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Michal Ayalon & Samaher Nama. (2024) Secondary school mathematics teacher-perceived factors involved in argumentation: an emerging framework. Research in Mathematics Education 26:1, pages 193-214.
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Saetbyul Kim, Tzu-Jung Lin, Michael Glassman, Seung Yon Ha, Ziye Wen, Manisha Nagpal, Trent N. Cash & Elizabeth Kraatz. (2023) Linking knowledge justification with peers to the learning of social perspective taking. Journal of Moral Education 0:0, pages 1-21.
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José Palazón-Herrera. (2021) Secondary school music education students’ perception of technology-assisted cooperative learning (Percepción del alumnado de música de educación secundaria sobre el aprendizaje cooperativo asistido por tecnología). Culture and Education 33:1, pages 160-188.
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Ying-Chih Chen & Xue Qiao. (2020) Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education 42:13, pages 2145-2180.
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Kalypso Iordanou & Deanna Kuhn. (2020) Contemplating the Opposition: Does a Personal Touch Matter?. Discourse Processes 57:4, pages 343-359.
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Andy R. Cavagnetto, Brian Hand & Joshua Premo. (2020) Supporting student agency in science. Theory Into Practice 59:2, pages 128-138.
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Ylva Backman, Teodor Gardelli, Viktor Gardelli & Caroline Strömberg. (2020) Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries. International Journal of Disability, Development and Education 67:1, pages 107-123.
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Antonia Larrain, Paulina Freire, Patricia López & Valeska Grau. (2019) Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge. Cognition and Instruction 37:4, pages 453-482.
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Gideon Dishon & Sigal Ben-Porath. (2018) Don’t @ me: rethinking digital civility online and in school. Learning, Media and Technology 43:4, pages 434-450.
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Antonia Larrain, Christine Howe & Paulina Freire. (2018) ‘More is not necessarily better’: curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Research in Science & Technological Education 36:3, pages 282-301.
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Beyza Ucar-Longford, Anesa Hosein & Marion Heron. Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach. Journal of Digital Learning in Teacher Education 0:0, pages 1-21.
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Lei Gao, Xiaoran Li, Yaqian Zheng, Yanyan Li, Deliang Wang & Haogang Bao. (2024) Discourse moves and socio-emotional interactions in collaborative argumentation: Exploring how their co-occurrence impacts argumentation quality. Thinking Skills and Creativity 52, pages 101525.
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Christina Nishiyama & E. Michael Nussbaum. (2024) Using computer-supported critical annotation to improve perspective taking. Journal of Computers in Education.
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Yugo Hayashi. (2023) Modeling Synchronization for Detecting Collaborative Learning Process Using a Pedagogical Conversational Agent: Investigation Using Recurrent Indicators of Gaze, Language, and Facial Expression. International Journal of Artificial Intelligence in Education.
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Min-Young Kim & Eileen Shanahan. (2023) Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom. Learning, Culture and Social Interaction 43, pages 100770.
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Samaher Nama, Maysa Hayeen-Halloun & Michal Ayalon. (2023) Noticing of argumentation: A comparison between pre-service and in-service secondary-school mathematics teachers. The Journal of Mathematical Behavior 72, pages 101098.
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Walter F. Castro & Jorge A. Toro. (2023) Mathematics teacher argumentation in a didactic perspective. Eurasia Journal of Mathematics, Science and Technology Education 19:9, pages em2322.
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Karina Wilkie & Michal Ayalon. (2023) Learning to argue while arguing to learn: Students’ emotional experiences during argumentation for graphing real-life functions. Eurasia Journal of Mathematics, Science and Technology Education 19:8, pages em2312.
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Samaher Nama & Michal Ayalon. (2023) Exploring change in secondary mathematics teachers' noticing of argumentation through experiencing peer-assessment strategies. Journal of Mathematics Teacher Education.
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