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Research Validation of Range Center Programs

Research and Development
Center Programs
Summary

Integrated Research and Development Work Cycle

Range Center is based on a unique work cycle that combines theoretical development with ongoing empirical testing. The center does not operate merely as a program developer, but as a research laboratory where initial pedagogical ideas are investigated and translated into intervention programs.

It is important to note: The center’s research model is implemented in all programs and projects operated within it. Every pedagogical tool developed at Range center undergoes evaluation, documentation, and data analysis processes, ensuring that the entire systemic activity is anchored in empirical evidence.

Center Programs

Below are selected examples of the center’s programs that serve as central field sites for examining the effectiveness of the theoretical models in classroom reality.

Differential Teaching and Mathematical Challenge

The programs “Mathematical Challenge in a Heterogeneous Classroom“, “Stepped Tasks” and “Mathematical MAOF (Fly with math)” serve as a basis for the empirical examination of models for differential teaching. Investigating the idea of adapting the challenge to the student’s level has been translated into tools such as investigation tasks and Multiple-Solution Tasks (MOTs & MSTs) (Leikin, 2014, 2016, 2018, 2019, 2023).

Empirical research validates the ability to lead students of different ability levels to realize their personal potential and confirms that implementing these tools brings the learning potential, as defined in early theories, to fruition.

Math-Key: Fostering Creativity

In this program, “Math-Key“, the idea that creativity is a skill that can be fostered was translated into the use of open-ended tasks and dynamic applets. Research findings indicate that these tools promote high-order thinking and establish the production of multiple strategies as a recognized classroom norm (Leikin, 2023; Leikin & Ovodenko, 2021; Leikin et al., 2023).

Maor (Math-Light) Program: Cognitive and Emotional Goals

The investigation process in “Maor” program focuses on the integration of cognitive and socio-emotional goals. Empirical documentation provides teachers with tools for examining task effectiveness in real-time, and the findings are used for recalibration and refinement of the theoretical models (Leikin & Ovodenko, 2024; Leikin et al., 2025).

The Challenge Program: Academic Excellence

Examining the impact of the combination of academic studies (computer science) and school learning among gifted populations. These studies provide evidence for the link between intellectual fostering and early academic excellence (Miller Markovitz et al., 2025, 2025).

Model Summary

Each of the center’s programs functions as a research hub, where the theoretical idea is translated into an applied program, tested in the field, and receives empirical validation that anchors Range Center’s pedagogical activity as a basis for evidence-based knowledge.

Leikin, R., & Ovodenko, R. (2021). Stepped tasks for complex problem solving. For the Learning of Mathematics, 41(3), 30-35. https://www.jstor.org/stable/10.2307/27091218

Leikin, R., & Ovodenko, R. (2024). Math-LIGHT problem posing by three experts with different fields of expertise: Why? What? and How?. The Journal of Mathematical Behavior, 75, 101158. https://doi.org/10.1016/j.jmathb.2024.101158

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., Boriskovsky, M., Ovodenko, R., & Miskin, M. (2025). Problem posing or mathematical modeling? The process of expert instructional design. ZDM–Mathematics Education, 57(2), 333-350. https://doi.org/10.1007/s11858-025-01668-1

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. (2018). Part IV: Commentary–characteristics of mathematical challenge in problem-based approach to teaching mathematics. In Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp. 413-418). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-92390-1_38

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. (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

Miller Markovitz, L., Landau, G. M., & Leikin, R. (2025a). Characterization of STEM-motivated high school students: Focusing on intelligence, mathematical competencies, and creativity. Journal for the Education of the Gifted, 48(4), 382-403. https://doi.org/10.1177/01623532251372602

Markovitz, L. M., Leikin, R., & Landau, G. M. (2025b). Who Succeeds in STEM Studies? Following the Funnel: Who succeeds in STEM studies?. International Journal of Science and Mathematics Education, 23(6), 1981-2007. https://doi.org/10.1007/s10763-025-10594-3