Dr. Mika Gabel

Dr. Mika Gabel

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)

About me

I am a lecturer in the mathematics unit at Afeka Tel-Aviv Academic College of Engineering, and my research is in the field of mathematics education. I focus on various aspects of teaching and learning tertiary mathematics. I study rhetoric of mathematics teaching, particularly how to teach proofs, and investigate cognitive and affective effects of active learning and gamification. I design digital and online teaching resources and study the influence of these resources on learning.

In 2016, I founded Afeka's Center for Promoting Teaching and was the head of the center until 2020. During this time, I promoted institutional change, initiated projects that supported innovations in tertiary STEM education and fostered communities of practice. I was also a pedagogical consultant in the Teaching and Learning Center of the Hebrew University of Jerusalem

Calculus 1 (single variable functions)
Calculus 2 (multi-variable functions)
Ordinary Differential Equations
Partial Differential Equations

Selected Publications

Journals

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

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. (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. (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

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

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., & 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.

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., 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

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

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., Leitner, A., & Stanchescu, Y. (?). Students' strategies for determining limits of multivariable functions. Submitted to CERME14, February 2025, Bolzano, Italy.