Publications

Abrahamson, D., & Shulman, A. (in press). Constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness. Feldenkrais Research Journal.
Green, C. A., Abrahamson, D., Chern, H., & O’Sullivan, P. S. (in press). Is robotic surgery highlighting critical gaps in resident training? Journal of Graduate Medical Education.
Murata, A., Fuson, K. C., & Abrahamson, D. (in press). A learning path framework to balance mathematics education: teaching/learning for understanding and fluency. In E. Arias, J. Cristia, & S. Cueto (Eds.), Promising models to improve primary mathematics learning in Latin America and the Caribbean using technology. Washington, DC: Inter-American Development Bank.
Palatnik, A., & Abrahamson, D. (in press / 2018). Rhythmic movement as a tacit enactment goal mobilizes the emergence of mathematical structures. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-018-9845-0 Palatnik.Abrahamson.2018.ESM_.rhythm.pdf
Abrahamson, D., Flood, V. J., Miele, J., & Siu, Y.-T. (2019). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics students. In E. de Freitas, N. Sinclair, & L. Healy (Eds.) Mathematical bodies: Material ecologies of teaching and learning [SI]. ZDM Mathematics Education, 19(2). https://doi.org/10.1007/s11858-018-0998-1 Abrahamson.Flood_.Miele_.Siu_.2018.ZDM_.Body_.EnactivismAndEthnomethodologic.pdf
Abrahamson, D. (2018, June). Design research as iterated cycles of cognitive-task ideation, implementation, and analysis. Paper presented at the annual meeting of the Jean Piaget Society, Amsterdam, May 31 – June 2.
Alberto, R. A., Shayan, S., van der Schaaf, M., Bakker, A., & Abrahamson, D. (2018, June). How to design for embodied dynamic development toward proportional actions, perceptions and descriptions? Paper presented at the annual meeting of the Jean Piaget Society, Amsterdam, May 31 – June 2.
Walker–van Aalst, O., DeLiema, D., Flood, V. J., & Abrahamson, D. (2018, June). Peer conversations about refactoring computer code: Negotiating reflective abstraction through narrative, affect, and play. Paper presented at the annual meeting of the Jean Piaget Society, Amsterdam, May 31 – June 2. Walker-vanAalst.DeLiema.Flood_.Abrahamson.2018.JPS-Refactoring.pdf
Shvarts, A., & Abrahamson, D. (2018, June). Vygotsky’s psychological systems as complex dynamical systems: Theorizing multimodal data of student–tutor collaboration on an embodied mathematical task. Paper presented at the annual meeting of the Jean Piaget Society, Amsterdam, May 31 – June 2.
Abrahamson, D. (Chair & Organizer). (2018, June). A complex-dynamical-system’s view on the situated emergence of coordinated activity: From single cells to human collectives. Symposium presented at the annual meeting of the Jean Piaget Society, Amsterdam, May 31 – June 2. JPS2018.Abrahamson.Complex.symp_.pdf
Shvarts, A., & Abrahamson, D. (2018, April). Towards a complex systems model of enculturation: A dual eye-tracking study. Paper presented at the annual conference of the American Educational Research Association (Special Interest Group: Learning Sciences), NYC, April 13-17.
Flood, V. J., DeLiema, D., & Abrahamson, D. (2018). Bringing static code to life: The instructional work of animating computer programs with the body In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 2, pp. 1085-1088). London: International Society of the Learning Sciences.
Flood.DeLiema.Harrer.Abrahamson.2018.ICLS_.Animate.pdf
Pardos, Z. A., Hu, C., Meng, P., Neff, M., & Abrahamson, D. (2018). Characterizing learner behavior from high frequency touchscreen data using recurrent neural networks. In D. Chin & L. Chen (Eds.), Adjunct proceedings of the 26th Conference on User Modeling, Adaptation and Personalization (UMAP ’18). Singapore: ACM. 6 pages. Pardos-et-al.2018.UMAP_.Classifying_Learner_Behavior_from_Touchscreen_Data.pdf
Rosen, D. M., Palatnik, A., & Abrahamson, D. (2018). A better story: An embodied-design argument for generic manipulatives. In N. Calder, N. Sinclair, & K. Larkin (Eds.), Using mobile technologies in the learning of mathematics (pp. 189-211). New York: Springer.
Chase, K., & Abrahamson, D. (2018). Searching for buried treasure: Uncovering discovery in discovery-based learning. In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. Instructional Science, 46(1), 11-33.
Chase.Abrahamson.2018.TRUC-discovery-algebra.pdf
Abrahamson, D., & Kapur, M. (2018). Reinventing discovery learning: A field-wide design-research program. In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. Instructional Science, 46(1), 1-10. Abrahamson.Kapur_.2018.InstructionalScience.Editorial.pdf
Zohar, R., Bagno, E., Eylon, B., & Abrahamson, D. (2018). Motor skills, creativity, and cognition in learning physics concepts. Functional Neurology, Rehabilitation, and Ergonomics, 7(3), 67-76. ZoharBagnoEylonAbrahamson.2018JFNRE.pdf
Abrahamson, D., & Bakker, A. (2018). An ecological dynamics view on movement-based mathematics learning: on the emergence of sensorimotor schemes in sociocultural settings. In D. Abrahamson (Chair), O. Lindwall (Discussant), & A. Andrade (Org.), Moving forward: In search of synergy across diverse views on the role of physical movement in design for STEM education [symposium]. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018) (Vol. 2, pp. 1243-1250). London: International Society of the Learning Sciences. MovingForward.symp_.2018.ICLS_.pdf
Barth-Cohen, L., Little, A., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29(2), 83-101. Barth-Cohen.Little.Abrahamson.2018.JSTE_.pdf
Flood, V. J., DeLiema, D., Harrer, B. W., & Abrahamson, D. (2018). Enskilment in the digital age: The interactional work of learning to debug. In J. Kay & R. Luckin (Eds.), "Rethinking learning in the digital age: Making the Learning Sciences count," Proceedings of the 13th International Conference of the Learning Sciences (Vol. 3, pp. 1405-1406). London: International Society of the Learning Sciences. Flood.DeLiema.Harrer.Abrahamson.2018.ICLS_.Enskilment.pdf
Ottmar, E. R., Melcer, E., Abrahamson, D., Nathan, M. J., Fyfe, E., & Smith, C. (2018). Embodied Mathematical Imagination and Cognition (EMIC) Working Group. In T. H. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), "Looking back, looking ahead: Celebrating 40 years of PME-NA" -- Proceedings of the 40th annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina. PMENA.2018.EMIC-WG.pdf
Abrahamson, D., & Shulman, A. (2017, July). Constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness. Paper presented at the 1st annual meeting of Movement: Brain, Body, Cognition, Oxford, UK, July 9-11. Abrahamson.Shulman.MOVEMENT2017
Abdullah, A., Adil, M., Rosenbaum, L. F., Clemmons, M., Shah, M., Abrahamson, D., & Neff, M. (2017). Pedagogical agents to support embodied, discovery-based learning. In J. Beskow, C. Peters, G. Castellano, C. O’Sullivan, I. Leite, & S. Kopp (Eds.), Proceedings of 17th International Conference on Intelligent Virtual Agents (IVA 2017) (pp. 1-14). Cham: Springer International Publishing. Abdullah.Adil_.Rosenbaum.Clemmons.Shah_.Abrahamson.Neff_.2017.IVA_.pdf
Abrahamson, D. (2017). Embodiment and mathematics learning. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 247-252). Thousand Oaks, CA: SAGE. Abrahamson2017embodiment-SAGE-OutOfSchool.pdf
Duijzer, A. C. G., Shayan, S., Van der Schaaf, M. F., Bakker, A., & Abrahamson, D. (2017). Touchscreen tablets: Coordinating action and perception for mathematical cognition. Frontiers in Psychology, 8(144). doi:10.3389/fpsyg.2017.00144
Duijzer.Shayan.Bakker.vdSchaaf.Abrahamson.2017.Frontiers.pdf
Palatnik, A., & Abrahamson, D. (2017). Taking measures to coordinate movements: Unitizing emerges as a method of building event structures for enacting proportion. In E. Galindo & J. Newton (Eds.), "Synergy at the crossroads" -- Proceedings of the 39th annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education (Ch. 13 [Theory and research methods], pp. 1439-1442). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. Palatnik.Abrahamson.PMENA-2017.pdf
Durán–López, E., Rosenbaum, L. F., & Iyer, G. V. (2017). Geometris: Designing collaborative mathematical interactions for children. In P. Blikstein, D. Abrahamson, M. Worsley, & J. Fails (Eds.), “Logo: The Next 50 Years” – Proceedings of the 16th annual Interaction Design and Children conference (IDC 2017) (Vol. "Demos," pp. 697-700). Stanford University: IDC. Geometris: Designing Collaborative Mathematical Interactions for Children.
Nathan, M. J., Williams-Pierce, C., Abrahamson, D., Ottmar, E. R., Landy, D., Smith, C., Walkington, C., DeLiema, D., Soto-Johnson, H., Alibali, M., & Boncoddo, R. (2017). Embodied Mathematical Imagination and Cognition (EMIC) Working Group In E. Galindo & J. Newton (Eds.), "Synergy at the crossroads" -- Proceedings of the 39th annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education (Ch. 14 [Working groups], pp. 1497-1506). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. PMENA2017-EMIC.pdf
Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (2017). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In C. A. Was, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research (pp. 166-194). Hershey, PA: IGI Global. Shayan.Abrahamson.Bakker.Duijzer.vdSchaaf.2017.eye-tracking-chapter-Global_0.pdf
Durán–López, E., Iyer, G. V., Rosenbaum, L. F. (2017). Geometris: A collaborative embodied geometry game In G. Mark, S. Fussel, F. Mueller, & J Tanenbaum (Eds.), "Explore Innovate Inspire" - Proceedings of the 35th annual Conference on Human Factors in Computing Systems (CHI 2017) (Vol. "Student Game Competition," pp. 214-217). Denver: CHI. Geometris: A collaborative embodied geometry game
Zohar, R., Bagno, E., Eylon, B.-S., & Abrahamson, D. (2017). Motor skills, creativity, and cognition in learning physics concepts. Paper presented at the 1st annual meeting of Movement: Brain, Body, Cognition, Oxford, UK, July 9-11. ZoharBagnoEylonAbrahamson.2017.Movement.pdf
Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (2016, June). Evidence for reflective abstraction: Seeing (eye-tracking data) is believing. Paper presented at the 46th annual meeting of the Jean Piaget Society, Chicago, June 9-11, 2016. AbrahamsonShayanBakkerVdSchaafJPS-2016-Piaget.pdf
Trninic, D., & Abrahamson, D. (2016, April). Making “direct instruction” and “discovery learning” play along: Restoring the historical educational role of practice. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.
Chase, K., & Abrahamson, D. (2016, April). Searching for buried treasure: Uncovering the discovery in discovery-based learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.
Abrahamson, D. (Chair), Clements, D. (Discussant), & Chase, K. (Organizer) (2016, April). Discovery-based STEM learning 2.0: Are we there yet? Symposium presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Washington, DC, April 8 – 12.
AERA2016- Symp-discovery-Abrahamson-et-al.pdf
Nathan, M. J., Ottmar, E. R., Abrahamson, D., Williams-Pierce, C., Walkington, C., & Nemirovsky, R. (2016). Embodied mathematical imagination and cognition (EMIC) workshop. In M. Wood, E. Turner, & M. Civil (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: University of Arizona. EMIC-PMENA2016.pdf
Rosen, D. M., Palatnik, A., & Abrahamson, D. (2016). Tradeoffs of situatedness: Iconicity constrains the development of content-oriented sensorimotor schemes. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 12, "Technology", pp. 1509-1516). Tucson, AZ: University of Arizona. RosenPalatnikAbrahamson-PMENA2016.pdf
Morgan, P., & Abrahamson, D. (2016). Cultivating the ineffable: The role of contemplative practice in enactivist learning. For the Learning of Mathematics, 36(3), 31-37. MorganAbrahamson2016-FLM-contemplative.pdf
Abrahamson, D., Sánchez-García, R., & Smyth, C. (2016). Metaphors are projected constraints on action: An ecological dynamics view on learning across the disciplines. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, "Full Papers", pp. 314-321). Singapore: International Society of the Learning Sciences. [Selected as Best Paper of ICLS 2016] Abrahamson.Sánchez-García.Smyth_.ICLS2016-Metaphor.pdf
Flood, V. J., Neff, M., & Abrahamson, D. (2016). Animated-GIF libraries for capturing pedagogical gestures: An innovative methodology for virtual tutor design and teacher professional development. Paper presented at the 7th annual meeting of the International Society for Gesture Studies, Paris, July 18-22. FloodNeffAbrahamson-ISGS2016.pdf
Flood, V. J., Harrer, B. W., & Abrahamson, D. (2016). The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, "Full Papers", pp. 122-129). Singapore: International Society of the Learning Sciences. Flood.Harrer.Abrahamson.ICLS2016.pdf
Farid, A. (2016). Supporting discursive shifts toward mathematical defining. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 7, "Mathematical processes", pp. 701). Tucson, AZ: University of Arizona. Farid-PMENA2016.pdf
Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. In N. Newcombe & S. Weisberg (Eds), Embodied cognition and STEM learning [Special issue]. Cognitive Research: Principles and Implications (CRPI), 1(1), 33. doi:10.1186/s41235-016-0034-3 AbrahamsonBakker2017CRPI.pdf
Abrahamson, D. (2016). The ecological dynamics of mathematics education: The emergence of proportional reasoning in fields of promoted action (Invited keynote in W. van Dooren & G. Wiiliams [Co-Chairs], Topic Study Group 27: Learning and cognition in mathematics). In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education. Hamburg: University of Hamburg. Abrahamson2016-ICME13-TSG27-keynote.pdf
Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (2016). Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action. Human Development, 58(4-5), 218-244. Abrahamson.Shayan.Bakker.vdSchaaf.2016.HD_.pdf
Abrahamson, D., Sánchez-García, R., & Smyth, C. (2016). Metaphors are projected constraints on action: An ecological dynamics view on learning across the disciplines. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, "Full Papers", pp. 314-321). Singapore: International Society of the Learning Sciences. [Selected as Best Paper of ICLS 2016] Abrahamson.Sánchez-García.Smyth_.ICLS2016-Metaphor.pdf
Abrahamson, D., Sánchez-García, R., & Trninic, D. (2016). Praxes proxies: Revisiting educational manipulatives from an ecological dynamics perspective. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 13, "Theory and research methods," pp. 1565-1572). Tucson, AZ: University of Arizona. Abrahamson.SánchezGarcía.Trninic-PMENA2016.pdf
Rosenbaum, L. R., & Abrahamson, D. (2016). Back to the drawing board: On studying interaction with mechanical design. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Sin fronteras: Questioning borders with(in) mathematics education - Proceedings of the 38th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Vol. 13, "Theory and research methods", pp. 1612-1615). Tucson, AZ: University of Arizona. RosenbaumAbrahamson-PMENA2016.pdf
Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. (2016). Exposing Piaget’s scheme: Empirical evidence for the microgenesis of coordination. Poster presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12. AERA2016-Abrahamson.Shayan.Bakker.vdSchaaf.pdf
Abrahamson, D., Sánchez-García, R. (2016). Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25(2), 203-239. Abrahamson-SánchezGarcía-JLS-2016.pdf
Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (2016). Exposing Piaget’s scheme: Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, "Full Papers", pp. 466-473). Singapore: International Society of the Learning Sciences. Abrahamson.Shayan.Bakker.vdSchaaf.ICLS2016-ExposingPiaget'sScheme.pdf
Worsley, M., Abrahamson, D., Blikstein, P., Bumbacher, E., Grover, S., Schneider, B., & Tissenbaum, M. (2016) Workshop: Situating multimodal learning analytics In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1346-1349). Singapore: International Society of the Learning Sciences. Worsley.Abrahamson.Blikstein.Grover.Schneider.Tissenbarum.ICLS2016.pdf
Lindgren, R., Manches, A., Abrahamson, D., Price, S., Lee, V. R., & Tissenbaum, M. (2016) Workshop: Embodiment and designing learning environments. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), "Transforming learning, empowering learners," Proceedings of the International Conference of the Learning Sciences (ICLS 2016) (Vol. 2, pp. 1353-1355). Singapore: National Institute of Education. Lindgren.Maches.Abrahamson.Price_.Lee_.Tissenbaum.ICLS2016.pdf
Abrahamson, D. (2015). The monster in the machine, or why educational technology needs embodied design. In V. R. Lee (Ed.), Learning technologies and the body: integration and implementation implementation in formal and informal learning environments (pp. 21-38). New York: Routledge Abrahamson2015-Monster(Ch-in-VictorLeeEd.).pdf
Abrahamson, D. (2015). Reinventing learning: A design-research odyssey. In S. Prediger, K. Gravemeijer, & J. Confrey (Eds.), Design research with a focus on learning processes [Special issue]. ZDM Mathematics Education, 47(6), 1013 - 1026. Abrahamson2015-ZDM-DBR.pdf
Flood, V. J., Schneider, A., & Abrahamson, D. (2015). Moving targets: Representing and simulating choreographies of multimodal pedagogical tactics for virtual agent mathematics tutors. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 16-20. FloodSchneiderAbrahamson(2015)-MovingTargets.pdf
Shayan, S., Abrahamson, D., Bakker, A., Duijzer, C., & van der Schaaf, M. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: an eye-tracking study. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 9th International Technology, Education, and Development Conference (INTED 2015) (pp. 5732-5741). Madrid: IATED. ShayanAbrahamsonBakkerDuijzer-vdSchaaf2015-INTED.pdf
Abrahamson, D., & Sánchez-García, R. (2015). A call to action: Towards an ecological-dynamics theory of mathematics learning, teaching, and design In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (Ch. 12, "Theory and research methods: Research reports," pp. 1261-1268). East Lansing, MI: Michigan State University. Abrahamson-SanchezGarcia-2015-PMENA.pdf
Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: Empirical evaluation of design architecture. In A. Bakker, J. Smit, & R. Wegerif (Eds.), Scaffolding and dialogic teaching in mathematics education [Special issue]. ZDM Mathematics Education, 47(7), 1195-1209. ChaseAbrahamson2015-ZDM-Scaffolding.pdf
Abrahamson, D., & Trninic, D. (2015). Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. In D. Reid, L. Brown, A. Coles, & M.-D. Lozano (Eds.), Enactivist methodology in mathematics education research [Special issue]. ZDM Mathematics Education, 47(2), 295–306. AbrahamsonTrninic-ZDM-Enactive-2015.pdf
Abrahamson, D., & Chase, K. (2015). Leveling algebra transparency: Giant steps towards a new approach to learning? Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 16-20 AbrahamsonChase-AERA2015-GS4A.pdf
Chase, K., & Abrahamson, D. (2015). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design and Children (IDC 2015) (Vol. "Full papers", pp. 189-198). Tufts University, Boston: ACM. ChaseAbrahamson-IDC2015-ReverseScaffolding.pdf
Abrahamson, D., & Trninic, D. (2015). Working out: Mathematics learning as motor problem solving in instrumented fields of promoted action. In A. A. diSessa, M. Levin & N. J. S. Brown (Eds.), Knowing and learning in interaction: A synthetic agenda for the learning sciences (pp. 212-235). New York, NY: Routledge.
Flood, V. J., & Abrahamson, D. (2015). Refining mathematical meanings through multimodal revoicing interactions: The case of “faster”. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 16-20. FloodAbrahamson2015-AERA-MMR.pdf
Flood, V. J., Neff, M., & Abrahamson, D. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), "Exploring the material conditions of learning: Opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (Vol. 1, pp. 94-101). Gothenburg, Sweden: ISLS. FloodNeffAbrahamson-2015-CSCL.pdf
Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389. AbrahamsonChase2015-RP.pdf
Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (2015). The enactive roots of STEM: Rethinking educational design in mathematics. In P. Chandler & A. Tricot (Eds.), Human movement, physical and mental health, and learning [Special issue]. Educational Psychology Review, 27(3), 371-389. HuttoKirchhoffAbrahamson2015-EPR.pdf
Fuson, K. C., Murata, A., & Abrahamson, D. (2015). Using learning path research to balance mathematics education: Teaching/learning for understanding and fluency. In R. Cohen Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognition (pp. 1020-1038). Oxford, UK: Oxford University Press. FusonMurataAbrahamson2015-OxfordHandbookNumericalCognition.pdf
Flood, V. J., Amar, F. G., Nemirovsky, R., Harrer, B. W., Bruce, M., Wittmann, M. C. (2015) Paying attention to gesture when students talk chemistry: Interactional resources for responsive teaching. Journal of Chemical Education, 92(1), 11-22. Floodetal-2014(JCE)PayingAttentiontoGesture.pdf
Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition) (pp. 358-376). Cambridge, UK: Cambridge University Press. AbrahamsonLindgren2014-Camb-HB-LS-embodiment-and-embodied-design.pdf
Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. In E. J. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: presenting plural perspectives (pp. 239-260). New York: Springer. Abrahamson.PT-PPP(Chernoff-Sriraman-Eds).pdf
Abrahamson, D., Lee, R. G., Negrete, A. G., & Gutiérrez, J. F. (2014). Coordinating visualizations of polysemous action: values added for grounding proportion. In F. Rivera, H. Steinbring, & A. Arcavi (Eds.), Visualization as an epistemological learning tool [Special issue]. ZDM: The international Journal on Mathematics Education, 46(1), 79-93. AbrahamsonLeeNegreteGutierrez2014-ZDM-viz.pdf
Siu, Y., Morash, V. (2014). Teacher of students with visual impairments and their use of assistive technology: Measuring the proficiency of teachers and their identification with a community of practice Journal of Visual Impairment and Blindness, 108, 384-398. SiuMorash2014_AT-CoP_JVIB.pdf
Landy, D., Trninic, D., Soylu, F., Kehoe, J., & Fishwick, P. (2014). The implications of embodiment for mathematics and computing education. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Abrahamson, D. (2014). Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction, 2(1), 1-16. Abrahamson2014-IJCCI.pdf
Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 23-30). Boulder, CO: International Society of the Learning Sciences. AbrahamsonChaseKumarJain2014-ICLS.pdf
Flood, V. J., Schneider, A., Abrahamson, D. (2014) Gesture enhancement of a virtual pedagogical agent: Forms and functions for proportions In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1593-1594). Boulder, CO: International Society of the Learning Sciences. FloodSchneiderAbrahamson2014-ICLS.pdf
Trninic, D., & Abrahamson, D. (2013). Embodied interaction as designed mediation of conceptual performance. In D. Martinovic, V. Freiman, & Z. Karadag (Eds.), Visual mathematics and cyberlearning (Mathematics education in the digital era, Vol. 1, pp. 119-139). New York: Springer. TrninicAbrahamson2013-MEDEra-chapter.pdf
Chase, K., & Abrahamson, D. (2013). Rethinking transparency: Constructing meaning in a physical and digital design for algebra. In J. P. Hourcade, E. A. Miller, & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (pp. 475-478). New York: IDC. ChaseAbrahamson-IDC2013.pdf
Lee, R. G., Hung, M., Negrete, A. G., & Abrahamson, D. (2013). Rationale for a ratio-based conceptualization of slope: Results from a design-oriented embodied-cognition domain analysis. Paper presented at the annual meeting of the American Educational Research Association (Special Interest Group on Research in Mathematics Education), San Francisco, April 27 - May 1. AERA2013-LeeHungNegreteAbrahamson-RatioSlope.pdf
Abrahamson, D. (2013). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences In J. P. Hourcade, E. A. Miller, & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. "Full Papers," pp. 218-227). New York: The New School & Sesame Workshop. Abrahamson2013-IDC.pdf
Negrete, A. G., Lee, R. G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: Rethinking activity sequences vis-à-vis digital practices. In M. Martinez & A. Castro Superfine (Eds.),“Broadening Perspectives on Mathematics Thinking and Learning”—Proceedings of the 35th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 35) (Chap. 10: “Technology,” p. 1205). Chicago, IL: University of Illinois at Chicago. NegreteLeeAbrahamsonPMENA2013-proceedings.pdf
Abrahamson, D. (2012, May/June). Discovery reconceived: product before process. Paper presented at “Rethinking Cognitive Development”—the 42nd annual meeting of the Jean Piaget Society, Toronto, May 31 – June 2. Abrahamson2012-JPS.pdf
Trninic, D., & Abrahamson, D. (2012, May/June). Body of knowledge: Rethinking mathematical concepts as signified embodied procedures. Paper presented at “Rethinking Cognitive Development”—the 42nd annual meeting of the Jean Piaget Society, Toronto, May 31 – June 2. TrninicAbrahamson2012-JPS.pdf
Abrahamson, D., Negrete, A. G., & Gutiérrez, J. F. (2012, April). Adding up to multiplicative concepts: the role of embodied reasoning. Paper presented at the annual meeting of the American Educational Research Association (SIG Research in Mathematics Education), Vancouver, April 13-17. Abrahamson-et-al-AERA2012_+x.pdf
Abrahamson, D., Gutiérrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012, April). Fostering mathematical discovery: one tutor’s strategies for ushering the construction of proportional schemas via mediated embodied interaction. In J. Radinsky (Chair) & J. Lemke (Discussant), Emergent methods for studying spatial and embodied dimensions of learning. Symposium presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), Vancouver, April 13-17. Abrahamson-et-al_AERA2012-EDRL-VisuoSpatial-symposium-paper.pdf
Abrahamson, D., & Charoenying, T. (2012, April). Doing-for-seeing, seeing-for-doing: demonstration and imitation as critical opportunities for schema development in embodied-interaction mathematics learning. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, April 13-17.
Charoenying, T., Trninic, D., & Abrahamson, D. (2012, April). The choreography of conceptual development: cognitive schemes meet cultural practice in instructional design. Poster presented at the annual meeting of the American Educational Research Association, Vancouver, April 13-17.
Abrahamson, D. (2012). Discovery reconceived: product before process. For the Learning of Mathematics, 32(1), 8-15. Abrahamson2012-FLM.pdf
Abrahamson, D., Trninic, D., & Gutiérrez, J. F. (2012). You made it! From action to object in guided embodied interaction design. In D. Abrahamson (Chair & Organizer) & M. Eisenberg (Discussant), You’re it! Body, action, and object in STEM learning. In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 2: Symposia, pp. 99-109). Sydney: University of Sydney / ISLS. ICLS2012-Abrahamson-Symp.pdf
Abrahamson, D., Gutiérrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012). Fostering hooks and shifts: tutorial tactics for guided mathematical discovery. Technology, Knowledge, and learning, 17(1-2), 61-86. DOI: 10.1007/s10758-012-9192-7 Abrahamson-et-al-2012-TKL-FHS.pdf
Abrahamson, D. (2012). Rethinking intensive quantities via guided mediated abduction. The Journal of the Learning Sciences, 21(4), 626-649. doi: 10.1080/10508406.2011.633838 Abrahamson-2012-JLS-abduction.pdf
Abrahamson, D., Gutiérrez, J. F., & Baddorf, A. K. (2012). Try to see it my way: the discursive function of idiosyncratic mathematical metaphor. Mathematical Thinking and Learning, 14(1), 55-80. AbrahamsonGutierrezBaddorf2012MTL.pdf
Abrahamson, D. (2012). Seeing Chance: Perceptual reasoning as an epistemic resource for grounding compound event spaces. In R. Biehler & D. Pratt (Eds.), Probability in reasoning about data and risk [Special issue]. ZDM - The International Journal on Mathematics Education, 44(7), 869–881. Abrahamson2012-ZDM-Probability.pdf
Trninic, D., & Abrahamson, D. (2012). Embodied artifacts and conceptual performances. In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 1: Full papers, pp. 283-290). Sydney: University of Sydney / ISLS. ICLS2012-TrninicAbrahamson.pdf
Abrahamson, D. (2011, March). Kinemathics: the Mathematical Imagery Trainer. Interactive breakout session and hands on demo session. Cyberlearning Tools for STEM Education Conference. Berkeley, March 8-9.
Abrahamson, D., Trninic, D., & Gutiérrez, J. F. (2011, June). Dialectical investigations of mathematical discovery: the emergence of disciplinary forms in an embodied-interaction design for proportions. Paper presented at the annual meeting of the Jean Piaget Society, Berkeley, June 2-4.
Abrahamson, D., Gutiérrez, J. F., Lee, R. G, Reinholz, D., & Trninic, D. (2011, April). From tacit sensorimotor coupling to articulated mathematical reasoning in an embodied design for proportional reasoning. In R. Goldman (Chair), H. Kwah & D. Abrahamson (Organizers), & R. P. Hall (Discussant), Diverse perspectives on embodied learning: what’s so hard to grasp? Symposium presented at the annual meeting of the American Educational Research Association (SIG Advanced Technologies for Learning). New Orleans, LA, April 8 – 12, 2011. Abrahamson-et-al.AERA2011-EmbLearnSymp.pdf
Gutiérrez, J. F., Trninic, D., Lee, R. G., & Abrahamson, D. (2011, April). Hooks and shifts in instrumented mathematics learning. Paper presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences). New Orleans, LA, April 8 – 12, 2011. AERA2011-Hooks-and-Shifts.pdf
Trninic, D., Gutiérrez, J. F., Lee, R. G., & Abrahamson, D. (2011, April). Generative immersion and immersive generativity in instructional design. Paper presented at the annual meeting of the American Educational Research Association (SIG Research in Mathematics Education). New Orleans, LA, April 8 – 12, 2011.
Abrahamson, D., Trninic, D., Gutiérrez, J. F., Huth, J., & Lee, R. G. (2011). Hooks and shifts: a dialectical study of mediated discovery. Technology, Knowledge, and Learning, 16(1), 55-85. Abrahamson-et-al.-2011-TKL-Hooks-and-Shifts.pdf
Charoenying, T. (2011). The evocation and enactment of conceptual schemes: Understanding the micro-genesis of mathematical cognition through artifact-mediated activity. In T. Lamberg (Ed.), Proceedings of the 33rd Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 156-164). Reno, NV: University of Nevada, Reno. charoenying_pmena11.pdf
Howison, M., Trninic, D., Reinholz, D., & Abrahamson, D. (2011). The Mathematical Imagery Trainer: from embodied interaction to conceptual learning. In G. Fitzpatrick, C. Gutwin, B. Begole, W. A. Kellogg & D. Tan (Eds.), Proceedings of the annual meeting of CHI: ACM Conference on Human Factors in Computing Systems (CHI 2011), Vancouver, May 7-12, 2011 (Vol. "Full Papers", pp. 1989-1998). ACM: CHI (CD ROM). Kinemathics-SIGCHI2011.pdf
Trninic, D., Gutiérrez, J. F., & Abrahamson, D. (2011). Instruction and embodied design. In A. Antle, P. Marshall, & E. van den Hoven (Chairs), workshop on Embodied Interaction: Theory and Practice in HCI. In G. Fitzpatrick & C. Gutwin (Eds.), Proceedings of the ACM CHI Conference on Human Factors in Computing Systems (CHI 2011), Vancouver, May 7-12, 2011. TrninicGutierrezAbrahamson2011-CHI-WorkshopEmbodiedInteraction.pdf
Trninic, D., Gutiérrez, J. F., & Abrahamson, D. (2011). Virtual mathematical inquiry: problem solving at the gestural–symbolic interface of remote-control embodied-interaction design. In G. Stahl, H. Spada, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. 1 -- Long Papers, pp. 272-279). Hong Kong: International Society of the Learning Sciences. TrninicGutierrezAbrahamson-CSCL2011.pdf
Abrahamson, D., & Trninic, D. (2011). Toward an embodied-interaction design framework for mathematical concepts. In P. Blikstein & P. Marshall (Eds.), Proceedings of the 10th Annual Interaction Design and Children Conference (IDC 2011), Ann Arbor, MI, June 20-23 (Vol. Full papers], pp. 1-10). IDC. AbrahamsonTrninic2011-IDC.pdf
Trninic, D., & Abrahamson, D. (2011). Emergent ontology in embodied interaction: automated feedback as conceptual placeholder. In L. R. Wiest & T. Lamberg (Eds.), Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1777-1785). Reno, NV: University of Nevada, Reno. TrninicAbrahamson2011-PME-NA.pdf
Abrahamson, D. (2011). Towards instructional design for grounded mathematics learning: the case of the binomial. In N. L. Stein & S. Raudenbush (Eds.), Developmental cognitive science goes to school (pp. 267-281). New York: Taylor & Francis / Routledge. Abrahamson2011Chap.pdf
Abrahamson, D., & Howison, M. L. (2010, May). Embodied artifacts: Coordinated action as an object-to-think-with. In D. L. Holton (Chair) & 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. Abrahamson-Howison-AERA2010-ReinholzTrninic.pdf
Charoenying, T. (2010, May). Embodied coherence in representational contexts for students with disabilities. In B. Bottge (Chair) & D. Van Garderen (Discussant), Mathematics in special education. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
Gutiérrez, J. F., & Charoenying, T. (2010, May). Educational design as the production of boundary objects. In P. Hardre (Chair), The learning and practice of design: Thinking, knowing, seeing, doing. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
Trninic, D. (2010, May). What is realistic anyways? Familiar and generic problem situations. Poster presented at the annual meeting of the American Education Research Association, April 30 - May 4.
Abrahamson, D., & Howison, M. L. (2010, May). Kinemathics: Exploring kinesthetically induced mathematical learning. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4. Abrahamson-Howison-AERA2010-ReinholzTrninic.pdf
Charoenying, T. (2010, May). Water works: toward embodied coherence in instructional design. In MathemaTechs: Technology in Mathematics Education. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
Trninic, D., Reinholz, D., Howison, M., & Abrahamson, D. (2010). Design as an object-to-think-with: semiotic potential emerges through collaborative reflective conversation with material. In P. Brosnan, Erchick, D., & Flevares, L. (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, Ch. 18: Technology, 1523 – 1530). Columbus, OH: PME-NA. TrninicReinholzHowisonAbrahamson-PMENA2010-design.pdf
Abrahamson, D. (2010). A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 [Full Papers], pp. 492-499). University of Illinois at Chicago: International Society of the Learning Sciences: Chicago, IL. Abrahamson_ICLS2010.pdf
Veeragoudar Harrell, S., & Abrahamson, D. (2010). Second Life unplugged: A design for fostering at-risk students' STEM agency. In H. Gazit, D. L. Garcia, G. LeMasers, & L. Morgado (Eds.), The metaverse assembled [Special Issue] Journal of Virtual Worlds Research. VeeragoudarHarrell-AbrahamsonJVWR2010.pdf
Gutiérrez, J. F. (2010). Illuminating inequitable learning opportunities underlying effective collaborative problem solving in algebra. In P. Brosnan, Erchick, D., & Flevares, L. (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, Ch. 2: Algebraic Thinking and Reasoning, p. 282). Columbus, OH: PME-NA. Gutierrez-PMENA2010-proceedings.pdf
Trninic, D., & Abrahamson, D. (2010). A key problem: pedagogical tradeoffs along familiar and generic dimensions. In C. Reading (Ed.), "Data and context in statistics education: towards an evidence-based society." Proceedings of the 8th International Conference on Teaching Statistics (ICOTS8). Ljubljana, Slovenia, July, 2010. Voorburg, The Netherlands: International Statistical Institute. TrninicAbrahamsonICOTS8-2010.pdf
Reinholz, D., Trninic, D., Howison, M., & Abrahamson, D. (2010). It's not easy being green: embodied artifacts and the guided emergence of mathematical meaning. In P. Brosnan, Erchick, D., & Flevares, L. (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, Ch. 18: Technology, pp. 1488 – 1496). Columbus, OH: PME-NA. ReinholzTrninicHowisonAbrahamson-PMENA2010-green.pdf
Gutiérrez, J. F. (2010). Distinguishing between the process and the product of student algebraic reasoning. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of (ICLS 2010) (Vol. 1 [Full Papers], pp. 905-912). University of Illinois at Chicago: International Society of the Learning Sciences: Chicago, IL. Gutierrez_JF_ICLS2010.pdf
Charoenying, T. (2010). Accountable game design: Structuring the dynamics of student learning interactions Journal of Educational Computing Research, 43(2), 135 - 163. charoenying_2010_jerc.pdf
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.
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. Zolkower&Abrahamson-AERA2009.pdf
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. BliksteinAbrahamsonWilenskyAERA2009.pdf
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. Abrahamson-AERA2009_SC.pdf
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
Veeragoudar Harrell, 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.
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. Mauks-Koepke-et-al_AERA2009.pdf
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-SRTL6-SummaryPaperMay1*.pdf
Abrahamson, D., Bryant, M. J., Gutiérrez, 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-et-al-PMENA2009.pdf
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. Abrahamson2009C&I.pdf
Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning Educational Studies in Mathematics, 70(1), 27-47. AbrahamsonESM2009.pdf
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_2009-IEJME.pdf
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.
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. BliksteinAbrahamsonWilensky_AERA2008.pdf
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., 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. Abrahamson-AERA2008-SeeingChanceMarch26-08.pdf
Earnest, D. (2008, March). Measure for measure: Non-normative number lines for assessment and learning. n 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.
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. Abrahamson_Gesture-Symp_2008.pdf
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. Abrahamson-AERA2008-NumberLine-symp.pdf
Abrahamson, D. (2008, December) The abduction of Peirce: The missing link between perceptual judgment and mathematical reasoning? nvited lecture at the Townsend Working Group in Neuroscience and Philosophy (A. Rokem, J. Stazicker, & A. Noë, Organizers), December 9.
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.
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.
Abrahamson, D., & White, T. (2008). Artifacts and aberrations: On the volatility of design research and the serendipity of insight. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences—International Perspectives in the Learning Sciences: Cre8ing a Learning World (ICLS2008) (Vol. 1, pp. 27-34). Utrecht, The Netherlands: ISLS. Abrahamson-White_ICLS2008.pdf
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 P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences—International Perspectives in the Learning Sciences: Cre8ing a Learning World (ICLS2008) (Vol. 3, pp. 12-13). Utrecht, The Netherlands: ISLS. BliksteinAbrahamsonWilensky-ICLS2008.pdf
Charoenying, T. (2008). Accountable game designs for classroom learning. In M. Eisenberg (Ed.), Proceedings of the 7th Conference on Interaction Design & Children (IDC2008). Evanston, IL: Northwestern University.
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.
Abrahamson, D., & Howison, M. (2008). Kinemathics: kinetically induced mathematical learning. Paper presented at the UC Berkeley Gesture Study Group (E. Sweetser, Director), December 5, 2008. http://edrl.berkeley.edu/projects/kinemathics/MIT.mov. Abrahamson-Howison-2008_kinemathics.pdf
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) and S. Barab (Discussant), Virtually there: Emerging designs for STEM teaching and learning in immersive online 3D microworlds. Symposium in P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences—International Perspectives in the Learning Sciences: Cre8ing a Learning World (ICLS2008) (Vol. 3, pp. 383-391). Utrecht, The Netherlands: ICLS. Abrahamson-ICLS2008-SecondLifeSymp.pdf
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., & Wilensky, U. (2007). Learning axes and bridging tools in a technology-based design for statistics. International Journal of Computers for Mathematics Learning, 12(1), 23-55. Abrahamson-Wilensky_IJCML-2007-LABT.pdf
Abrahamson, D. (2007). Both rhyme and reason: toward design that goes beyond what meets the eye. In T. Lamberg & L. Wiest (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 287 – 295). Stateline (Lake Tahoe), NV: University of Nevada, Reno. Abrahamson-PMENA07-RR.pdf
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. (2007). Handling problems: Embodied reasoning in situated mathematics. In T. Lamberg & L. Wiest (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 219 – 226). Stateline (Lake Tahoe), NV: University of Nevada, Reno. Abrahamson.PMENA_.2007.Handling.pdf
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 VeeragoudarHarrell&Abrahamson_CSCL2007.pdf
Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom model, model classroom: Computer-supported methodology for investigating collaborative-learning pedagogy In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference (CSCL) (Vol. 8, Part 1, pp. 46-55). NJ: Rutgers University. CD ROM. Abrahamson-Blikstein-Wilensky_CSCL2007.pdf
Abrahamson, D. (2006). The shape of things to come: The computational pictograph as a bridge from combinatorial space to outcome distribution International Journal of Computers for Mathematics Learning, 11(1), 137-146. Abrahamson_IJCML-shape.pdf
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. Abrahamson-Cendak_PME30.pdf
Abrahamson, D., Berland, M. W., Shapiro, R. B., Unterman, J. W., & Wilensky, U.
(2006). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. For the Learning of Mathematics, 26(3), 39-45. Abrahamson-et-al.2006.FLM_.pdf
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, Mexico. Abrahamson_PMENA06.pdf , Abrahamson_PMENA06_exp.pdf
Abrahamson, D., Janusz, R., M., & Wilensky, U. (2006). There once was a 9-Block… -- A middle-school design for probability and statistics. Journal of Statistics Education, 14(1). Retrieved August 12, 20010, at http://www.amstat.org/publications/jse/v14n1/abrahamson.html AbrahamsonJanuszWilensky2006-JSE_9Block.pdf
Abrahamson, D. (2006). What’s a situation in situated cognition? – A constructionist critique of authentic inquiry (Symposium). In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (Vol. 2, pp. 1015-1021). Bloomington, IN: ICLS. Abrahamson_ICLS2006.pdf
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. BrarGalAbr_PMENA06-final.pdf , BrarGalAbr_PMENA06-expanded.pdf
Abrahamson, D., & Cigan, C.
(2003). A design for ratio and proportion. Mathematics Teaching in the Middle School, 8(9), 493-501. AbrahamsonCigan2003.pdf