UC Berkeley

Embodied Design Research Laboratory

Publications

  1. Abrahamson, D. (in press). Embodiment and mathematics learning. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning. Thousand Oaks, CA: SAGE.
  2. 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.
  3. Abrahamson, D., & Bakker, A. (in press). Making sense of movement in embodied design for mathematics learning. In N. Newcombe & S. Weisberg (Eds), Embodied cognition and STEM learning [Special issue]. The Psychonomic Society—Cognitive Research: Principles and Implications (CRPI).
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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]
  9. 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.
  10. 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.
  11. 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.
  12. 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]
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.
  27. 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.
  28. 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.
  29. 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
  30. 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.
  31. 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
  32. 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.
  33. 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.
  34. 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.
  35. 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.
  36. 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.
  37. Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389.
  38. 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.
  39. 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.
  40. 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.
  41. 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.
  42. 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.
  43. 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.
  44. 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.
  45. 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.
  46. 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.
  47. 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.
  48. 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.
  49. 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.
  50. 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.
  51. 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.
  52. 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.
  53. 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.
  54. 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.
  55. 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.
  56. 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
  57. Abrahamson, D. (2012). Discovery reconceived: product before process. For the Learning of Mathematics, 32(1), 8-15.
  58. 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.
  59. 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.
  60. 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
  61. 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.
  62. 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.
  63. 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.
  64. 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.
  65. 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.
  66. 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.
  67. 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.
  68. 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.
  69. 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.
  70. 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).
  71. 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.
  72. 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.
  73. 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.
  74. 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.
  75. 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.
  76. 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.
  77. 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.
  78. 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.
  79. 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.
  80. 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.
  81. 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.
  82. 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.
  83. 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.
  84. 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.
  85. 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.
  86. 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.
  87. Charoenying, T. (2010). Accountable game design: Structuring the dynamics of student learning interactions. Journal of Educational Computing Research, 43(2), 135 - 163.
  88. 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.
  89. 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.
  90. 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.
  91. 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.
  92. 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.
  93. 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.
  94. 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.
  95. 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.
  96. 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.
  97. 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.
  98. 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.
  99. Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27-47.
  100. 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.
  101. 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.
  102. 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.
  103. 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.
  104. 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.
  105. 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
  106. 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.
  107. 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.
  108. 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.
  109. 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.
  110. 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.
  111. 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.
  112. 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. https://edrl.berkeley.edu/projects/kinemathics/MIT.mov.
  113. 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.
  114. 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.
  115. 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.
  116. 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.
  117. 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.
  118. 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.
  119. 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.
  120. 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.
  121. 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.
  122. 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.
  123. 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.
  124. 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
  125. 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.
  126. 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.
  127. 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.
  128. 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.
  129. 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.