Orly Buchbinder

Orly Buchbinder is an Associate Professor in the Department of Mathematics and Statistics at the University of New Hampshire, within the College of Engineering and Physical Sciences. Her research and teaching focus on mathematics education, particularly on how teachers and students understand proof, reasoning, and the role of examples in mathematical justification.

• Ph.D., Technion – Israel Institute of Technology
• M.S., Technion – Israel Institute of Technology
• B.S., Technion – Israel Institute of Technology

Her research interests lie at the intersection of teacher knowledge and mathematical reasoning. She investigates mathematical knowledge for teaching proof, the use of examples in proving, and how teachers develop pedagogical content knowledge. Her work often employs qualitative and mixed-methods approaches to analyze classroom practices and teacher cognition. She is also interested in reflective noticing and the integration of instructional technology in mathematics teaching.

Her recent publications reveal a strong focus on teacher feedback, the cognitive aspects of proving, and the design of teacher education programs. The articles span journals such as The Journal of Mathematical Behavior, Journal of Mathematics Teacher Education, and Digital Experiences in Mathematics Education, indicating a consistent contribution to both cognitive and technological dimensions of mathematics education. Themes include feedback discourse, multimodal representations, and the epistemological role of examples.

Dr. Buchbinder is involved in significant research initiatives, including:

• Thought Experiments in Mathematics Teaching (ThEMaT) – NSF-funded project studying teachers’ practical rationality
• UNH Robert Noyce Teacher Scholarship Program – supporting future STEM teachers
• Curriculum Development Project at the Technion, co-authoring Hebrew-language textbooks for grades 7–9

She has taught a range of courses including Analysis of Secondary School Mathematics, Teaching of Mathematics 6–12, Geometry, and Historical Foundations of Mathematics. While specific advising and grant details are not listed, her leadership in collaborative projects suggests active mentorship and research supervision.