Solving problems reductively

Journal of Educational Computing Research

Volumn 32, Issue 2, 2005, Pages 113-129

  Armoni, Michal ^a   Gal Ezer, Judith ^a   Tirosh, Dina ^b  

^a OPEN UNIVERSITY OF ISRAEL   (Israel)

^b TEL AVIV UNIVERSITY   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26644471489     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/6PCM-447V-WF7B-QEUF     Document Type: Article

References (17)

1. Armoni, M., Kaufman, Y., & Bargury, I. (1998). Computational models, a textbook and a teacher's guide. Tel-Aviv: The Open University of Israel (in Hebrew).
2. Armoni, M., & Gal-Ezer, J. (2003). Non-determinism in CS high-school curricula. Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference (FIE03), F2C-18-23.
3. Armoni, M., & Gal-Ezer, J. (2004). On the achievements of high school students studying computational models. Proceedings of the 9th Annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE04), 12-16.
4. Armoni, M., & Gal-Ezer, J. (2005). Teaching reductive thinking. Mathematics and Computer Education, in press.
5. Atchison, W. F., Schweppe, E. J., Viavant, W., Young, D. M. Jr., Conte, S. D., Hamblen, J. W., Hull, T. E., Keenan, T. A., Kehl, W. B., McCluskey, E. J., Navarro, S. O., & Rheinboldt, W. C. (1968). Curriculum '68, recommendations for academic programs in computer science, Communication of the ACM, 11, 151-197.
6. Davis, M. D., Sigal, R., & Weyuker, E. J. (1994). Computability, complexity and languages, fundamentals of theoretical computer science. New York: Academic Press.
7. Denning, P. J. (Chair). (2002). IEEE Computer Society/ACM Task Force, Year 2001 model curricula for computing (CC2001). Available on line at: http://www.computer.org/education/cc2001/report/
8. Denning, P. J., Comer, D. E., Gries, D., Mulder, M. C., Tucker, A., Turner, A. J., & Young, P. R. (1989) Computing as a Discipline. Communication of the ACM, 32, 9-23.
9. Gal-Ezer, J., Beeri, C., Harel, D., & Yehudai, A. (1995). A high school program in computer science. Computer, 28, 73-80.
10. Gal-Ezer, J., & Harel, D. (1999). Curriculum and course syllabi for a high-school program in computer science. Computer Science Education, 9, 114-147.
11. Garey, M. R., & Johnson, D. S. (1979). Computers and intractability: A guide to NP-completeness. San Francisco: W. H. Freeman & Co.
12. Glynn, S. M. (1991). Explaining science concepts: A teaching-with- analogies model. In S. M. Glynn, R. H. Yeanny, & B. K. Britton (Eds.), The psychology of learning science (pp. 219-240). Hillsdale, NJ: Lawrence Erlbaum.
13. Merritt, S. M., Bruen, C. J., East, J. P., Grantham, D., Rice, C., Proulx, V. K., Segal, G., & Wolf, C. E. (1994). ACM model high school computer science curriculum. The report of the task force of the pre-college committee of the Education Board of the ACM (pp. 1-25).
14. Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings. Dordrecht, The Netherlands: Kluwer.
15. Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics and school mathematics. Cambridge, UK: Cambridge University Press.
16. Stavy, R., & Tirosh, D. (1993). When analogy is perceived as such. Journal of Research in Science Teaching, 30, 1229-1239.
17. Tucker, A. B. (Ed.). (1991). Computing curricula 1991, A summary of the ACM/IEEE Joint Curriculum Task Force Report. Communication of the ACM, 34, 69-84.