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Dani Ben-Zvi's Home Page

 Technologies in Education, Faculty of Education, University of Haifa, Israel

Research on Developing Statistical Reasoning

Research on New Forms of Learning with Innovative Technology

Academic Leadership

Curriculum Vitae:      PDF  DocX 






My Family


Contact Information:



Mailing address:

Faculty of Education, University of Haifa, Mount Carmel, Haifa, 31905, Israel







My office:

Education building, Room 301

I am a senior lecturer at the University of Haifa in the Faculty of Education, head of the Technologies in Education Graduate Department, and member of the Mathematics Education Graduate Department. 

My prime research interests draw upon two central aspects of human life: Statistical thinking and technology. The first refers to the kind of thinking involved in evaluating data-based claims that are used ubiquitously these days as a means of increasing credibility of arguments and of making decisions under uncertainty. These are important skills and ideas that all citizens should have and understand, and that should therefore be a standard ingredient of every student's education. The second, technology, is continually and rapidly transforming the way people communicate and collaborate, consume information and create knowledge, learn and teach. The availability of innovative educational technologies makes thinking about complex domains – such as statistics – more accessible to learners.

Focusing on these two aspects in my research, I study (a) students' statistical learning and the development of their statistical reasoning as it occurs in the social context of the classroom; and (b) the role of innovative technological tools in offering new forms of understanding, learning and communicating. These two topics are simultaneously present and closely intertwined in my work, but in the first, statistical reasoning and sense making are in the foreground, with the technology at the background; whereas in the second technology becomes the primary subject and statistics (and other complex subject matters) recedes into the background. I have been pursuing these themes in classroom studies that emphasize inquiry, reasoning, communication and collaboration, and the use of notations and technological tools. These are mostly design experiments that have both a pragmatic aspect—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them.

I received my Ph.D. from the Weizmann Institute of Science in 2001, at the Department of Science Teaching.