EDRL Graduate Theses EDRL PhD Dissertations A virtual water cooler: The ecology of an online community of practice to support teachers’ informal learning Siu, Y. Body of knowledge: Practicing mathematics in instrumented fields of promoted action Trninic, D. Building algebra one giant step at a time: Toward a reverse-scaffolding pedagogical approach for fostering subjective transparency through engineering levels of interaction with a technological learning environment Chase, K.N.P. Fostering embodied coherence: A study of the relationship between learners’ physical actions and mathematical cognition Charoenying, T. From instrumental genesis to digital exodus: Supporting urban elementary teachers through technology-mediated systemic reform Guneratne, E.K. Gesture as a dialogic resource in STEM instructional interaction Flood, V.J. Second chance in first life: Fostering mathematical and computational agency among at-risk youth Harrell, S.V. Signs of power: A critical approach to the study of mathematics cognition and instruction Gutiérrez, J.F. EDRL MA Theses Believing is seeing: Tradeoffs of modeling-based mathematical learning Benjamin. R. I see what you mean: A dimensionalization of multimodal revoicing interactions Heid, M. Learning mathematics by reconciling complementary perceptual constructions of a common display: The case of an innovative design for complex numbers Shadmehr, M. Learning to learn: Contextual factors in study-skills intervention Brown A. Lost in translation: algebra tiles and equations—an interview-based critical evaluation of a would-be instructional support Kavanaugh, H. Math moves: A lesson in embodied functions Blessing. B. Mathematics learning as perceptual reconstruction: the role of semiotic breakdown in collaborative problem solving Dutton, E. Negotiating mathematical visualizations in classroom group work: The case of a digital design for proportion Lee, R.G. Not too slippery a slope: Fostering student grounding of the mathematics of slope in perceptions of steepness Thacker, I. Open mathematical problems in the classroom: A teacher’s guide Smrekar, E. So what if I’m a girl?: Changing the female attitude towards mathematics through interpretive discussion. Alvarez, J. The double-edged sword of constructivist designs Mauks–Koepke, K. Toward didactical contracts for mathematics learning with digital media: coordinating pedagogical design and classroom practices. Negrete, A.G. Toward fostering understanding for the meaning of fraction multiplication Tang, B.