Rotem Abdu

Rotem Abdu
Tel Aviv University | TAU · Sagol School of Neuroscience

Doctor of Philosophy

About

19
Publications
3,321
Reads
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203
Citations
Citations since 2016
11 Research Items
171 Citations
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Introduction
I am a postdoctoral researcher at the University of Haifa. My research is at the intersection between small group learning, technology and mathematics education.
Additional affiliations
October 2006 - August 2009
Ben-Gurion University of the Negev
Position
  • Master's Student

Publications

Publications (19)
Article
Full-text available
Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several commun...
Conference Paper
Teachers’ ability to give favorable in-the-moment support to learning depends on their professional noticing: events they listen to, their interpretation of these events, and their eventual responses. Teachers notice learning events related to their pedagogical knowledge, educational goals, and situated expectations. Learning to notice dialogic eve...
Article
Full-text available
This article queries how learning analytics systems can support content-specific group formation to develop students’ thinking about a specific mathematical concept. Automated group formation requires identifying personal characteristics, designing tasks to probe students’ perceptions, and grouping them to increase individual learning chances. Desi...
Article
Full-text available
In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is a theoretical approach operating under the premise that thinking and communication are multimodal activities. Under this premise, dialogue between learners needs to be conceptualized using a multimodal lens. We identify mult...
Article
Full-text available
Although cognitive activity has been modeled through the lens of dynamical systems theory, the field lacks robust demonstrations in the learning of mathematical concepts. One empirical context demonstrating potential for closing this gap is embodied design, wherein students learn to enact new movement patterns that instantiate mathematical schemes....
Article
Full-text available
Designers of educational modules for conceptual learning often rely on procedural frameworks to chart out interaction mechanics through which users will develop target understandings. To date, however, there has been no systematic comparative evaluation of such frameworks in terms of their consequences for learning. This lack of empirical evaluatio...
Article
Full-text available
Conditions under which group-work leas the learning have been studied in collaborative settings. Little is known, however, about whether and how the interplay between collaboration and cooperation impinges on group learning. In this paper, we study this interplay in the context of mathematical problem-solving. We focus on how training students to l...
Conference Paper
Full-text available
What are mathematics teachers' considerations in grouping students, and how could automated formative assessment systems help them in doing it? In this study, nine teachers were asked to use data on students' performance in a mathematics task, derived from an automated formative assessment system, to create pairs in which students could contribute...
Article
Full-text available
Several decades of research and development have produced a rich ecology of technologies designed to support active, collaborative constructionist pedagogical practices. Nevertheless, many teachers are reluctant to use these technologies in their teaching or fail to devise learning designs which leverage their qualities. We argue that this tension...
Article
Full-text available
We investigate teachers’ practices in a whole-class context when they scaffold students’ learning in situations where students use technologies that facilitate group learning to solve mathematical problems in small groups. We describe teachers’ practices in order to evaluate their contribution to Whole-Class Scaffolding in the context of a course t...
Conference Paper
Full-text available
In this paper I use the conceptual change theoretical framework, in order to describe and evaluate the productivity of teacher's in-situ support to Situational misconceptions. I illustrate a case in which two students work together in order to solve a problem in math. The focal point is their teacher's intervention, in which she attempts to get her...
Conference Paper
Collaboration in complex learning scenarios does not succeed automatically without structuring the learning process. In the literature there have been several means proposed to support collaborative learning: scaffolds, scripts, activity structures and reflection prompts are among these approaches. Scenarios that prompt and support reflection durin...
Conference Paper
Full-text available
One of the most important issues that are dealt with in CSCL environments is self, and collaborative, regulated learning; independent of the support of teachers. In the first part of this paper, I will bring forward an innovative pedagogical approach for collaborative learning of math problem solving, accompanied by appropriate software (1) Metafor...
Conference Paper
This demonstration will highlight the pedagogy and functionality of the Metafora system as developed by the end of the second year of the EU-funded (ICT-257872) project. The Metafora system expands the teaching focus beyond domain-specific learning to enable the development of 21st century collaborative competencies necessary to learn in today's co...
Article
Recent trends in the automotive and the Information Technology (IT) industries lead to growing consumer expectations for aesthetic and personalised design of products. The merging of these trends is more likely to lead to considerable changes in the driver environment. Two experiments were conducted in which we examined people's aesthetic response...

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Projects (2)