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. (in press). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics. DOI: 10.1007/s10649-008-9137-1

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. (Manuscript in preparation)

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. (Manuscript in preparation)

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. (Manuscript in preparation)

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. (Manuscript in preparation)

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. (Manuscript in preparation)

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