Even in retirement, Professor Tzur and Professor Davis are continuing their outstanding scholarship and support of students’ learning. The article presents a case study of how a cognitively diverse 6th grader’s use of answer-checking supported his development in problem-solving. This study reflects an international collaboration between math and special educators and show cases two of our UCD recent graduates. Click on link below for article.
Thouless, H., Harrington, C., Tzur, R., Davis, A. & Dagli, B. (2026). Tandem Conceptual Progression (TCP): Pilot case study of a cognitively diverse student’s use of adjacent problem-solving and answer checking schmes, Journal of Mathematical Behavior, 81. https://www.sciencedirect.com/science/article/pii/S0732312325000604