• Abd-Al-Khalek, E., & Daher, W. (2009). Manipulatives for learning the triangle topic. Mispar Hazaq 2000, 17, 32-41. (Hebrew).
• Arbain, N., & Shukor, N. A. (2015). The Effects of GeoGebra on Students Achievement. Social and Behavioral Sciences, 172, 208-214. https://doi.org/10.1016/j.sbspro.2015.01.356
• Barabash, M. (2010). Angles. Retrieved from http://ymath.haifa.ac.il/images/stories/part3/teachers/terms/termndcon9.pdf
• Ben ari, M., & Rosenthal, M. (1995). The quadrilateral family – hierarchy and links. Mispar Hazaq 2000, 11, 28-32. (Hebrew).
• Boo, J. Y., & Leong, K. E. (2016). Teaching and learning geometry in primary school using GeoGebra. In W. S. Yang, D. B. Meade, & K. Khairiree (Eds.), Teaching and Learning Mathematics, Sciences and Engineering through Technology: Proceedings of the Twenty First Asian Technology Conference in Mathematics (pp. 289-300).
• Budinski, N., Lavicza, Z., & Fenyvesi, K. (2018). Ideas for using GeoGebra and Origami in Teaching Regular Polyhedrons Lessons. K-12 STEM Education, 4(1), 297-303.
• Chazan, D., & Yerushalmy, M. (1998) Charting a Course for Secondary Geometry. In R. Lehrer and D. Chazan (Eds.), Designing Learning Environments for Developing Understanding of Geometry and Space (pp. 67-90). Hillsdale, NJ: Erlbaum.
• Fischbein, E. (1987). Intuition in science and mathematics: An educational approach. Dordrecht. Holland: Reidel.
• Fuchs, L. S., Sterba, S. K., Fuchs, D., & Malone, A. (2016). Does evidence-based fractions intervention address the needs of very low-performing students? Journal of Research on Educational Effectiveness, 9, 662–677.
• Furner, J. M., & Marinas, C. A. (2012). Connecting geometry, measurement, and algebra using GeoGebra for the elementary grades. In: Twenty-Fourth Annual International Conference on Technology in Collegiate Mathematics (pp. 63-72). Orlando, Florida: Pearson Education Inc.
• Golan, M. (2011). Origametria and the van Hiele theory of teaching Geometry. Origami, 5, 141-150. https://doi.org/10.1201/b10971-15
• Harris, J., Hirsh-Pasek, K. & Newcombe, N.S. (2013). A new twist on studying the development of dynamic spatial transformations: Mental paper folding in young children. Mind, Brain and Education, 7, 49-55. https://doi.org/10.1111/mbe.12007
• Hershkovitz, R. (1991). Cognitive aspects in teaching and learning geometry. ALLE, 10, 20-27. (Hebrew).
• Karlitz, T., & Keshet, N. (2018). Causes for student success in the PISA test, 2015. Results from Israel. Prepared for the Trump foundation. (Hebrew).
• Klemer, A., Oberman, J., & Golan, M. (2015). Development of spatial insight - Learning and teaching of geometry through paper folding (origami). Mispar Hazak 2000, 26. (Hebrew).
• Kundu, A., & Ghose, A. (2016). Gender related difference in the acquisition of Van Hiele level in geometry of higher secondary students in west Bengal. International journal of multidisciplinary educational research, 5,6(3), 74-87.
• Ministry of Education. (2014). The national plan for adapting the education system to the 21st century–vision and rationale. (Hebrew). Retrieved from https://sites.education.gov.il/cloud/home/tikshuv/Documents/aknayat_oryanut_yesodi.pdf
• National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.: NCTM, 2000.
• Özerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia-Social and Behavioral Sciences, 55, 720-729.‏ https://doi.org/10.1016/j.sbspro.2012.09.557
• Patkin, D., & Kenner, B. (2010). “Special lines in triangles” – junior high students use origami to understand concepts. ALLE, 42, 19-30. (Hebrew).
• Piaget, J. (1952). The child’s conception of number (C. Gattegno & F. M. Hodgson, Trans.). London: Routledge & Kegan Paul.
• Piaget, J., & Inhelder, B. (1969). The psychology of the child (H. Weaver, Trans.). London: Routledge & Kegan Paul.
• Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math Anxiety, Working Memory, and Math Achievement in Early Elementary School. Journal of Cognition and Development, 14(2), 187-202. https://doi.org/10.1080/15248372.2012.664593
• Rapp, Y. (2014). Differences in achievements of boys and girls in mathematics and language – What can be learned from analyzing these differences amongst Israeli students? RAMA: measurement for learning. (Hebrew).
• Sarama, J., & Clemens, D. H. (2000). Young Children’s Ideas about Geometric Shapes. Teaching Children Mathematics, 6(8), 482-488.
• Shaib, H., & Tabach, M. (2014). How can geometric thinking be promoted at preschool age? One case study within the framework of a comprehensive study. Mispar Hazaq 2000, 25, 14-25. (Hebrew).
• Smith, T., Cobb, P., Farran, D. C., Cordray, D. S., & Munter, C. (2013). Evaluating Math Recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement. American Educational Research Journal, 50, 397-428. https://doi.org/10.3102/0002831212469045
• The ministry of education, (2006). Math curriculum for grades 1st-6th in all sectors. Jerusalem. (Hebrew).
• Tirosh, D., & Tzamir, P. (2008). Triangles and “non-triangles” in the kindergarten – friendly and non-friendly examples of triangles and “non-triangles”. Mispar Hazaq 2000, 15, 38-43. (Hebrew).
• Tzamir, P., & Barkai, R. (2005). Using errors in the teaching of mathematics: theory and implementation. Tel-Aviv: Ramot. (Hebrew).
• Usiskin, Z. (1982). Van Hiele Levels and Achievement in Secondary School Geometry. CDASSG Project.
• Van Hiele, P.M. (1999). Devoloping Geometric Thinking through Activities that Begin with play. Teaching Children Mathematics, 5(6), 310-316.
• Vukonic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Journal of Contemporary Educational Psychology, 38(2013), 1–10.

Vancouver

Klemer A, Rapoport S. Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders. EURASIA J Math Sci Tech Ed. 2020;16(11):em1894. https://doi.org/10.29333/ejmste/8537

APA

Klemer, A., & Rapoport, S. (2020). Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders. Eurasia Journal of Mathematics, Science and Technology Education, 16(11), em1894. https://doi.org/10.29333/ejmste/8537

AMA

Klemer A, Rapoport S. Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders. EURASIA J Math Sci Tech Ed. 2020;16(11), em1894. https://doi.org/10.29333/ejmste/8537

Chicago

Klemer, Anat, and Shirley Rapoport. "Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 11 (2020): em1894. https://doi.org/10.29333/ejmste/8537

Harvard

Klemer, A., and Rapoport, S. (2020). Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders. Eurasia Journal of Mathematics, Science and Technology Education, 16(11), em1894. https://doi.org/10.29333/ejmste/8537

MLA

Klemer, Anat et al. "Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 11, 2020, em1894. https://doi.org/10.29333/ejmste/8537