‫ביבליוגרפיה‬
‫ארנון‪ ,‬א‪ .) 2991( .‬הוראת שברים בבית הספר היסודי בעזרת הלומדה "שברים כמחלקות שקילות" של‬
‫המרכז לטכנולוגיה חינוכית‪ .‬הכינוס השנתי התשיעי למחשבים בהוראה של מו"ח‪ ,‬האיגוד‬
‫הישראלי למחשבים בחינוך‪ ,‬חוברת תקצירים‪ .271-271 :‬רמת‪-‬גן‪ ,‬ישראל‪.‬‬
‫בקר‪ ,‬ח‪ .)2999( .‬טבלת ההתאמה כאמצעי להוראת פתרון בעיות מילוליות כפליות‪ .‬עבודת גמר המוגשת‬
‫כחלק מהדרישות לקבלת תואר מוסמך‪ .‬אוניברסיטת חיפה‪.‬‬
‫לינצ'בסקי‪ ,‬ל‪ .‬ותובל‪ ,‬ח‪ .)2991( .‬תפקיד המודלים בהוראת חשבון‪ :‬האם אמצעי ההמחשה אכן‬
‫מסייעים לתת ‪ -‬משיגים בבניית מושגים מתמטיים‪ .‬מכון מופת‪ .‬דפים‪.63-17 :21 ,‬‬
‫לינצ'בסקי‪ ,‬ל‪ .‬ותובל‪ ,‬ח‪ .)2996( .‬תפקיד המודלים כאמצעי מסייע למתקשים בחשבון‪ .‬מסרים‬
‫ותגובות‪ .‬מגמות‪ ,‬ל"ה (‪.93-209 :)2‬‬
‫מט"ח‪ :‬המרכז לטכנולוגיה חינוכית‪ .)2997( .‬אחת שתיים ו…שלוש ‪ -‬מתמטיקה לבית‪-‬הספר היסודי‪.‬‬
‫משרד החינוך‪ ,‬התרבות והספורט‪ ,‬המינהל הפדגוגי‪ ,‬האגף לתכניות לימודים‪ .‬ספר ‪.216-231 :27‬‬
‫מכמנדרוב‪ ,‬א‪ ,.‬נשר‪ ,‬פ‪ .)2999( .‬שימוש בטבלות בפתרון של בעיות כפל ובעיות חילוק‪ .‬דו"ח‬
‫מספר ‪ .2‬המרכז לטכנולוגיה חינוכית‪ .‬תל אביב‪.‬‬
‫נשר‪ ,‬פ‪ .)2991( .‬אפיסטמולוגיה‪ ,‬למידה ובית הספר‪ .‬עיונים בחינוך‪ ,66 ,‬תשנ"ב‪.‬‬
‫סוקניק‪ ,‬מ‪ .)2991( .‬האם הצבעים יודעים מתמטיקה? השימוש באנלוגיות פורמליות בפתרון‬
‫בעיות יחס‪ .‬חיבור לשם קבלת התואר דוקטור לפילוסופיה‪ .‬אוניברסיטת חיפה‪.‬‬
‫קלמר‪ ,‬ע‪ .)2991( .‬תפיסת השטח ומדידת שטחים‪ ,‬על ידי ילדים בני ‪ ,9-20‬תוך שימוש בעולם זוטא‬
‫ממוחשב‪ .‬עבודת גמר המוגשת כחלק מהדרישות לקבלת תואר מוסמך‪ .‬אוניברסיטת חיפה‪.‬‬
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