge University Press (1990) Eds: Pearla Nesher and Jeremy Kilpatrick, 180 pp.
• Theories of Mathematical Learning, with Leslie, P. Steffe, Lawrence Erlbaum Associates,NJ. (1996), 525 pp.

• Nesher, P. (1981)A methodology for evaluating the effectiveness of schools, in Schwartz, J. & Garet (eds.) Assessment for Accountability, MIT, DSRE.

• Nesher, P.(1982)Levels of description in the analysis of addition and subtraction word problems, in Carpenter, T.P., Moser, J.M. and Romberg, T.A. (Eds.), Addition and Subtraction:, a developmental perspective, Hillsdale, NJ,

Lawrence Erlbaum, 1982, pp. 25-39.

• Nesher, P. Cognitive processes involved in solving verbal problems in arithmetic, a book in memory of Prof. Minkovitz. Between Education and Psychology, Nissan & Lest (Eds.) Magnes Press, 1983, pp. 407 427 (Hebrew).

• Nesher, P. The opportunity to learn.In Zvi Lamm (Ed.), School and Instruction, 169 180, The Hebrew University, 1984 (Hebrew).

• Nesher, P., & Peled, I. The Derivation of Mal-Rules in the Process of Learning, InScience Teaching in Israel: Origins, Development and Achievements,A. M. Mayer, and P. Tamir, (Ed.) A volume dedicated to Alexandra Poljakoff-Mayber, The Amos de-Shalit Science Teaching Centre, 1984. pp. 325-336. with I. Peled (Nesher is the senior author) (Hebrew).

• Nesher, P. Language of Mathematics, in International Encyclopedia of Education: Research and Studies. p. 2895, Pergamon Press, Ltd. 1986.

• Nesher, P. Linguistic Precursors of Number in Children, in Ontogeny, Phylogeny and Development, S. Strauss (Ed.), Ablex Publishing Corporation (1987(

• Nesher, P. and Tebual, E. Order of Mention Vs Order of Events as Determining factors in Additive Word Problems: A Developmental Approach. in K. Durkin &B. Shire (Eds.),Language in Mathematical Education : Research and Practice,(1987).

• Nesher, P. Multiplication Word Problems: theoretical considerations and empirical findings, in Number Concepts and Operations in the Middle Grades ,Hiebert and M. Behr (Eds.), Lawrence Erlbaum Associates, 1988, pp. 19-41.

• Nesher, P. Microworlds in Mathematical Education: A Pedagogical Realism, in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser,L. B. Resnick (Ed.), Lawrence Erlbaum Association,pp. 187-215 (1989).

• Nesher, P.Solving Multiplication Word Problems, In G. Leinhardt & R. Putnam & R. H. (Eds.), Analysis of Arithmetic for Mathematics Teaching,Lawrence Erlbaum Publishing, Hilsdale, NJ, (1992).

• Nesher, P. (1999), Mathematics at the core of the educational process,In Ben-Peretz, Moon, B., & Brown, S.(Eds.), Routledge International Companion to Education,Routeledge .

• Nesher, P. (2012): On the diversity and multiplicity of theories in mathematics education, In Festschrift in honor of Jeremy Kilpatrick

• Nesher, P. Numbers and their linguistic expression, Studies in Education, Winter,1974, 8(Hebrew).

• Nesher, P. & Grossman, M. Intuitive approach in teaching isomorphic transformations, Studies in Education, Winter, 1975. (Hebrew).

• Nesher, P. & Teubal, E. Verbal cues as an interfering factor in verbal problem solving, Educational Studies in Mathematics,6, 1975, 41 51, Reidel Publishing Company.

• Nesher, P. Three Determinants of Difficulty in Verbal Arithmetic Problems, Educational Studies in Mathematics,7, 369-388, (1976)

• Nesher, P. & Katriel, T. A semantic analysis of addition and subtraction word problems inarithmetic, Educational Studies in Mathematics, 8, 1977, 251 269.

• Nesher, P. & Katriel, T. Verbalization of first graders while manipulating non-verbal geometrical materials, Studies in Science and Mathematics Education, 1, 1978, 7 24, India.

• Nesher, P. & Teubal, E. Understanding disjunction by children, The Hebrew University with (Hebrew), 20 pp.

• Linchevsky, L. & Nesher, P. Between 'intuitive judgment' and 'logical thinking', Studies in Education, 20, 1978, 59 72. (Hebrew),

• Nesher, P. & Katriel, T. Two cognitive modes in arithmetic work problems solving, proceedings of the 2nd International Congress of PME (Psychology of Mathematics Education), Osnabruck, 1978).

• Nesher, P. Evaluation of arithmetic learning by means of individualized instruction, The Center for Technology of Education, 1978, 100 pp. (Hebrew).

• Osin, L. & Nesher, P. Teaching arithmetic in primary grades assisted by computers, Educational Studies, 24, 93-108, 1979.

• Nesher, P. The stereotyped nature of school word problems, For the Learning of Mathematics, 1, 1, 1980, 41 48.

• Nesher, P. The internal representation of open-sentences in arithmetic, in the Proceedings of the Fourth International Congress of PME, Karplus, R. (Ed.), Berkeley, 1980, 271-279.

• Nesher, P. A research program for mathematics education, For the Learning of Mathematics, 2, 1, 27-28, 1981.

• Nesher, P. & Schwartz, J. The Internal Representation of Quantifiers, DSRE, MIT, 1980.

• Nesher, P. & Greeno, J. Semantic categories of word-problems, reconsidered, in the Proceedings of PME-5, Comiti, C., & Vergnaud, G. (Eds.), 1981, pp.60-69. Laboratory I.M.A.G., Grenoble, France.

• Nesher, P., Greeno, J., & Riley, M. The Development of Semantic Categories for Addition and Subtraction, in Educational Studies in Mathematics, 13, 1982, pp.373 394

• Nesher, P. Epistemology, learning and schooling, Studies in Education, 1982, No. 33, pp. 5 32 (Hebrew).

• Nesher, P. & Teubal, E. Order of Mention Vs Order of Events as Determining Factors in Additive Word Problems, PME Conference Proceeding, Hershkowitz (Ed.), The Weizmann Institute, July 1983 124-130. (Appeared also as a chapter in a book)

• Nesher, P. Meta-Learning in Word Problem Solving in PME-NA Proceeding, Bergeron & Herscovics (Eds.), Concordia Un. Montreal, 1983, pp. 137 144.
• Nesher, P. (1984a). Precursors of Number in Children: A Linguistic Perspective. Ontogeny, Phylogeny and Historical development. S. Strauss, Abelex.

• Nesher, P. & Peled, I. Changes in decimal reasoning, in The proceedings of the 9th PME Conference, Streefland, L. (Ed.) The Netherlands, 1985, 330-342.

• Nesher, P. & Peled, I. Shifts in Reasoning (The case of extending number concepts), Educational Studies in mathematics, 17, 67 79, 1986.

• Nesher, P. & Katriel, T. Learning Numbers: A linguistic perspective, Journal for Research in Mathematics Education, 17 ,2, 100 112, 1986.

• Katriel, T. & Nesher, P., Gibush: The rhetoric of cohesion in Israeli school culture, Comparative Education Review ,30, 216 23.

• Nesher, P., Learning mathematics: A cognitive perspective, American Psychologist, Vol. 41, 1986, pp. 1114 1122.

• Nesher, P., Are mathematical understanding and algorithmic performance related? For the Learning of Mathematics, (1986), 16, 3, 2-9.

• Nesher, P.,Towards an Instructional Theory: The Role of Students’ Misconceptions,For the Learning of Mathematics, 7, 3, 33-40, (1987)

• Katriel, T. & Nesher, P. Songs and homework: Instructional discourse on Israeli Radio, Anthropology and Education Quarterly, 18, 190-206, 1987.

• Katriel, T. & Nesher, P. News for kids: A case study in media education, Language Arts, 64, 875-885, 1987.

• Katriel, T. & Nesher, P.Childhood as Rhetoric,Language Arts, 64, 8, 875-885, (1987).

• Nesher, P. Beyond constructivism: Learning mathematics at school, in The Proceedings of the PME-12, E. Borbas (Ed.), OOK, Hungary, (1988), 54-75.

• Osin, L. & Nesher, P. Comparison of student performance in Arithmetic exercises: TOAM vs. paper and pencil testing, International Journal of Man-Machine Studies, 31, 293-313, (1989).

• Peled, I. & Nesher, P. What children tell us about multiplication word problems, Journal of Mathematical Behavior, December, (1988).

• Resnick, Nesher, Leonard, Magone, Omanson, and Peled. Conceptual bases of arithmetic errors: The case of decimal fractions, Journal for Research in Mathematics Education, January, (1989). (A research done in 3 countries, Nesher is the senior researcher in the Israeli part.

• Nesher, P. (1989). Microworlds in Mathematical Education: A Pedagogical Realism. Knowing Learning and Instruction. L. B. Resnick. Hillsdale, NJ, Lawrence Erlbaum Associates: 187-215.

• Nesher, P. & Hershkovitz, S.Two-step Problems - Research Findings, Proceedings of PME, Vol.III, pp.65-71. Assisi (1991)

• Hershkovitz, S. & Nesher, P. Two-step Problems - The Scheme Approach, Proceeding of PME, Vol. III, pp. 189-196. Assisi (1991).

• Nesher, P. & Sukenik, M., The Effect of Formal Representation on the Learning of Ratio Concepts, Learning and Instruction, Vol. 1, pp. 161-175, (1991).

• Osin, l., Nesher, p. & Ram, J. Do the Rich Become Richer and the Poor Poorer? A Longitudinal Analysis of Pupil Achievement and Progress in elementary Schools Using Computer Assisted Instruction, International Journal of Educational Research, Vol. 21, 1,53-64, (1994).

• Nesher, p. & Hershkovitz, S. The Role of Schemes in Two-step Problems: Analysis and Research Findings,, 26, 1-23 (1994).

• Hershkovitz, S & Nesher, P. The Role of Schemes in Designing computerized environments, Educational Studies in Mathematics, 30,339-366,(1996).

• Nesher, P. & Herskhovitz, S. (1997), Real World Knowledge and Mathematical Knowledge,Proceeding of PME 21st Conference, Vol. III, pp. 280-288, Lahti, Finland (1997).

• Nesher, P (1997), Does Mathematics Education Really Exist? For the Learning of Mathematics, 17, 2, 34-35.

• Nesher, P. (1998), Semantic Nets for Solving Word Problems, Spa – A computerized

Scheme-basedenvironment. Proceedings ofATCM98, Tsucuba, Japan.

• Sfard, A., Nesher, P., Streefland, L., Cobb, P., & Mason, J. (1998), Learning

Mathematics Through Conversation: Is It as Good as They Say. For The Learningof Mathematics, 18, 1, 41-51.

• Hershkovitz, S & Nesher, P. (1999), Tools to Think With: Detectingdifferent Strategies in Solving Arithmetic Word Problems, International Journal of Computers for Mathematical Learning, 3, 255-273, Kluwer Academic Publishers .

• Herskhovitz, S., Nesher, P &Novotna, J. (1998). three-term comparisons, CERME-1,proceedings,Osnabruck (September 1998).

• Nesher, P. (1999) El papel de los esquemas en la resolucion de problemas de enunciado verbal, SUMA, 31, pp 19-26.

• Arnnon, I, Nesher, P. $ Nirenburg, R (2000), What can be learned about fractions only with computers (International Journal of Computers for Mathematical Learning,

• Meiri, H., I. Sela, et al. (2012). "Frontal lobe role in simple arithmetic calculations: A fNIR study." Neuroscience Letters 510: 43-47.

• Shelley Shaul & Pearla Nesher,(2012)An ERP study of simple addition: The semantics and syntax of arithmetic operations’ signs, submitted to Neuropsychologia.

• Nesher, P. “School and National Assessment”, Ministry of Education, Chief Scientist, 1993

• Nesher, P. “Indicators for Culturally Deprived Index”, Ministry ofEducation, Chief Scientist,1994.

• Nesher, P. “Criteria for Basic Allocation for schools”, Ministry of Education, The Chief Scientist, 1996

• Nesher, P. “Differential Rewarding of Teachers and Schools”, Ministry of Education, Chief Scientist, 1996.

• Nesher, P. “Talented Students: Analysis of the definition and the treatment”, Ministry of Education, Chief Scientist, 1996.

• Nesher, P. “The Reform in the Matriculation Exams in Israel” in Brandes, O. (Ed.) The Third jump: Reforms and Changes in the Israeli Educational System in the 90’s.Ministry of Education, 1996.