Rotem, S.H., & Coles, A. (2025). Authenticity and mathematical content in contexts of marginalization: A prospective teacher's shifts. In K. l. Roux, A. Coles, A. Solares-Rojas, A. Bose, C. P. Vistro-Yu, P. Valero, N. Sinclair, M. Makramalla, R. Gutiérrez, V. Geiger, & M. Borba (Eds.), Proceedings of the 27th ICMI study conference mathematics education and the socio-ecological (pp. 243–250). ICMI and MATHTED.

Rotem, S.H. (2025). Longitudinal changes in how pre-service and novice in-service teachers notice critical events: the case of Alma. Journal of Mathematics Teacher Education. Link. 

Weissman, S., & Rotem, S. H. (2024). Identifying and analyzing a critical event. AL”E (The newsletter to the mathematics teacher, in Hebrew).

Rotem, S. H., Potari, D., & Psycharis, G. (2024). Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork-based university course. Educational Studies in Mathematics, 1-29: Link

Rotem, S. H., & Ayalon, M., (2023). Constructing coherency levels to understand connections among the noticing skills of pre-service mathematics teachers. Journal of Mathematics Teacher Education: Link

Rotem, S. H., & Ayalon, M. (2023). Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers. Teaching and Teacher Education, 121, 103932: Link

Rotem, S. H., & Ayalon, M. (2022). Building a model for characterizing critical events: Noticing classroom situations using multiple dimensions. The Journal of Mathematical Behavior, 66, 100947: Link

Rotem, S. H., & Ayalon, M. (2021). Exploring Israeli high school graduates’ explanations for the spread of the coronavirus. Educational Studies in Mathematics, 108(1), 161-181. https://link.springer.com/article/10.1007/s10649-021-10042-3

Rotem, S. (2016). A lens for teaching: VIDEO-LM as an education instrument for mathematics teachers and pre-service teachers. MOFET Institute's magazine, 57, 50-55 (in Hebrew).