דלג לחלק העיקרי

יצירה שיתופית של ידע בקהילות מוגברות טכנולוגיה

למידה א פורמלית

Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Teacher’s scaffolding over the year to develop norms of mathematical inquiry in a primary classroom. In M. Marshman et al. (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia). Sunshine Coast: MERGA.
Manor, H., & Ben-Zvi, D. (2015). Students’ emergent articulations of models and modeling in making informal statistical inferences. In Proceedings of the Ninth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL9) (pp. 107-117). Paderborn, Germany: University of Paderborn.
Aridor, K., & Ben-Zvi, D. (2015). Statistical modeling to promote students’ aggregate view of data in the context of informal statistical inference. In Proceedings of the Ninth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL9) (pp. 87-97). Paderborn, Germany: University of Paderborn.
Basil-Shachar, J., Hod, Y., & Ben-Zvi, D. (2015). The emergence of norms in a technology-enhanced learning community. In O. Lindwall, P. Koschman, T. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning Conference (CSCL), Volume II (pp. 807-808). Gothenburg, Sweden: The International Society of the Learning Sciences.

Meaningful collaborative learning can be fostered by successfully dealing with personal and interpersonal challenges faced by members in technology-enhanced learning communities (TELCs).

Garfield, J., & Ben-Zvi, D. (2015). The International Collaboration for Research in Statistical Reasoning, Thinking, and Literacy (Foreword). In A. Zieffler & E. Fry (Eds.), Reasoning about uncertainty: Learning and teaching informal inferential reasoning (pp. XV-XVIII). Minneapolis, Minnesota: Catalyst Press.
Manor, H., & Ben-Zvi, D. (2015). Students’ articulations of uncertainty in informally exploring sampling distributions. In A. Zieffler & E. Fry (Eds.), Reasoning about uncertainty: Learning and teaching informal inferential reasoning (pp. 57-94). Minneapolis, Minnesota: Catalyst Press.
Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM - The International Journal on Mathematics Education. http://link.springer.com/article/10.1007/s11858-015-0732-1

Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices.

Ben-Zvi, D., Bakker, A., & Makar, K. (2015). Statistical reasoning: Learning to reason from samples. Educational Studies in Mathematics, 88(3). (180 pages)
Zieffler, A., Ben-Zvi, D., Chance, B., Garfield, J., & Gould, R. (Eds.) (2015). Reasoning about uncertainty: learning and teaching informal inferential reasoning. Minneapolis, MN: Catalyst Press. (204 pages)

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