Cai, J., Leikin, R., & Robison, V. (2026). New Advances and Directions of Mathematical Problem-Posing Research. Research in Mathematical Problem Posing: New Advances and Directions, 1-15. https://doi.org/10.1007/978-3-032-05493-7_1

Elgrably, H., & Leikin, R. (2021). Creativity as a function of problem-solving expertise: Posing new problems through investigations. ZDM–Mathematics Education, 53(4), 891-904. https://doi.org/10.1007/s11858-021-01228-3

Guberman, R., & Leikin, R. (2013). Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks. Journal of Mathematics Teacher Education, 16(1), 33-56. https://doi.org/10.1007/s10857-012-9210-7

Klein, S., & Leikin, R. (2020). Opening mathematical problems for posing open mathematical tasks: what do teachers do and feel? Educational Studies in Mathematics, 105(3), 349–365. https://doi.org/10.1007/s10649-020-09983-y

Leikin, R., & Elgrably, H. (2020). Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers. International Journal of Educational Research, 102, 101574. https://doi.org/10.1016/j.ijer.2020.101574

Leikin, R., & Elgrably, H. (2022). Strategy creativity and outcome creativity when solving open tasks: focusing on problem posing through investigations. ZDM–Mathematics Education, 54(1), 35-49. https://doi.org/10.1007/s11858-021-01319-1

Leikin, R., & Grossman, D. (2013). Teachers modify geometry problems: from proof to investigation. Educational Studies in Mathematics, 82(3), 515-531. https://doi.org/10.1007/s10649-012-9460-4

Leikin, R., & Guberman, R. (2023). Creativity and challenge: Task complexity as a function of insight and multiplicity of solutions. In R. Leikin (Ed.), Mathematical challenges for all (pp. 325-342). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-18868-8_17

Leikin, R., & Lev, M. (2013). Mathematical creativity in generally gifted and mathematically excelling adolescents: What makes the difference?. Zdm, 45(2), 183-197. https://doi.org/10.1007/s11858-012-0460-8

Leikin, R., Waisman, I., & Leikin, M. (2016). Does solving insight-based problems differ from solving learning-based problems? Some evidence from an ERP study. ZDM Mathematics Education, 48(3), 305-319. https://doi.org/10.1007/s11858-016-0767-y

Leikin, R., Klein, S., Ovodenko, R., Gurevitch, I., Dinur, S., & Leen, Y. (2023). Math-Key Program: Opening mathematical minds by means of open tasks supported by dynamic applets. In R. Leikin (Ed.), Mathematical challenges for all (pp. 93–113). Springer. https://doi.org/10.1007/978-3-031-18868-8_6

Leikin, R., Pitta-Pantazi, D., Cai, J., Hsu, H.-Y., Felmer, P., Gödeke, P., Karp, A., Koichu, B., Krawitz, J., Robison, V., Schukajlow, S., & Zazkis, R. (2025). Curiosity in mathematics: Theoretical, methodological and practical lenses. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions (pp. 151-180). PME.

Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129–145). Sense Publishers.

Leikin, R. (2013). Evaluating mathematical creativity: The interplay between multiplicity and insight. Psychological Test and Assessment Modeling, 55(4), 385–400.

Leikin, R. (2014). Challenging mathematics with multiple solution tasks and mathematical investigations in geometry. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices (pp. 59-71). Springer. https://doi.org/10.1007/978-3-319-04993-9_5

Leikin, R. (2016, August). Interplay between creativity and expertise in teaching and learning of mathematics. In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 19-34). Szeged, Hungary: PME.

Leikin, R. (2019). Openness and constraints associated with creativity-directed activities in mathematics for all students. In N. Amado, S. Carreira, & N. Amado (Eds.), Broadening the scope of research on mathematical problem solving (pp. 387–396). Springer. https://doi.org/10.1007/978-3-319-99861-9_17

Leikin, R. (2019). Stepped tasks: Top-down structure of varying mathematical challenge. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Problem solving in mathematics instruction and teacher professional development (pp. 167–186). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-29215-7_9

Leikin, R. (2021). Characterisation of mathematics teacher educators’ knowledge in terms of teachers’ professional potential and challenging content for mathematics teachers. In M. Goos & K. Beswick (Eds.), The learning and development of mathematics teacher educators (pp. 109–121). Springer. https://doi.org/10.1007/978-3-030-62408-8_6

Leikin, R. (2023). Introduction to Mathematical Challenges for All Unraveling the Intricacy of Mathematical Challenge. In: Leikin, R. (eds) Mathematical Challenges For All . Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-18868-8_1

Levav-Waynberg, A., & Leikin, R. (2012). The role of multiple solution tasks in developing knowledge and creativity in geometry. The Journal of Mathematical Behavior, 31(1), 73–90. https://doi.org/10.1016/j.jmathb.2011.11.001

Waisman, I., Shaul, S., Leikin, M., & Leikin, R. (2012). General ability vs. expertise in mathematics: An ERP study with male adolescents who answer geometry questions. In Proceedings of the 12th International Congress on Mathematical Education (pp. 1290–1299). COEX.

Waisman, I., Leikin, M., & Leikin, R. (2023). Brain activity associated with logical reasoning in geometry in students with different levels of ability. Journal for Research and Study in Mathematics Education, 10, 45–59.