Dr. Mika Gabel

Dr. Mika Gabel

Senior Lecturer in Mathematics and Mathematics Education Researcher.
Formerly the Head of Afeka’s Center for Promoting Teaching.

Education

  • B.Sc. (cum laude) in Aerospace Engineering, Technion, Haifa, Israel (1990)
  • M.Sc. in Applied Mathematics, Weizmann Institute, Rehovot, Israel (2002)
  • Ph.D. in Mathematics Education, Tel Aviv University, Tel Aviv, Israel (2019)

Main research interests

Teaching and learning of tertiary mathematics, particularly the rhetoric of proof instruction; 
Student-centered pedagogies such as inquiry-based learning, active learning, and technology-enhanced instruction;
Small-scale pedagogical interventions.

Dr. Gabel is a member of the editorial board of the International Journal of Research in Undergraduate Mathematics Education.
During her position as Head of the Center for Promoting Teaching, Dr. Gabel led institutional changes, initiated projects that advance innovation in tertiary STEM education, mentored staff members pursuing pedagogical changes and cultivated communities of practice across the college.
Dr. Gabel has won many awards for excellence in teaching.

Selected Publications

Journals

Leitner, A., & Gabel, M. (2024) Students' self-work during lectures in calculus courses – Cognitive and affective effects of a small intervention. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-024-00249-z

Gabel, M., & Dreyfus, T. (2023). The flow of a proof – Capturing the elusive whole. International Journal of Research in Undergraduate Mathematics Education, 1-27. https://doi.org/10.1007/s40753-023-00215-1

Gabel, M., & Dreyfus, T. (2022). Rhetorical aspects of the flow of a proof – A shared basis of agreement between lecturer and students. The Journal of Mathematical Behavior, 66. https://doi.org/10.1016/j.jmathb.2022.100971

Gabel, M., & Dreyfus, T. (2020). Analyzing proof teaching at the tertiary level using Perelman’s new rhetoric. For the Learning of Mathematics, 40(2), 15-19. https://www.jstor.org/stable/27091148

Gabel, M., & Dreyfus, T. (2017). Affecting the flow of a proof by creating presence – a case study in Number Theory. Educational Studies in Mathematics, 96(2), 187-205. https://doi.org/10.1007/s10649-016-9746-z

Chapters

Gabel, M., & Dreyfus, T. (2023). Creating a shared basis of agreement by using a cognitive conflict. In: Biehler, R., Liebendörfer, M., Gueudet, G., Rasmussen, C., & Winsløw, C. (eds) Practice-Oriented Research in Tertiary Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-14175-1_14

Conference Proceedings

Gabel, M., Leitner, A., & Stanchescu, Y. (2025). Student strategies for deciding the limit of a multivariable function. In Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14, February 3-8, 2025). European Society for Research in Mathematics Education (ERME). Bozen-Bolzano, Italy: hosted by Free University of Bozen-Bolzano. https://hal.science/hal-05303447

Gabel, M., & Leitner, A. (2024). A small intervention: students' self-work sessions in calculus lectures. In Proceedings of the fifth conference of the International Network for Didactic Research in University Mathematics (INDRUM2024, June 10-14, 2021) (pp. 42-51). Barcelona, Spain: hosted by Univ. Autònoma de Barcelona, Spain. https://indrum2024.sciencesconf.org/data/pages/PreProceedings_INDRUM2024_comprimido.pdf

Gabel, M., Lukianov Bar, V., & Margalit, T. (2022). Supporting engineering students learning mathematical induction with an online tutorial. In Proceedings of the 18th International CDIO Conference (CDIO18, June 13-15, 2022) (pp. 896-906). Reykjavik, Iceland. https://cdio.org/sites/default/files/documents/70.pdf

Margalit, T., Rosenzweig, L., Stanchescu, Y., & Gabel, M. (2021). Utilizing gamification in mathematics courses for engineers to promote learning. In J. Bennedsen, K. Edström,  M.S. Guðjónsdóttir, , I. Sæmundsdóttir, , N. Kuptasthien, , J. Roslöf, & A. Sripakagorn (Eds.), Proceedings of the 17th International CDIO Conference  (CDIO17, June 21-23, 2021) (pp. 655-667). Bangkok, Thailand: hosted online by Chulalongkorn University & Rajamangala University of Technology

Gabel, M., & Dreyfus, T. (2019). To whom do we speak when we teach proofs? In M. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME

Gabel, M., & Dreyfus, T. (2017). The flow of a proof - Establishing a basis of agreement. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017) (pp. 155-162). Dublin, Ireland: DCU Institute of Education and ERME.

 

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