Embodied Design Research Laboratory

Publications

For more publications, see the faculty page of Dor Abrahamson.

Papers (peer-reviewed journal articles, conference proceedings, chapters, and presentations):

Abrahamson, D., & Howison, M. L. (2010, May). Embodied artifacts: coordinated action as an object-to-think-with. In D. L. Houlton (Organizer) & J. P. Gee (Discussant), Embodied and enactive approaches to instruction: implications and innovations. Paper presented at the annual meeting of the American Educational Research Association, April 30 – May 4.

Gutierrez, J. & Charoenying, T. (2010, May) Educational Design as the Production of Boundary Objects. Paper presented at the annual meeting of the American Educational Research Association, April 30 – May 4.

Charoenying, T. (2010, May) Water Works: Toward Embodied Coherence in Instructional Design. Paper presented at the annual meeting of the American Educational Research Association, April 30 – May 4.

Charoenying, T. (2010, May) Embodied Coherence in Representational Contexts for Students With Disabilities. Paper presented at the annual meeting of the American Educational Research Association, April 30 – May 4.

Charoenying, T. (in press). Accountable game design for supporting classroom learning. Journal of Educational Computing Research.

Veeragoudar Harrell, S., & Abrahamson, D. (in press). Second Life: offering marginalized youth a second chance. Journal of Virtual Worlds Research.

Abrahamson, D., Bryant, M. J., Gutierrez, J. F., Mookerjee, A. V., Souchkova, D., & Thacker, I. E. (2009). Figuring it out: mathematical learning as guided semiotic disambiguation of useful yet initially entangled intuitions. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the Thirty-First Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 662-670). Atlanta, GA: Georgia State University.

Abrahamson, D. (2009). A student's synthesis of tacit and mathematical knowledge as a researcher's lens on bridging learning theory. In M. Borovcnik & R. Kapadia (Eds.), Research and developments in probability education [Special Issue]. International Electronic Journal of Mathematics Education, 4(3), 195 – 226.

Abrahamson, D. (2009). Coordinating phenomenologically immediate and semiotically mediated constructions of statistical distribution. In K. Makar (Ed.), The Role of Context and Evidence in Informal Inferential Reasoning. Proceedings of the Sixth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-6), The University of Queensland, Australia, July 10-16, 2009.

Abrahamson, D. (2009). Orchestrating semiotic leaps from tacit to cultural quantitative reasoning—the case of anticipating experimental outcomes of a quasi-binomial random generator. Cognition and Instruction, 27(3), 175-224.

Veeragoudar, S., & Abrahamson, D. (2009, April). At-risk voices speak, theory is all ears: Toward an empirically-based model of agency for STEM learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Zolkower, B., & Abrahamson, D. (2009, April). Studying paradigmatic didactical-mathematical situations: Design and implementation of an experimental graduate level course for pre-service mathematics teachers and doctoral students. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Abrahamson, D. (2009, April). Appropriate tools: On grounding mathematical procedures in perceptual intuitions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Mauks–Kaupke, K. P., Buchanan, K., Relaford–Doyle, J., Souchkova, D., & Abrahamson, D. (2009, April). The double-edged sword of constructivist design. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Blikstein, P., Wilensky, U., & Abrahamson, D. (2009, April). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Symposium Chair), M. Kapur (Organizer), & N. Sibelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Charoenying, T. (2009, April). Accountable game design for supporting classroom learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Charoenying, T. (2009, April). Computational classroom analysis: Using computers to model complex classroom phenomena. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

Veeragoudar Harrell, S. (2008, August). Culture as capital in virtual worlds: Transforming urban-youth intellectual agency through critical computational literacy. Paper presented at the annual conference of the Young Investigator's Forum on Culture Technology, Daejeon, Korea, August 22-23.

Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27-47.

Abrahamson, D., & White, T. (2008). Artifacts and aberrations: On the volatility of design research and the serendipity of insight. In G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS2008). Utrecht, The Netherlands: ICLS.

Charoenying, T. (2008). Accountable game designs for classroom learning. Proceedings of the 7th Conference on Interaction Design & Children (IDC2008). Evanston, IL: Northwestern University.

Veeragoudar Harrell, S., & Abrahamson, D. (2008). It takes a virtual village: Transforming urban-youth intellectual agency through critical computational literacy. In S. Veeragoudar Harrell (Chair & Organizer), Virtually there: Emerging designs for STEM teaching and learning in immersive online 3D microworlds. Symposium in G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS2008). Utrecht, The Netherlands: ICLS.

Blikstein, P., Abrahamson, D., & Wilensky, U (2008). The classroom as a complex adaptive system: An agent-based framework to investigate students' emergent collective behaviors. In G. Kanselaar, J. van Merriënboer, P. Kirschner, & T. de Jong (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS2008). Utrecht, The Netherlands: ICLS.

Brizuela, B.M., & Earnest, D. (2008). Multiple notational systems and algebraic understandings: The case of the best deal problem. In J.J. Kaput, D.W. Carraher, & M.L. Blanton (Eds.), Algebra in the early grades (pp. 273-301). Mahwah, NJ: Lawrence Erlbaum Associates.

Earnest, D. (2008, March). Measure for measure: Non-normative number lines for assessment and learning. In D. Abrahamson (Chair), D. Earnest (Org.), and H. Bass (Discussant), The many values of the number line–An interdisciplinary forum. Symposium presented at the annual conference of the American Education Research Association, New York, March 24-28.

Earnest, D. (2008, April). Student understanding of magnitude on the number line: The use of vectors. Poster Presentation at the 2008 Research Pre-session of the National Council of Teachers of Mathematics Meeting, Salt Lake City, UT.

Earnest, D. (2007). In line with student reasoning: A research methodology with pedagogical potential. Research Report at the 2007 meeting for the North American Chapter of Psychology in Mathematics Education, South Lake Tahoe, NV.

Abrahamson, D. (2008, March). From gesture to design: Building cognitively ergonomic learning tools. In S. Gerofsky (Chair & Org.) & M. Nathan (Discussant), Math education meets gesture studies: How mathematics education adapts gesture studies to its own purposes. Symposium presented at the annual conference of the American Education Research Association, New York, March 24-28.

Howison, M. (2008, March). Connecting mathematics through investigating scientific phenomena: An interactive poster. Poster presented at the annual conference of the American Education Research Association, New York, March 24-28.

Veeragoudar Harrell, S., & Abrahamson, D. (2008, March). It takes a virtual village: Living and learning in online virtual reality. In J. Mahiri (Chair & Org.) & C. D. Lee (Discussant), Reversing underachievement: Digital media in teaching and learning with highly marginalized students. Symposium presented at the annual conference of the American Education Research Association, New York, March 24-28.

Abrahamson, D. (2008, March). Fostering the emergence of an embodied cognitive artifact: The case of the number line in a design for probability. In D. Abrahamson (Chair), D. Earnest (Org.), & H. Bass (Discussant), The many values of the number line–An interdisciplinary forum. Symposium presented at the annual conference of the American Education Research Association, New York, March 24-28.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2008, March). Groupwork as a complex adaptive system: A methodology to model, understand, and design classroom strategies for collaborative learning. Paper presented at the annual conference of the American Education Research Association, New York, March 24-28.

Abrahamson, D., Bryant, M. J., Howison, M. L., & Relaford-Doyle, J. J. (2008, March). Toward a phenomenology of mathematical artifacts: A circumspective deconstruction of a design for the binomial. Paper presented at the annual conference of the American Education Research Association, New York, March 24-28.

Veeragoudar Harrell, S., & Abrahamson, D. (2007). Computational literacy and mathematics learning in a virtual world: Identity, embodiment, and empowered media engagement. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (Vol. 8, Part 1, pp. 264 - 266). NJ: Rutgers University. CD ROM

Veeragoudar Harrell, S. (2007, April). Representation, medium, and agency in mathematics practice: Toward the development of a model of mathematical agency. Paper presented at the Annual Meeting of the American Educational Research Association Chicago, April 9 -13.

Abrahamson, D. (2006). Mathematical representations as conceptual composites: Implications for design. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the [Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 464-466). Universidad Pedagógica Nacional. [Download expanded version]

Brar, R., Galpern, A. J., & Abrahamson, D. (2006). Lost in translation: The 'bean snare' as a case of the situated-symbolic divide. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the [Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 390-391). Universidad Pedagógica Nacional. [Download expanded version]

Abrahamson, D., & Cendak, R. M. (2006). The odds of understanding the law of large numbers: A design for grounding intuitive probability in combinatorial analysis. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Ed.), Proceedings of the Thirtieth Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 1 - 8). Prague, Czech Republic: Charles University.

Invited presentations:

Abrahamson, D. (2009, January). Close listening to gesture - An embodied-design perspective on mathematical reasoning. Paper presented at the Leonardo Art/Science Evening Rendezvous (P. Scaruffi, Org.), San Francisco, January 12.

Abrahamson, D. (2008, December). The abduction of Peirce: The missing link between perceptual judgment and mathematical reasoning? Invited lecture at the Townsend Working Group in Neuroscience and Philosophy (A. Rokem, J. Stazicker, & A. Noë, Organizers), December 9.