דלג לחלק העיקרי

יצירה שיתופית של ידע בקהילות מוגברות טכנולוגיה

Articles in Refereed Journals

עברית
Albo, Y., Lanir, J., Bak, P., & Rafaeli, S. (2016). Off the radar: Comparative evaluation of radial visualization solutions for composite indicators. IEEE transactions on visualization and computer graphics, 22(1), 569-578.‏

A composite indicator (CI) is a measuring and benchmark tool used to capture multi-dimensional concepts, such as Information and Communication Technology (ICT) usage. Individual indicators are selected and combined to reflect a phenomena being measured.

Albo, Y., Lanir, J., & Rafaeli, S., 2017. A Conceptual Framework for Visualizing Composite Indicators. Social Indicators Research, 1-30.‏

Composite Indicators (CIs) are common measurements and benchmarking tools used to measure multi-dimensional concepts such as well-being and more.

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.

Hod, Y., & Ben-Zvi, D. (2015). Students negotiating and designing their collaborative learning norms: a group developmental perspective in learning communities. Interactive Learning Environments. DOI: 10.1080/10494820.2015.1063511

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms.

Ben-Zvi, D., Bakker, A., & Makar, K. (2015). Learning to reason from samples. Educational Studies in Mathematics, 88(3), 291-303.

 The goal of this article is to introduce the topic of learning to reason from samples, which is the focus of this special issue of Educational Studies in Mathematics on statistical reasoning.