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

• Anton, J., Cosentino, G., Gelsomini, M., Sharma, K., Giannakos, M. N., & Abrahamson, D. (in press). Walk me through your solution: Cognitive-developmental advantages of dialogic embodied instruction in technologically enhanced mathematics pedagogy.
  In Y.-L. Chang (Ed.), Integrating AI tools into classroom teaching and learning <Special issue>. Research of Educational Communication and Technology. Taiwan Association for Educational Communication and Technology (TAECT)
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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.
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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 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. 42(3), 34–41.
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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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2021

• Abrahamson, D. (2021). Enactivist how? Rethinking metaphorizing as imaginary constraints projected on sensorimotor interaction dynamics.
  Constructivist Foundations, 16(3), 275-278.
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• 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 Sciences 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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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” <Special issue>. 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). 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.
  The Senses and Society, 15(2), 216–238. https://doi.org/10.1080/17458927.2020.1764742
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