| 2009 |
|---|
| 12 | EE | Shimon Schocken,
Noam Nisan,
Michal Armoni:
A synthesis course in hardware architecture, compilers, and software engineering.
SIGCSE 2009: 443-447 |
| 11 | EE | Michal Armoni:
Reduction in CS: A (Mostly) Quantitative Analysis of Reductive Solutions to Algorithmic Problems.
ACM Journal of Educational Resources in Computing 8(4): (2009) |
| 2008 |
|---|
| 10 | EE | Michal Armoni:
Reductive thinking in a quantitative perspective: the case of the algorithm course.
ITiCSE 2008: 53-57 |
| 9 | EE | Michal Armoni,
Noa Lewenstein,
Mordechai Ben-Ari:
Teaching students to think nondeterministically.
SIGCSE 2008: 4-8 |
| 2006 |
|---|
| 8 | EE | Michal Armoni,
Judith Gal-Ezer,
Orit Hazzan:
Reductive thinking in undergraduate CS courses.
ITiCSE 2006: 133-137 |
| 7 | EE | Michal Armoni,
S. Rodger,
Moshe Y. Vardi,
R. Verma:
Automata theory: its relevance to computer science students and course contents.
SIGCSE 2006: 197-198 |
| 6 | EE | Michal Armoni,
Judith Gal-Ezer:
Reduction -- an abstract thinking pattern: the case of the computational models course.
SIGCSE 2006: 389-393 |
| 5 | EE | David Ginat,
Michal Armoni:
Reversing: an essential heuristic in program and proof design.
SIGCSE 2006: 469-473 |
| 4 | EE | Michal Armoni:
On the role of proofs in a course on design and analysis of algorithms.
SIGCSE Bulletin 38(4): 39-42 (2006) |
| 2005 |
|---|
| 3 | EE | Michal Armoni,
Judith Gal-Ezer:
Reductive thinking in undergraduate CS courses.
ITiCSE 2005: 362 |
| 2004 |
|---|
| 2 | EE | Michal Armoni,
Judith Gal-Ezer:
On the achievements of high school students studying computational models.
ITiCSE 2004: 17-21 |
| 1 | EE | Michal Armoni:
Reductive thinking: how to teach it?
ITiCSE 2004: 280 |
