Our Latest Publications

Please take a look at our lab’s most recent publications and feel free to contact us if they align with your efforts, or if there is potential for collaboration. For our full list, visit the publications page.

In press

• Abrahamson, D., Lomos, C., & Palatnik, A. (in press). The icosahedron in the room: Revisiting pedagogical dilemmas of individual learning in collaborative activities.
  Contribution for O. Swidan (Leader), TWG 16: Learning Mathematics With Technology and Other Resources. In M. Bosch & S. Carreira (Eds.), Proceedings of the 14th annual Congress of the European Society for Research in Mathematics Education (CERME14). ERME.
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• Palatnik, A., Abrahamson, D., & Lomos, C. (in press). I see what you’re thinking: Embodied collaborative argumentation.
  Contribution for A. Palatnik (Leader), TWG 04: Geometry Teaching and Learning. In M. Bosch & S. Carreira (Eds.), Proceedings of the 14th annual Congress of the European Society for Research in Mathematics Education (CERME14). ERME.
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2022

• Hutto, D. D., & Abrahamson, D. (2022). Embodied, enactive education: Conservative versus radical approaches.
  In S. Macrine & J. Fugate (Eds.), Movement matters: How embodied cognition informs teaching and learning (pp. 39–52). MIT Press. Click here to read the publication.
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• Palatnik, A., & Abrahamson, D. (2022). Escape from Plato’s cave: An enactivist argument for learning 3D geometry by constructing tangible models.
  In G. Bolondi, F. Ferretti, & C. Spagnolo (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12, February 6–10, 2022). ERME.
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• Tancredi, S., Wang, J. X., Li, H. L., Yao, C. J., Macfarlan, G. L., & Ryokai, K. (2022). Balance Board Math: “Being the graph” through the sense of balance for embodied self-regulation and learning.
  In M. Horn, M. Giannakos, & T. Pontual (Eds.), Proceedings of IDC ’22: Interaction Design and Children (Vol. “Full papers”, pp. 137–149). https://doi.org/10.1145/3501712.3529743
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• Lambert, S. G., Tancredi, S., Fiedler, B. L., Moore, E. B., Gorlewicz, J. L., Abrahamson, D., & Gomez Paloma, F. (2022). Getting a grip on geometry: Developing a tangible manipulative for inclusive quadrilateral learning.
  Italian Journal of Health Education, Sports and Inclusive Didactics, 6(1), 1–21. https://doi.org/10.32043/gsd.v6i1.604
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• Tancredi, S., Chen, R. S. Y., Krause, C. M., & Siu, Y.–T. (2022). The need for SpEED: Reimagining accessibility through Special Education Embodied Design.
  In S. L. Macrine & J. M. B. Fugate (Eds.), Movement matters: How embodied cognition informs teaching and learning (pp. 197–216). M.I.T. Press.
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• Tancredi, S., Wang, J. X., Li, H. L., Yao, C. J., Ryokai, K., & Abrahamson, D. (2022). Graphing with Balance Board Math: Critical embodied design for regulation and learning.
  In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), “International collaboration toward educational innovation for all: Overarching research, development, and practices”—Proceedings of the 16th annual meeting of the Learning Sciences (ICLS 2022), Hiroshima, Japan (online) (pp. 1181-1184). ISLS.
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• Chen, R. S. Y. (2022). Improvisations in the embodied interactions of a non-speaking autistic child and his mother: practices for creating intersubjective understanding
  Cognitive Linguistics, 33(1), 155-191. https://doi.org/10.1515/cog-2021-0047
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• Abrahamson, D., & Mechsner, F. (2022). Toward synergizing educational research and movement sciences: A dialogue on learning as developing perception for action.
  Educational Psychology Review, 34(3), 1813-1842. https://doi.org/10.1007/s10648-022-09668-3
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• Benally, J., Palatnik, A., Ryokai, K., & Abrahamson, D. (2022). Learning through negotiating conceptually generative perspectival complementarities: The case of geometry.
  For the Learning of Mathematics.
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• Lambert, S. G., Fiedler, B. L., Hershenow, C. S., Abrahamson, D., & Gorlewicz, J. L. (2022). A tangible manipulative for inclusive quadrilateral learning.
  The Journal on Technology and Persons with Disabilities, 10, 66–81.
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• Tancredi, S., Abdu, R., Balasubramaniam, R., & Abrahamson, D. (2022). Intermodality in multimodal learning analytics for cognitive theory development: A case from embodied design for mathematics learning.
  In M. Giannakos, D. Spikol, D. Di Mitri, K. Sharma, X. Ochoa, & R. Hammad (Eds.), The multimodal learning analytics handbook. Springer.
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• Abrahamson, D., Dutton, E., & Bakker, A. (2022). Towards an enactivist mathematics pedagogy.
  In S. A. Stolz (Ed.), The body, embodiment, and education: An interdisciplinary approach. Routledge.
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• Flood, V. J., Shvarts, A., & Abrahamson, D. (2022). Responsive teaching for embodied learning with technology.
  S. Macrine & J. Fugate (Eds.), Movement matters: How embodied cognition informs teaching and learning (pp. 179-195). MIT Press.
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• Abrahamson, D., & Lindgren, R. (2022). Embodiment and embodied design.
  R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed.). Cambridge University Press.
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• Abrahamson, D. (2022). W(h)ither the Learning Sciences? An acerbic rumination.
  M.-C. Shanahan, B. Kim, K. Koh, A. P. Preciado-Babb, & M. A. Takeuchi (Eds.), Learning sciences in conversation: Theories, methodologies, and boundary spaces. Routledge.
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• Abrahamson, D. (2022). Enactive perception as mathematics learning.
  In M.-C. Shanahan, B. Kim, M. A. Takeuchi, K. Koh, A. P. Preciado-Babb, & P. Sengupta (Eds.), The Learning Sciences in conversation: Theories, methodologies, and boundary spaces (pp. 153–170). Routledge.
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2021

• Velautham, L., & Chen, R. S. Y. (2021). Can’t clap to a beat? How rhythmically challenged people experience and strategize keeping time to music.
  Psychology of Music. https://doi.org/10.1177/03057356211049564
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• Chen, R. S. Y. (2021, June). Embodied design for non-speaking Autistic children: the emergence of rhythmical joint action.
  n Interaction Design and Children, pp. 648-651. https://doi.org/10.1145/3459990.3463396
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• Cooper, B., Soto, G., & Clarke, M. (2021). Prompting for repair as a language teaching strategy for augmentative and alternative communication.
  Augmentative and Alternative Communication. https://doi.org/10.1080/07434618.2021.1979648
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• Abrahamson, D., Worsley, M., Pardos, Z., & Ou, L. (2021). Learning analytics of embodied design: Enhancing synergy.
  International Journal of Child-Computer Interaction, 100409. https://doi.org/10.1016/j.ijcci.2021.100409
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• Tancredi, S., Chen, R. S. Y., Krause, C. M., Abrahamson, D., & Gomez Paloma, F. (2021). Getting up to SpEED: Special education embodied design for sensorially equitable inclusion.
  Education Science and Society, 12(1). https://doi.org/10.3280/ess1-2021oa11818
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• Pardos, Z. A., Rosenbaum, L. F., & Abrahamson, D. (2021). Characterizing learner behavior from touchscreen data.
  International Journal of Child-Computer Interaction, 100357. https://doi.org/10.1016/j.ijcci.2021.100357
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• Ba, H., & Abrahamson, D. (2021). Taking design to task: A dialogue on task-initiation in STEM activities
  Educational Designer, 4(14), 1–21. http://www.educationaldesigner.org/ed/volume4/issue14/article54/
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• Chen, R.S.Y. (2021). The researcher’s participant roles in ethical data collection of Autistic interaction
  In Social Interaction. Video-Based Studies of Human Sociality, 4(2). https://doi.org/10.7146/si.v4i2.127298
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• Tancredi, S., Abdu, R., Abrahamson, D., & Balasubramaniam, R. (2021). Proof of concept: Applying Recurrence Quantification Analysis to model nonlinear dynamics of mathematics learning in an embodied design.
  In E. de Vries, J. Ahn, & Y. Hod (Eds.), Reflecting the past and embracing the future—Proceedings of the annual conference of the International Society of the Learning Sciences. Ruhr-Universität Bochum.
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• Krause, C. M., Di Martino, P., & Moschkovich, J. N. (2021). Tales from three countries: Reflections during COVID-19 for mathematics education in the future.
  Educational Studies in Mathematics, special issue ‘Mathematics education in a time of crisis – a viral pandemic’. Online first https://doi.org/10.1007/s10649-021-10066-9
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• Krause, C. M. & Wille, A. M. (2021). Sign language in light of mathematics education: an exploration within semiotic and embodiment theories of learning mathematics.
  In American Annals of the Deaf, 166(3) (Special issue ‘Critical Topics in Mathematics Education: Research to Practice with Deaf/Hard-of-Hearing Students’), 358–383.
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• Krause, C. M., & Farsani, D. (2021). Gestures and code-switching in mathematics instruction – an exploratory case study.
  In Proceedings of the 44th Conference of the International Group for the Psychology in Mathematics Education. PME.
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• Tancredi, S., Abdu, R., Abrahamson, D., & Balasubramaniam, R. (2021). Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis.
  International Journal of Child–Computer Interaction.
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• Soto, G. & Cooper, B. (2021). An early Spanish vocabulary for children who use AAC: Developmental and linguistic considerations.
  Augmentative and Alternative Communication, 1-21. https://doi.org/10.1080/07434618.2021.1881822
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• Botetano, C., & Abrahamson, D. (2022). The Botetano arithmetic method: Introduction and early evidence.
  International Journal of Mathematical Education in Science and Technology.
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• Abrahamson, D. (2021). Grasp actually: An evolutionist argument for enactivist mathematics education.
  Human Development.
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2020

• Shvarts, A., Abrahamson, D., Nemirovsky, R., Sinclair, N., & Walkington, C. A. (2020). How do Movements of Bodies and Artifacts Emerge in Mathematics Education?
  In Proceedings of the 14th International Congress on Mathematical Education (pp. 670–672). https://doi.org/10.1142/9789811287152_0095
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• Chen, R. S. Y. & Cekaite, A. (2021). The transformative role of a stimming object in Autistic interaction.
  In D. Keifert, K. Gutiérrez, M. H. Goodwin, A. Marin (Chairs), Dignity affirming learning contexts.
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• Krause, C. M., & Abrahamson, D. (2020). Modal continuity in deaf students’ signed mathematical discourse.
  In A. Isabel Sacristán & J. Carlos Cortés (Eds.), “Entre Culturas / Across Cultures”—Proceedings of the 42nd annual meeting of the North-American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 1448–1449). PME-NA. https://doi.org/10.51272/pmena.42.2020-228.
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• Trninic, D., Kapur, M., & Sinha, T. (2020). The disappearing “advantage of abstract examples in learning math.”
  Cognitive Science, 44(7), e12851. https://doi.org/10.1111/cogs.12851
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• Abrahamson, D., & Chase, K. (2020). Syntonicity and complexity: A design-based research reflection on the Piagetian roots of Constructionism.
  In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing constructionist futures: The art, theory, and practice of learning designs (pp. 311–322). MIT Press.
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• Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning
  In S. Ramanathan & I. A. C. Mok (Eds.), Futures of STEM education: Multiple perspectives from researchers (Special issue). Frontiers of Education.
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• Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning.
  ZDM Mathematics Education, 52(7), 1307-1331. https://doi.org/10.1007/s11858-020-01165-7
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• Rosenbaum, L. F., Kaur, J., & Abrahamson, D. (2020). Shaping perception: Designing for participatory facilitation of collaborative geometry.
  In R. Nemirovsky & N. Sinclair (Eds.), “On the intertwined contributions of physical and digital tools for the teaching and learning of mathematics” . Digital Experiences in Mathematics Education, 6(2), 213–232. https://doi.org/10.1007/s40751-020-00068-2
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• Abrahamson, D., & Abdu, R. (2020, 2020/07/13). Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: The case of dynamic mathematics environments.
  In T. J. Kopcha, K. D. Valentine, & C. Ocak (Eds.), Embodied cognition and technology for learning (Special issue). Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09805-1
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• Abrahamson, D. (2020). Strawberry feel forever: Understanding metaphor as sensorimotor dynamics.
  Senses and Society, 15(2), 216–238. https://doi.org/10.1080/17458927.2020.1764742
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• Abrahamson, D. (2020). Embodied design: Bringing forth mathematical perceptions.
  In J. Pang (Ed.), 14th International Congress of Mathematics Education (ICME14) (Vol. 2,—“Invited Lectures,” pp. 1–16). ICME.
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• Chen, R. S. Y., Ninh, A., Yu, B., & Abrahamson, D. (2020). Being in touch with the core of social interaction: Embodied design for the nonverbal.
  The Interdisciplinarity of the Learning Sciences, Proceedings of the 14th meeting of the International Society of the Learning Sciences (ICLS 2020) (Vol. 3, pp. 1681–1684). International Society of the Learning Sciences.
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• DeLiema, D., Dahn, M. Flood, V. J., Asuncion, A., Abrahamson, D., Enyedy, N., Steen, F. F. (2020). Debugging as a context for collaborative reflection on problem-solving processes.
  E. Manalo (Ed.), Deeper learning, communicative competence, and critical thinking: Innovative, research-based strategies for development in 21st century classrooms. New York, NY: Routledge.
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• Murata, A., Fuson, K. C., & Abrahamson, D. (2020). 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.
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• Abrahamson, D., Zolkower, B., & Stone, E. (2020). Reinventing RME at Berkeley: Emergence and development of a course for pre-service teachers.
  M. van den Heuvel-Panhuizen, P. Drijvers, M. Doorman, & M. van Zanten (Eds.), Reflections from abroad on the Netherlands didactic tradition in mathematics education (255–277). Berlin: Springer International.
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