{"id":6365,"date":"2026-03-18T15:21:47","date_gmt":"2026-03-18T12:21:47","guid":{"rendered":"https:\/\/range.haifa.ac.il\/?p=6365"},"modified":"2026-07-23T11:10:35","modified_gmt":"2026-07-23T08:10:35","slug":"research-validation-of-range-center-programs","status":"publish","type":"post","link":"https:\/\/range.haifa.ac.il\/en\/research-validation-of-range-center-programs\/","title":{"rendered":"Research Validation of Range Center Programs"},"content":{"rendered":"\t\t
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Home<\/span><\/a> \\(\\blacktriangleright\\) Studies and Publications<\/span><\/a> \\(\\blacktriangleright\\) Research Validation of Range Center Programs<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Research Validation of Range Center Programs<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tResearch and Development<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tCenter Programs<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Integrated Research and Development Work Cycle<\/h2>

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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Center Programs<\/h2>

Below are selected examples<\/strong> of the center’s programs that serve as central field sites for examining the effectiveness of the theoretical models in classroom reality.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Differential Teaching and Mathematical Challenge<\/h3>

The programs “Mathematical Challenge in a Heterogeneous Classroom<\/span><\/a>“, “Stepped Tasks<\/span><\/a>” and “Mathematical MAOF (Fly with math)<\/span><\/a>” 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).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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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.<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Math-Key: Fostering Creativity<\/h3>

In this program, “Math-Key<\/span><\/a>“, 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).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Maor (Math-Light) Program: Cognitive and Emotional Goals<\/h3>

The investigation process in \u201cMaor\u201d program<\/span><\/a> 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).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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The Challenge Program: Academic Excellence<\/h3>

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).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Model Summary<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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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.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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\ud83d\udcda References <\/h1><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/i><\/span>\n\t\t\t<\/i><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
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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<\/p>

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<\/p>

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\u2013113). Springer. https:\/\/doi.org\/10.1007\/978-3-031-18868-8_6<\/p>

Leikin, R., Boriskovsky, M., Ovodenko, R., & Miskin, M. (2025). Problem posing or mathematical modeling? The process of expert instructional design. ZDM\u2013Mathematics Education, 57(2), 333-350. https:\/\/doi.org\/10.1007\/s11858-025-01668-1<\/p>

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<\/p>

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.<\/p>

Leikin, R. (2018). Part IV: Commentary\u2013characteristics 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<\/p>

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\u2013186). Springer Nature Switzerland AG. https:\/\/doi.org\/10.1007\/978-3-030-29215-7_9<\/p>

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<\/p>

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<\/p>

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<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Home (blacktriangleright) Studies and Publications (blacktriangleright) Research Validation of Range Center Programs 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 […]<\/p>\n","protected":false},"author":4,"featured_media":6858,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"footnotes":""},"categories":[76,79,80],"tags":[],"class_list":["post-6365","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academic-research","category-research-publications","category--application","entry","has-media"],"_links":{"self":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts\/6365","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/comments?post=6365"}],"version-history":[{"count":18,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts\/6365\/revisions"}],"predecessor-version":[{"id":12570,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/posts\/6365\/revisions\/12570"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/media\/6858"}],"wp:attachment":[{"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/media?parent=6365"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/categories?post=6365"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/range.haifa.ac.il\/en\/wp-json\/wp\/v2\/tags?post=6365"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}