Research Interests:
I am a PhD student in the joint doctoral program in special education at UC Berkeley and San Francisco State University. My research interests include embodied interventions meant to support all students in their learning and conceptual understanding of foundational mathematics. My current design project centers around an interactive, embodied number line design called MOVES-NL, which seeks to ground students’ conceptual understanding of integer arithmetic. I am also interested in effective inclusion practices and tools in mathematics classrooms and disability studies. In particular, I am interested in the effects of teacher intervention on social interaction, communication and agency among students in a math classroom setting. As a former k-12 Math educator in an inclusion setting, I am passionate about designing tools and practices that better experiences and outcomes for all kinds of learners.
Publications:
Cosentino, G., Anton, J., Sharma, K., Gelsomini, M., Giannakos, M., & Abrahamson, D. (2024). Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience. In S. Järvelä, G. Zhao, A. Nguyen, & H. Chen (Eds.), Hybrid intelligence: human-AI co-evolution and learning <Special issue>. British Journal of Educational Technology, 00, 1–29. https://doi.org/10.1111/bjet.13525
Anton, J., Cosentino, G., Gelsomini, M., Sharma, K., Giannakos, M., & Abrahamson, D. (2024). Mathematics MOVES me: Digital solutions for coordinating enactive and symbolic perspectives—The case of positive and negative integers arithmetic <Snapshot>. Digital Experiences in Mathematics Education.
Anton, J., Hagiwara, M., Raley, S. K., & Burke, K. M. (in press). Inclusion and self-determination for secondary students with disabilities: The effects of interventions and classroom placement. Journal of the American Academy of Special Education Professionals.
Anton, J. (2024, April). Walking the number line: Towards an enactive understanding of integer arithmetic. In D. Abrahamson (Chair) & S. Gerofsky (Discussant), In-sight out: Challenges and opportunities in learning mathematics through negotiating egocentric and allocentric perspectives. Symposium presented for the SIG Research in Mathematics Education at the annual meeting of the American Educational Research Association, Philadelphia, April 11–14.
Anton, J., Rios, K., Hagiwara, M. & Carlson, S. (2023, June). Perspectives of culturally and linguistically diverse families of young adults with IDD throughout the transition planning process {Paper presentation}. American Association on Intellectual and Developmental Disabilities 147th annual meeting, Pittsburgh, PA, United States.
Krause, C.M., Chen, R. S. Y., Tancredi, S., Cooper, B., Foley, E., Anton, J., Kim, J., & Abrahamson, D. (2021, October). Catching up with SpEED: Applying a framework for inclusive equitable learning opportunities through Special Education Embodied Design. Invited workshop, Unimc for Inclusion Settimana dell’inclusione (Inclusion Week), University of Macerata, Italy, October 25, 2021.
Krause, C.M., Chen, R. S. Y., Tancredi, S., Cooper, B., Foley, E., Anton, J., Kim, J., & Abrahamson, D. (2021, October). Catching up with SpEED: Applying a framework for inclusive equitable learning opportunities through Special Education Embodied Design. Invited colloquium talk, Graduate Group in Science and Mathematics Education (SESAME) Colloquium, University of California Berkeley, California, United States, October 21, 2021.
Anton, J. (2023). Walking the number line: Enactive understanding of integer arithmetic. Poster prepared for Research Day, Graduate School of Education, University of California, Berkeley.