Publications and Presentations

Text books

• Armoni, M. and Ben-Ari, M. (2010). Computer Science Concepts in Scratch, Rehovot, Israel: Weizmann Institute of Science. (192 p., in Hebrew). (English Translation). 
• Armoni, M., Bnaya, T., Bilczyk (Soffrin), Y., Gradovitch, N., Green, A. and Menashe, E. (2007). Fundamentals of Computer Science Vol. 2 (of 2), Tel-Aviv University, Haifa: Israel: Hashraa (in Hebrew).
• Armoni, M., Bnaya, T., Bilczyk (Soffrin), Y., Gradovitch, N., Green, A. and Menashe, E. (2006). Fundamentals of Computer Science Vol. 1 (of 2), Tel-Aviv University, Haifa: Israel: Hashraa (in Hebrew).
• Armoni, M. and Kaufmann Y. (1998). Computational Models, Tel-Aviv, Israel: The Open University press, (223 p., in Hebrew).
• Armoni, M. and Bargury-Zur I. (1998). Computational Models – Teacher Guide, Tel-Aviv, Israel: The Open University press, (277 p., in Hebrew).

Papers in refereed journals

• Statter, D, and Armoni, M. (2020). Teaching Abstraction in Computer Science to 7th Grade Students. ACM Transactions on Computing Education, 20(1), 8:1-37. 
• Kaloti-Hallak, F., Armoni, M., & Ben-Ari, M. (2019). The effect of robotics activities on  learning the engineering design process. Informatics in Education, 18(1), 105-129. 
• Taub, R., Armoni, M., and Ben-Ari, M. (2018). Physics conceptual understanding in a computational science course. Journal of Computational Science Education, 9(2), 2-13.
• Alexandron, G., Armoni, M., Gordon, M., & Harel, D. (2017). Teaching scenario-based programming: an additional paradigm for the high school computer science curriculum, Part 2. Computing in Science & Engineering, 19(6), 64-71. doi: 10.1109/MCSE.2017.3971162
• Alexandron, G., Armoni, M., Gordon, M., & Harel, D. (2017). Teaching scenario-based programming: an additional paradigm for the high school computer science curriculum, Part 1. Computing in Science & Engineering, 19(5), 58-67. doi: 10.1109/MCSE.2017.3421557
• Alexandron, G., Armoni, M., Gordon, M., & Harel, D. (2016). Teaching nondeterminism through programming. Informatics in Education 15(1), 1-23.
• Kaloti-Hallak, F., Armoni, M., Ben-Ari, M. (2015). The effectiveness of robotics competitions on students' learning of computer science. International Olympiad in Informatics 9, 89-112.
• Taub, R., Armoni, M., Bagno, E., & Ben-Ari, M. (2015). The effect of computer science on physics understanding in a computational science environment. Computers & Education 87, 10-23.
• Armoni, M., Meerbaum-Salant, O., & Ben-Ari, M. (2015). From Scratch to “Real” Programming. ACM Transactions on Computing Education, 14(4), 25:1-15. 
• Armoni, M. & Gal-Ezer, J. (2014). Early computing education – why? What? When? How? ACM Inroads, 5(4), 54-59. 
• Alexandron, G., Armoni, M., Gordon, G., and Harel, D. (2014). Scenario-based programming, usability-oriented perception. ACM Transactions on Computing Education, 14(3), 21:1-23. 
• Armoni. M. and Gal-Ezer, J. (2014). High School Computer Science Education Paves the Way for Higher Education – the Israeli Case. Computer Science Education. 
• Meerbaum-Salant, O., Armoni, M., and Ben-Ari, M. (2013). Learning Computer Science Concepts with Scratch. Computer Science Education, 23(3), 239-264. 
• Armoni, M. (2013). On Teaching Abstraction in CS to Novices. Journal of Computers in Mathematics and Science Teaching, 32(3), 265-284.
• Taub, R., Armoni, M., and Ben-Ari, M. (2012). CS Unplugged and Middle-School Students' Views, Attitudes, and Intentions Regarding CS. ACM Transactions on Computing Education, 12(2), 8:1-29. 
• Armoni, M. (2011). Looking at secondary teacher preparation and certification through the lenses of computer science. ACM Transactions on Computing Education, 11(4), 23:1-38. 
• Armoni, M. (2009). Reduction in CS: A (mostly) quantitative analysis of reductive solutions to algorithmic problems. Journal on Educational Resources in Computing, 8(4), 11:1-30. 
• Armoni, M. and Ginat, D. (2008). Reversing: A fundamental idea in computer science. Computer Science Education, 18(3), 213-230. 
• Armoni, M. and Ben-Ari, M. (2008). The concept of nondeterminism: Its development and implications for teaching. Science & Education, 18(8), 1005-1030.  Reprinted in Inroads – SIGCSE Bulletin (2009), 41(2), 141-160. 
• Armoni, M. and Gal-Ezer, J. (2007). Non-determinism: An abstract concept in computer science studies. Computer Science Education, 17(4), 243-262. 
• Armoni, M., Gal-Ezer, J. and Hazzan O. (2006). Reductive thinking in computer science, Computer Science Education, 16(4), 281-301. 
• Armoni, M. (2006). On the role of proofs in a course on design and analysis of algorithms, Inroads - the SIGCSE Bulletin, 38(4), 39-42. 
• Armoni, M. and Gal-Ezer, J. (2006). Introducing non-determinism, Journal of Computers in Mathematics and Science Teaching, 25(4), 325-359.
• Armoni, M. and Gal-Ezer, J. (2005). Teaching reductive thinking, Mathematics and Computer Education, 39(2), 131-142.
• Armoni, M., Gal-Ezer, J. and Tirosh, D. (2005). Solving problems reductively, Journal of Educational Computing Research, 32(2), 113-129.

Papers in refereed conferences

• Brandes, O., & Armoni, M. (2020). Towards a holistic reservoir of research-based PCK segments of K-12 computer science teachers. In Proceedings of the 25th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE2020, Trondheim, Norway – virtual conference), 131-137. 
• Brandes, O., & Armoni, M. (2019). The effects of a professional development workshop focusing on action research on the practice of high-school computer science teachers. In Proceedings of the 14th Workshop in Primary and Secondary Computing Education (WiPSCE2019, Glasgow, Scotland, UK), 13:1-10. 
• Brandes, O., & Armoni, M. (2019). Using action research to distill research-based segments of pedagogical content knowledge of K-12 computer science teachers. In Proceedings of the 24th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE2019, Aberdeen, Scotland, UK), 485-491.   
• Statter, D., & Armoni. M. (2017). Learning abstraction in computer science: a gender perspective. In Proceedings of the 12th Workshop in Primary and Secondary Computing Education (WiPSCE2017, Nijmegen, the Netherlands), 5-14.  
• Statter, D., & Armoni. M. (2016). Teaching abstract thinking in introduction to computer science for 7th graders. In  Proceedings of the 11th Workshop in Primary and Secondary Computing Education (WiPSCE2016, Münster, Germany), 80-83. 
• Kaloti-Hallak, F., Armoni, M., & Ben-Ari, M. (2015). Students' attitudes and motivation during robotics activities. In Proceedings of the 10th Workshop in Primary and Secondary Computing Education (WiPSCE2015, London, UK), 102-110. 
• Taub, R., Armoni, M., & Ben-Ari, M. (2014). Abstraction as a bridging concept between computer science and physics. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education (WiPSCE2014, Berlin, Germany), 16-19. 
• Alexandron, G., Armoni, M., Gordon, G., and Harel, D. (2014). Scenario-based programming: Reducing the cognitive load, fostering abstract thinking. In Companion Proceedings of the 36th International Conference on Software Engineering (ICSE 2014, Hyderabad, India), 311-320. 
• Alexandron, G., Armoni, M., Gordon, G., and Harel, D. (2013). On Teaching Programming with Nondeterminism. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (WiPSCE 2013, Aaarhus, Denmark), 71-74. 
• Taub, R., Armoni, M., and Ben-Ari, M. (2013). The Contribution of Computer Science to Learning Computational Physics. In Proceedings of the 6th International Conference on Informatics in Schools (ISSEP 2013, Oldenburg, Germany). In I. Diethelm and R. Mittermeir, (Eds.) Lecture Notes in Computer Science, 7780, 127-137. Berlin, Germany: Springer-Verlag. 
• Alexandron, G., Armoni, M., Gordon, G., and Harel, D. (2012). The Effect of Previous Programming Experience on the Learning of Scenario-Based Programming. In Proceedings of the 12th Koli Calling International Conference on Computing Education Research (Koli, Finland), 151-159. 
• Alexandron, G., Armoni, M., and Harel, D. (2011). Programming with the User in Mind. In Proceedings of the Annual Conference of the Psychology of Programming Interest Group. (PPIG 2011, York, the UK). 
• Hubwieser, P., Armoni, M., Brinda, T., Dagiene, V., Diethelm, I., Giannakos, M. N., Knobelsdorf, M., Magenheim, J., Mittermeir, R., Schubert, S. (2011). Computer Science/Informatics in Secondary Education. In Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports, 19-38. 
• Meerbaum-Salant, O., Armoni, M., and Ben-Ari, M. (2011). Habits of programming in Scratch. In Proceedings of the 16th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE11, Darmstadt, Germany), 168-172. 
• Meerbaum-Salant, O., Armoni, M., and Ben-Ari, M. (2010). Learning Computer Science Concepts with Scratch. In Proceedings of the Sixth International Workshop on Computing Education Research (ICER10, Aarhus, Denmark), 69-76. Attendees' Best Conference Paper Award. 
• Armoni, M., Benaya, T., Ginat, D., and Zur, E. (2010). Didactics of introduction to computer science in high school. In Proceedings of the 4th International Conference on Informatics in Secondary Schools (ISSEP2010, Zurich, Switzerland). In J. Hromkovic, R.  Královic, and J. Vahrenhold, (Eds.) Lecture Notes in Computer Science, 5941, 36-48. Berlin, Germany: Springer-Verlag. 
• Taub, R., Ben-Ari, M. and Armoni, M. (2009). The Effect of CS Unplugged on Middle-School Students' Views of CS. In Proceedings ofthe 14th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, (ITiCSE09, Paris, France), 99-103. 
• Schocken, S., Nisan, N., and Armoni, M. (2009). A Synthesis Course in Hardware Architecture, Compilers, and Software Engineering. In Proceedings of the 40th SIGCSE Technical Symposium on Computer Science Education (SIGCSE09, Chattanooga, TN, USA), 443-447. 
• Armoni, M. (2008). Reductive Thinking in a quantitative perspective: The case of the algorithm course. In Proceedings of the 13thAnnual SIGCSE Conference on Innovation and Technology in Computer Science Education, (ITiCSE08, Madrid, Spain), 53-57. 
• Armoni, M., Lewenstein, N. and Ben-Ari, M. (2008). Teaching students to think nondeterministically. Proceedings of the 39thSIGCSE Technical Symposium on Computer Science Education (SIGCSE08), 4-8.  
• Armoni, M., Gal-Ezer, J. and Hazzan O. (2006). Reductive thinking in undergraduate CS courses. In Proceedings of the 11th Annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE06, Bologna, Italy), 133-137.  
• Armoni, M. and Gal-Ezer, J. (2006). Reduction – an abstract thinking pattern: The case of the computational models course, In Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education (SIGCSE06, Houston, TX, USA), 389-393. 
• Ginat, D. and Armoni, M. (2006). Reversing: An essential heuristic in program and proof design, In Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education (SIGCSE06, Houston, TX, USA), 469-473. 
• Armoni, M. and Gal-Ezer, J. (2004). On the achievements of high school students studying computational models, In Proceedings of the 9th Annual SIGCSE conference on Innovation and Technology in Computer Science Education (ITiCSE04, Leeds, the UK), 17-21. 
• Armoni, M. and Gal-Ezer, J. (2003). Non-determinism in CS high-school curricula, In Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference (FIE03, Boulder, CO, USA), F2C-18-23. 

Edited journal issues

• McCartney, R., Tenenberg, J., Hubwieser, P., Armoni, M., & Giannakos, M. N. Eds. (2015). Second Special Issue on Computing Education in (K-12) Schools. ACM Transactions on Computing Education 15(2).
• McCartney, R., Tenenberg, J., Hubwieser, P., Armoni, M., Giannakos, M. N., and Mittermeir, R. T., Eds. (2014). Special Issue on Computing Education in (K-12) Schools. ACM Transactions on Computing Education 14(2).

Abstracts in refereed conferences

• Armoni, M. (2004), Reductive thinking: how to teach it? In Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE04, Leeds, the UK), p. 280.

Posters

• Statter, D. and Armoni. M. (2015). Teaching abstraction in computer science in middle-schools using Scratch. Poster presented at the 7th Scratch Conference (Scratch2015AMS, Amsterdam, the Netherlands).
• Taub, R., Armoni, M., & Ben-Ari, M. (2014). The effect of computer science on the learning of computational physics. In Proceedings of the 19th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE14, Uppsala, Sweden), p. 352. 
• Armoni, M. and Gal-Ezer, J. (2005). Reductive thinking in undergraduate CS courses: A preliminary study, In Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE05, Caparica, Portugal), p. 362.

Panels and discussions

• Birds of a Feather session co-facilitator: Armoni, M. and Verma, R., (2007). The automata and formal language course: Its central role in the computer science undergraduate curriculum. The 38th SIGCSE Technical Symposium on Computer Science Education, (SIGCSE07, Covington, KY, USA) (abstract in p. 594 of the proceedings).
• Armoni, M., Rodger, S., Vardi, M. and Verma, R. (2006). Automata theory – its relevance to computer science students and course contents, In Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education (SIGCSE06, Houston, TX, USA), 197-198.

Other publications

• Armoni, M. (2009 – 2019). Computing in schools – a featured column published every 6 months. ACM Inroads Magazine.
• Taub, R., Armoni, M., Ben-Ari, M. (2014). The effect of computer science and active simulation design on physics learning. Proceedings of the 9th Chais Conference for the Study of Innovation and Learning Technologies. [PDF]
• Ericson, B., Armoni, M., Gal-Ezer, J., Seehorn, D., Stephenson, C., and Trees, F., CSTA Teacher Certification Task Force (2008). Ensuring Exemplary Teaching in an Essential Discipline: Addressing the Crisis in Computer Science Teacher Certification. New-York: ACM Press. [PDF]
• Armoni, M. and Hazzan O. (2006). Reductive thinking in computer science, Hebetim, Journal of Machsava: Israel National Center for Computer Science Teachers, 56-59 (In Hebrew).
• Beer, I., Dvir [Armoni], M. Kozitza, B., Lichtenstein, Y., Mack, S., Wright, J. N., Rappaport, E., Schmierer, Q. and Zandman, Y. (1993). VHDL Test Coverage in a BDLS/AUSSIM Environment, Technical Report 88.342, IBM Science and Technology, Haifa, Israel.
• Ben-David, S. and Dvir [Armoni], M. (1992). A Model Theoretic Analysis of Non-Provability in Arithmetic, Technion, TR. [PDF]

Presentations

Invited talks

• Organizing the CS curriculum around CS habits of mind: The cases of reduction, abstraction, and proofs. Faculty of Mathematics and Computer Science, Adam Mickiewicz University, Poznan, Poland. November 2017.
• On the Nature of Computer Science. Primary-School Teachers Seminar, Adam Mickiewicz University, Poznan, Poland. November 2017.
• K-12 Computer Science Education: Why, What, When, How? Guiding Principles and Open Questions. Rhode Island Department of Education, Fifth Annual Conference, Providence, RI, USA. September 2016.
• Keynote speaker at the 10th Workshop in Primary and Secondary Computing Education (WiPSCE 2015), London, UK. November 2015.

Local conferences

• Computer science concepts in Scratch. The 10th Annual Conference of the Israeli Computer Science and Information Technologies Teachers, Ben-Gurion University. December 2009.
• Reductive thinking in computer science. The 6th Annual Conference of the Israeli Computer Science and Information Technologies Teachers, Achva College. December 2005.

Colloquia in Israel

• On teaching and learning non-determinism, a fundamental idea of CS. Department of Computer Science, Bar-Ilan University. December 2013.
• Reduction as a fundamental idea of CS. School of Computer Science, Tel-Aviv University. May 2013.
• Reduction as a CS habit of mind. Faculty of Mathematics and Computer Science, Weizmann Institute of Science. February 2009.
• On non-determinism in computer Science. Department of Science Teaching, Weizmann Institute of Science. June 2008.
• Reductive thinking in undergraduate courses (an updated version). Department of Education in Science and Technology, Technion, Israel Institute of Technology. July 2007.
• Reductive thinking in undergraduate courses. Science Teaching Department, School of Education, Tel-Aviv University. March 2007.
• On computer science education:  the case of reductive thinking. Computer Science Department, Haifa University. November 2006.
• Current research in computer science education – what can we learn from it about teaching computer science? Computer Science Department, Ben-Gurion University of the Negev. January 2005.