Publications

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.

2026

Apsari, R. A., & Abrahamson, D. (2026). Flooring dance: From perception to inscription in a culturally situated embodied geometry design. “Single paper” presented at the annual meeting of the European Association for Research on Learning and Instruction (EARLI) Special Interest Groups 10, 17, 21 & 25. University of Augsburg, Augsburg, Germany, March 25–27, 2026.
Palatnik, A., Lomos, C., & Abrahamson, D. (2026). In their hands: Multimodal learning-analytics as reflective-practice resources empowering mathematics teachers’ professional development. In B. Schneider, R. Martinez-Maldonado, G. Biswas, & M. Worsley (Eds.), Implementing multimodal learning analytics (MMLA) in ecological settings for generating actionable insights [Special issue]. Learning and Instruction, 102, 102272. https://doi.org/10.1016/j.learninstruc.2025.102272

2025

Abrahamson, D., & Lockman, J. J. (2025). Beyond dualism: Embodiment and development [Special issue editorial]. Human Development. 1–4. https://doi.org/10.1159/000549474
Anton, J., & Abrahamson, D. (2025). Walking the number line: Towards an enactive understanding of integer arithmetic. Instructional Science, 53(4), 657–677. https://doi.org/10.1007/s11251-025-09707-w
Anton, J., Cosentino, G., Gelsomini, M., Sharma, K., Giannakos, M., & Abrahamson, D. (2025). 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, 11, 262–275. https://doi.org/10.1007/s40751-024-00158-5
Anton, J., Cosentino, G., Sharma, K., Gelsomini, M., Mok, M., Giannakos, M., & Abrahamson, D. (2025). The human condition: Modal and interactive advantages of teacher over AI feedback on children’s mathematical performance. In M. Fan, M. Horn, & M. Roussou (Eds.), Proceedings of the annual meeting of ACM SIG Interaction Design and Children (IDC 2025). ACM. 183-203. https://doi.org/10.1145/3713043.3728863
Apsari, R. A., & Abrahamson, D. (2025). Strings attached: A Balinese dance from attentional anchors to auxiliary constructions. In T. Verhoeff, D. Swart, S. L. Gould, & E. Torrence (Eds.), Proceedings of Bridges 2025: Mathematics and the Arts (pp. 539–542). Tessellations Publishing. http://archive.bridgesmathart.org/2025/bridges2025-539.html
Apsari, R. A., & Abrahamson, D. (2025). Culturally situated embodied design: A cognitive–anthropological investigation of Balinese spatial practice toward grounding geometry. In X. Yao, A. McCloskey, R. M. Zbiek, & R. Martinez (Eds.), Proceedings of the 47th annual meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1473–1482). Pennsylvania State University. https://doi.org/ 10.51272/pmena.47.2025
Apsari, R. A., & Abrahamson, D. (2025). Grounding mathematics learning in culturally authentic movement practices: From attentional anchors in Balinese dancing to auxiliary lines in geometry reasoning. In A. Rajala, A. Cortez, R. Hofmann, A. Jornet, H. Lotz-Sisitka, & L. Markauskaite (Eds.), Proceedings of the annual International Conference of the Learning Sciences (ICLS 2025) (pp. 92–100). ISLS.
Cosentino, G., Anton, J., Gelsomini, M., Sharma, K., Giannakos, M. N., & Abrahamson, D. (2025). Generative AI and multimodal data for educational feedback: Insights from embodied math learning. In L. Yan, V. Pammer-Schindler, C. Mills, A. Nguyen, & D. Gasevic (Eds.), Empirical studies on the impact of generative AI on learning (Special issue). British Journal of Educational Technology, 00, 1–24. https://doi.org/10.1111/bjet.13587
Cosentino, G., Anton, J., Gelsomini, M., Sharma, K., Giannakos, M. N., & Abrahamson, D. (2025). Exploring children’s embodied interactions through digitally facilitated enactment: A case study when math education MOVES. International Journal of Human-Computer Studies, 201, 103509. https://doi.org/10.1016/j.ijhcs.2025.103509
Cosentino, G., Anton, J., Sharma, K., Gelsomini, M., Giannakos, M., & Abrahamson, D. (2025). Bridging AI and human feedback: Hybrid intelligence in embodied math education. In A. Nguyen & L. Huynh (Eds.), Proceedings of the 15th International Learning Analytics & Knowledge Conference (LAK25): Workshop on Hybrid Intelligence: Human-AI Collaboration and Learning. Society for Learning Analytics Research (SoLAR).
Dimmel, J., Abrahamson, D., & Patterson, M. (2025). TriO: A multiplayer, immersive, virtual environment for exploring R<sup>3</sup>. Digital Experiences in Mathematics Education . https://doi.org/10.1007/s40751-025-00182-z
Leikin, R., Hsu, H.-Y., Ansari, D., Abrahamson, D., Obersteiner, A., Miskin, M., & Waisman, I. (2025). Systematics review of the interdisciplinary exchange among mathematics education and neuroscience. ZDM – Mathematics Education, 57, 583–602. https://doi.org/10.1007/s11858-025-01705-z
Palatnik, A., Abrahamson, D., & Lomos, C. (2025). 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.

2024

Abrahamson, D. (2024). Enactivist learning: Grounding mathematics concepts in emergent perception for action. In G. Poizat, J. San Martin, L. Renault, & N. Perrin (Eds.), Enactive perspective(s) and learning sciences [Special issue]. Inellectica, 80(1), 149–174.
Abrahamson, D. (Chair), & Gerofsky, S. (Discussant). (2024). In-sight out: Challenges and opportunities in learning mathematics through negotiating egocentric and allocentric perspectives. Symposium conducted at the SIG Research in Mathematics Education at the annual meeting of the American Educational Research Association, Philadelphia, April 11–14.
Apsari, R. A., & Abrahamson, D. (2024). Dancing geometry: Imagining auxiliary lines by reflecting on physical movement. International Journal of Mathematical Education in Science and Technology, 1–28. https://doi.org/10.1080/0020739X.2024.2427099
Benally, J. (2024). Co-constructing N´ahookos Bi’ka’ constellation with STARR <Doctoral Consortium>. In J. P. Hourcade & H. M. Skovbjerg (Eds.), ”Inclusive Happiness” – Proceedings of the 23rd Annual ACM Interaction Design and Children Conference, Delft, Netherlands. Association for Computing Machinery, ACM, New York, NY, USA. https://doi.org/10.1145/3628516.3659861
Benally, J. (2024). Co-constructing N´ahookos Bi’ka’ constellation with STARR <Demo>. In E. M. Bonsignore & M. Horton (Eds.), ”Inclusive Happiness” – Proceedings of the 23rd Annual ACM Interaction Design and Children Conference, Delft, Netherlands. Association for Computing Machinery, ACM, New York, NY, USA. https://doi.org/10.1145/3628516.3661161
Cooper, B., & Soto, G. (2024). The prevalence of relational basic concepts on core vocabulary lists for AAC: is frequency enough?. Augmentative and Alternative Communication, 1-11. https://doi.org/10.1080/07434618.2024.2332648
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
Iłowiecka-Tańska, I., Potęga vel Żabik, K., & Abrahamson, D. (2024). Demo: A tabletop action-based embodied design for the coordinate system. In C. Hoadley & X. C. Wang (Eds.), “Learning as a cornerstone of healing, resilience, and community,” Proceedings of the International Conference of the Learning Sciences. ISLS.
Potęga vel Żabik, K., Iłowiecka-Tańska, I., & Abrahamson, D. (2024). It takes two to OЯTHO: A tabletop action-based embodied design for the Cartesian system <Snapshot>. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-024-00139-8
Rosenbaum, L. F., Palatnik, A., Reimer, P., & Abrahamson, D. (2024). Building mathematical spaces through multi-faceted, body-scale geometry. Educational Designer, 4(16).
Shvarts, A., & Abrahamson, D. (2024). Intercorporeal functional dynamic system: A dual eye-tracking study of student-tutor collaboration. In L. D. Edwards & C. M. Krause (Eds.), The body in mathematics: Theoretical and methodological lenses (pp. 126–173). Brill. https://doi.org/10.1163/9789004717701_006
Tancredi, S. (2024). Balance Board Math: Exploring the sense of balance as a basis for functions and graphing and number line concepts. Digital Experiences in Mathematics Education, 10(2), 202-227. https://doi.org/10.1007/s40751-024-00140-1
Tancredi, S., & Abrahamson, D. (2024). Stimming as thinking: A critical reevaluation of self-stimulatory behavior as an epistemic resource for inclusive education. Educational Psychology Review, 36(3), 75. https://doi.org/10.1007/s10648-024-09904-y
van Leendert, A., Patel, M., Lambert, S. G., Abrahamson, D., Gorlewicz, J. L., & Shvarts, A. (2024). Embodied learning of algebra for Braille readers. In K. Beswick (Ed.), Proceedings of the 15th International Congress on Mathematical Education.
Wei, B. T., Almeda, S. G., Tam, E., & Abrahamson, D. (2024). Sympathetic orchestra: An interactive conducting education system for responsive, tacit skill development <Demo>. In Y. Lao & M. Goel (Eds.), ACM Symposium on User Interface Software and Technology (UIST Adjunct 24). ACM. https://dl.acm.org/doi/10.1145/3672539.3686783

2023

Abdu, R., Tancredi, S., Abrahamson, D., & Balasubramaniam, R. (2023). A complex-systems view on mathematical learning as hand–eye coordination. In M. Schindler, A. Shvarts, & A. Lilienthal (Eds.), Eye-tracking research in mathematics education [Special issue]. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-023-10279-0
Abrahamson, D. (2023). Almost in our grasp: The (slow) digital return of multimodal educational resources <Commentary>. In T. Veloz, & R. Videla, & A. Riegler (Eds.), Education in the 21st century (Special issue). Constructivist Foundations, 18(2), 202–206.
Abrahamson, D., Ryokai, K., & Dimmel, J. K. (2023). Learning mathematics with digital resources: Reclaiming the cognitive role of physical movement. In B. Pepin, G. Gueude, & J. Choppin (Eds.), Handbook of digital resources in mathematics education. Springer. https://doi.org/10.1007/978-3-030-95060-6_22-1
Abrahamson, D., Tancredi, S., Chen, R. S. Y., Flood, V. J., & Dutton, E. (2023). Embodied design of digital resources for mathematics education: Theory, methodology, and framework of a pedagogical research program. In B. Pepin, G. Gueude, & J. Choppin (Eds.), Handbook of digital resources in mathematics education. Springer.
DeLiema, D., Kwon, Y. A., Chisholm, A., Williams, I., Dahn, M., Flood, V. J., Abrahamson, D., & Steen, F. F. (2023). A multi-dimensional framework for documenting students’ heterogeneous experiences with programming bugs. Cognition and Instruction, 41(2), 158–200. https://doi.org/10.1080/07370008.2022.2118279
Olsher, S., Abrahamson, D., Arcavi, A., Arzarello, F., Chazan, D., Clark–Wilson, A., Leikin, R., Sinclair, N., & Yerushalmy, M. (2023). Problem solving with technology: Multiple perspectives on conjecturing. <Research forum>. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 134–158). PME 46.
Palatnik, A., Abrahamson, D., Baccaglini-Frank, A., Ng, O.-L., Shvarts, A., & Swidan, O. (2023). Theory and practice of designing embodied mathematics learning <Research forum>. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 159–189). PME 46.
Shvarts, A., & Abrahamson, D. (2023). Coordination dynamics of semiotic mediation: A functional dynamic systems perspective on mathematics teaching/learning. In T. Veloz, R. Videla, & A. Riegler (Eds.), Education in the 21st century [Special issue]. Constructivist Foundations, 18(2), 220–234.

2022

Abrahamson, D. (2022). W(h)ither the Learning Sciences? An acerbic rumination. Prepared for 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.
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.
Abrahamson, D., & Lindgren, R. (2022). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3^rd ed.) (pp. 301–320). Cambridge University Press.
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
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 (pp. 156–182). Routledge.
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.
Botetano, C., & Abrahamson, D. (2022). The Botetano arithmetic method: Introduction and early evidence. International Journal of Mathematical Education in Science and Technology, 53(2), 516-534. https://doi.org/10.1080/0020739X.2020.1867916
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
Flood, V. J., Shvarts, A., & Abrahamson, D. (2022). Responsive teaching for embodied learning with technology. In S. Macrine & J. Fugate (Eds.), Movement matters: How embodied cognition informs teaching and learning (pp. 179–195). MIT Press.
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.
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.
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
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.
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.
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.
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
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.

2021

Abrahamson, D. (2021). Enactivist how? Rethinking metaphorizing as imaginary constraints projected on sensorimotor interaction dynamics. Constructivist Foundations, 16(3), 275-278.
Abrahamson, D. (2021). Grasp actually: An evolutionist argument for enactivist mathematics education. Human Development.
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
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/
Chen, R. S. Y. (2021). 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
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.
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
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
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.
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.
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
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
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
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, 29, 100297.
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.
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
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

2020

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.
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
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
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.
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.
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.
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.
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.
Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning. ZDM, 52(7), 1307-1331.
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
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.
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.
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
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
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

2019

Abrahamson, D. (2019). A new world: Educational research on the sensorimotor roots of mathematical reasoning. In A. Shvarts (Ed.), Proceedings of the annual meeting of the Russian chapter of the International Group for the Psychology of Mathematics Education (PME) & Yandex (pp. 48–68). Moscow: Yandex.
Abrahamson, D. (2019). Moving perception forward in learning sciences discourse. Paper presented at “Mathematical ability," the annual meeting of the Digital Turn in Epistemology group. Freudenthal Institute, Utrecht University, The Netherlands, April 15 – 17, 2019.
Abrahamson, D., & Shulman, A. (2019). Co-constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness. Feldenkrais Research Journal, 6, 1-24.
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, 51(2), 291-303. https://doi.org/10.1007/s11858-018-0998-1
Bakker, A., Shvarts, A., & Abrahamson, D. (2019). Generativity in design research: the case of developing a genre of action-based mathematics learning activities. In U. T. Jankvist, M. H. A. M. v. d. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11) (Vol. TWG17: Theoretical perspectives and approaches in mathematics education research, pp. 3096–3103). Utrecht, The Netherlands: Utrecht University.
Morgan, P., & Abrahamson, D. (2019). Contemplative mathematics pedagogy: Report from a pioneering workshop Paper presented at the annual meeting of the American Educational Research Association (Special Interest Group: Holistic Education), Toronto, April 5-9.
Ottmar, E., Harrison, A., Walkington, C., Abrahamson, D., Nathan, M. J., & Smith, C. (2019). Embodied Mathematical Imagination and Cognition (EMIC) Working Group. In S. Otten, Z. de Araujo, A. Candela, & C. Munter (Eds.), “Against a new horizon”—Proceedings of the 41st annual conference of the North-American chapter of the International Group for the Psychology of Mathematics Education (pp. 1913–1923). St. Louis, MO: University of Missouri.
Shvarts, A., & Abrahamson, D. (2019). Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture, and Social Interaction, 22, 100316. https://doi.org/10.1016/j.lcsi.2019.05.003

2018

Abrahamson, D. (2018). Design heuristics for pedagogical artifacts: An introduction to embodied design. White paper prepared for the Research Division at the Copernicus Science Centre, Warsaw, Poland.
Abrahamson, D. (2018). Teaching design research as a case of cultivating a community of professional practice In A. Bakker (Ed.), Design research in education: A practical guide for early career researchers (pp. 153-171). Abingdon, UK: Routledge.
Abrahamson, D. (2018). 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.
Abrahamson, D. (Chair & Organizer). (2018). 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.
Abrahamson, D., & Bakker, A. (2018). An ecological dynamics view on movement-based mathematics learning: on the emergence of sensorimotor schemes in sociocultural settings. 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].
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.
Alberto, R. A., Shayan, S., van der Schaaf, M., Bakker, A., & Abrahamson, D. (2018). 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.
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.
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.
Flood, V. J. (2018). Multimodal revoicing as an interactional mechanism for connecting scientific and everyday concepts. Human Development, 61(3), 145-173.
Flood, V. J., DeLiema, D., & Abrahamson, D. (2018). Bringing static code to life: The instructional work of animating computer programs with the body 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, V. J., DeLiema, D., Harrer, B. W., & Abrahamson, D. (2018). Enskilment in the digital age: The interactional work of learning to debug. 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.
Green, C. A., Abrahamson, D., Chern, H., & O’Sullivan, P. S. (2018). Is robotic surgery highlighting critical gaps in resident training? Journal of Graduate Medical Education, 10(5), 491–493.
Morgan, P., & Abrahamson, D. (2018). Applying contemplative practices to the educational design of mathematics content: Report from a pioneering workshop. The Journal of Contemplative Inquiry, 5(1), 107-119.
Ottmar, E. R., Melcer, E., Abrahamson, D., Nathan, M. J., Fyfe, E., & Smith, C. (2018). Embodied Mathematical Imagination and Cognition (EMIC) Working Group. 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.
Palatnik, A., & Abrahamson, D. (2018). Rhythmic movement as a tacit enactment goal mobilizes the emergence of mathematical structures. Educational Studies in Mathematics, 99(3), 293–309. doi:10.1007/s10649-018-9845-0
Pardos, Z. A., Hu, C., Meng, P., Neff, M., & Abrahamson, D. (2018). Classifying learner behavior from high frequency touchscreen data using recurrent neural networks. D. Chin & L. Chen (Eds.), Adjunct proceedings of the 26th Conference on User Modeling, Adaptation and Personalization (UMAP ’18). Singapore: ACM. 6 pages.
Rosen, D. M., Palatnik, A., & Abrahamson, D. (2018). A better story: An embodied-design argument for generic manipulatives. N. Calder, N. Sinclair, & K. Larkin (Eds.), Using mobile technologies in the learning of mathematics (pp. 189-211). New York: Springer.
Shvarts, A., & Abrahamson, D. (2018). 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.
Shvarts, A., & Abrahamson, D. (2018). 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.
Walker–van Aalst, O., DeLiema, D., Flood, V. J., & Abrahamson, D. (2018). 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.
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.

2017

Abdullah, A., Adil, M., Rosenbaum, L. F., Clemmons, M., Shah, M., Abrahamson, D., & Neff, M. (2017). Pedagogical agents to support embodied, discovery-based learning. 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.
Abrahamson, D. (2017). Embodiment and mathematics learning. K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 247-252). Thousand Oaks, CA: SAGE.
Abrahamson, D., & Shulman, A. (2017). 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.
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).
Durán–López, E., Iyer, G. V., Rosenbaum, L. F. (2017). Geometris: A collaborative embodied geometry game 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.
Durán–López, E., Rosenbaum, L. F., & Iyer, G. V. (2017). Geometris: Designing collaborative mathematical interactions for children. 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.
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 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.
Palatnik, A., & Abrahamson, D. (2017). Taking measures to coordinate movements: Unitizing emerges as a method of building event structures for enacting proportion. 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.
Rosenbaum, L. F., & Hartmann, B. (2017). Where be dragons? Mapping the known (and not so known) areas of research on academic makerspaces. Paper presented at the 2nd Annual International Symposium on Academic Makerspaces (ISAM 2017), Cleveland, OH: Case Western Reserve University.
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.
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.

2016

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). G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education. Hamburg: University of Hamburg.
Abrahamson, D. (Chair), Clements, D. (Discussant), & Chase, K. (Organizer) (2016). 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.
Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. N. Newcombe & S. Weisberg (Eds), Embodied cognition and STEM learning [Special issue]. Cognitive Research: Principles and Implications (CRPI), 1(1), 33.
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.
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, D., Shayan, S., Bakker, A., & Van der Schaaf, M. F. (2016). 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.
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. 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, 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, D., Sánchez-García, R., & Smyth, C. (2016). Metaphors are projected constraints on action: An ecological dynamics view on learning across the disciplines. 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, D., Sánchez-García, R., & Trninic, D. (2016). Praxes proxies: Revisiting educational manipulatives from an ecological dynamics perspective. 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.
Chase, K., & Abrahamson, D. (2016). 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.
Farid, A. (2016). Supporting discursive shifts toward mathematical defining. 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.
Flood, V. J., Harrer, B. W., & Abrahamson, D. (2016). The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. 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, 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.
Lindgren, R., Manches, A., Abrahamson, D., Price, S., Lee, V. R., & Tissenbaum, M. (2016). Workshop: Embodiment and designing learning environments. 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.
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.
Nathan, M. J., Ottmar, E. R., Abrahamson, D., Williams-Pierce, C., Walkington, C., & Nemirovsky, R. (2016). Embodied mathematical imagination and cognition (EMIC) workshop. 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.
Rosen, D. M., Palatnik, A., & Abrahamson, D. (2016). Tradeoffs of situatedness: Iconicity constrains the development of content-oriented sensorimotor schemes. 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.
Rosenbaum, L. R., & Abrahamson, D. (2016). Back to the drawing board: On studying interaction with mechanical design. 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.
Trninic, D., & Abrahamson, D. (2016). 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.
Worsley, M., Abrahamson, D., Blikstein, P., Bumbacher, E., Grover, S., Schneider, B., & Tissenbaum, M. (2016). Workshop: Situating multimodal learning analytics 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.

2015

Abrahamson, D. (2015). The monster in the machine, or why educational technology needs embodied design. 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
Abrahamson, D. (2015). Reinventing learning: A design-research odyssey. S. Prediger, K. Gravemeijer, & J. Confrey (Eds.), Design research with a focus on learning processes [Special issue]. ZDM Mathematics Education, 47(6), 1013 - 1026.
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
Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389.
Abrahamson, D., & Sánchez-García, R. (2015). A call to action: Towards an ecological-dynamics theory of mathematics learning, teaching, and design 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, D., & Trninic, D. (2015). Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. 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.
Abrahamson, D., & Trninic, D. (2015). Working out: Mathematics learning as motor problem solving in instrumented fields of promoted action. 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.
Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: Empirical evaluation of design architecture. A. Bakker, J. Smit, & R. Wegerif (Eds.), Scaffolding and dialogic teaching in mathematics education [Special issue]. ZDM Mathematics Education, 47(7), 1195-1209.
Chase, K., & Abrahamson, D. (2015). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. 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.
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.
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.
Flood, V. J., Neff, M., & Abrahamson, D. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. 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.
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.
Fuson, K. C., Murata, A., & Abrahamson, D. (2015). Using learning path research to balance mathematics education: Teaching/learning for understanding and fluency. R. Cohen Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognition (pp. 1020-1038). Oxford, UK: Oxford University Press.
Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (2015). The enactive roots of STEM: Rethinking educational design in mathematics. P. Chandler & A. Tricot (Eds.), Human movement, physical and mental health, and learning [Special issue]. Educational Psychology Review, 27(3), 371-389.
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. 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.

2014

Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. E. J. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: presenting plural perspectives (pp. 239-260). New York: Springer.
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.
Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition) (pp. 358-376). Cambridge, UK: Cambridge University Press.
Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. 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.
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.
Flood, V. J., Schneider, A., Abrahamson, D. (2014). Gesture enhancement of a virtual pedagogical agent: Forms and functions for proportions 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.
Landy, D., Trninic, D., Soylu, F., Kehoe, J., & Fishwick, P. (2014). The implications of embodiment for mathematics and computing education. 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.
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.

2013

Abrahamson, D. (2013). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences 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.
Chase, K., & Abrahamson, D. (2013). Rethinking transparency: Constructing meaning in a physical and digital design for algebra. 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.
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.
Negrete, A. G., Lee, R. G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: Rethinking activity sequences vis-à-vis digital practices. 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.
Trninic, D., & Abrahamson, D. (2013). Embodied interaction as designed mediation of conceptual performance. 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.

2012

Abrahamson, D. (2012). 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.
Abrahamson, D. (2012). Seeing Chance: Perceptual reasoning as an epistemic resource for grounding compound event spaces. 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.
Abrahamson, D. (2012). Discovery reconceived: product before process. For the Learning of Mathematics, 32(1), 8-15.
Abrahamson, D. (2012). Rethinking intensive quantities via guided mediated abduction. The Journal of the Learning Sciences, 21(4), 626-649.
Abrahamson, D., & Charoenying, T. (2012). 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.
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.
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.
Abrahamson, D., Gutiérrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012). Fostering mathematical discovery: one tutor’s strategies for ushering the construction of proportional schemas via mediated embodied interaction. 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, D., Negrete, A. G., & Gutiérrez, J. F. (2012). 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, D., Trninic, D., & Gutiérrez, J. F. (2012). You made it! From action to object in guided embodied interaction design. 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.
Charoenying, T., Trninic, D., & Abrahamson, D. (2012). 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.
Trninic, D., & Abrahamson, D. (2012). Embodied artifacts and conceptual performances. 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.
Trninic, D., & Abrahamson, D. (2012). 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.

2011

Abrahamson, D. (2011). Towards instructional design for grounded mathematics learning: the case of the binomial. N. L. Stein & S. Raudenbush (Eds.), Developmental cognitive science goes to school (pp. 267-281). New York: Taylor & Francis / Routledge.
Abrahamson, D. (2011). 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. (2011). Toward an embodied-interaction design framework for mathematical concepts. 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.
Abrahamson, D., Gutiérrez, J. F., Lee, R. G, Reinholz, D., & Trninic, D. (2011). From tacit sensorimotor coupling to articulated mathematical reasoning in an embodied design for proportional reasoning. 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, D., Trninic, D., & Gutiérrez, J. F. (2011). 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., 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.
Charoenying, T. (2011). The evocation and enactment of conceptual schemes: Understanding the micro-genesis of mathematical cognition through artifact-mediated activity. 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.
Gutiérrez, J. F., Trninic, D., Lee, R. G., & Abrahamson, D. (2011). 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.
Howison, M., Trninic, D., Reinholz, D., & Abrahamson, D. (2011). The Mathematical Imagery Trainer: from embodied interaction to conceptual learning. 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).
Trninic, D., & Abrahamson, D. (2011). Emergent ontology in embodied interaction: automated feedback as conceptual placeholder. 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.
Trninic, D., Gutiérrez, J. F., & Abrahamson, D. (2011). Virtual mathematical inquiry: problem solving at the gestural–symbolic interface of remote-control embodied-interaction design. 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.
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. G. Fitzpatrick & C. Gutwin (Eds.), Proceedings of the ACM CHI Conference on Human Factors in Computing Systems (CHI 2011), Vancouver, May 7-12, 2011.
Trninic, D., Gutiérrez, J. F., Lee, R. G., & Abrahamson, D. (2011). 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.

2010

Abrahamson, D. (2010). A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoning. 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, D., & Howison, M. L. (2010). Embodied artifacts: Coordinated action as an object-to-think-with. 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, D., & Howison, M. L. (2010). Kinemathics: Exploring kinesthetically induced mathematical learning. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
Charoenying, T. (2010). Water works: toward embodied coherence in instructional design. MathemaTechs: Technology in Mathematics Education. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
Charoenying, T. (2010). Embodied coherence in representational contexts for students with disabilities. 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.
Charoenying, T. (2010). Accountable game design: Structuring the dynamics of student learning interactions Journal of Educational Computing Research, 43(2), 135 - 163.
Gutiérrez, J. F. (2010). “I don’t know—I’m just genius!”: Distinguishing between the process and the product of student algebraic reasoning. 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.
Gutiérrez, J. F. (2010). Illuminating inequitable learning opportunities underlying effective collaborative problem solving in algebra. 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.
Gutiérrez, J. F., & Charoenying, T. (2010). Educational design as the production of boundary objects. 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.
Reinholz, D., Trninic, D., Howison, M., & Abrahamson, D. (2010). It’s not easy being green: embodied artifacts and the guided emergence of mathematical meaning. 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.
Trninic, D. (2010). 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.
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.
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. 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.
Veeragoudar Harrell, S., & Abrahamson, D. (2010). Second Life unplugged: A design for fostering at-risk students’ STEM agency. H. Gazit, D. L. Garcia, G. LeMasers, & L. Morgado (Eds.), The metaverse assembled [Special Issue] Journal of Virtual Worlds Research.

2009

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.
Abrahamson, D. (2009). 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, D. (2009). A student’s synthesis of tacit and mathematical knowledge as a researcher’s lens on bridging learning theory. M. Borovcnik & R. Kapadia (Eds.), Research and developments in probability education [Special Issue]. International Electronic Journal of Mathematics Education, 4(3), 195 - 226.
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, D. (2009). Embodied design: Constructing means for constructing meaning Educational Studies in Mathematics, 70(1), 27-47.
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. 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.
Blikstein, P., Wilensky, U., & Abrahamson, D. (2009). 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.
Charoenying, T. (2009). Accountable game design for supporting classroom learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17
Charoenying, T. (2009). 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.
Mauks–Kaupke, K. P., Buchanan, K., Relaford–Doyle, J., Souchkova, D., & Abrahamson, D. (2009). The double-edged sword of constructivist design. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.
Veeragoudar Harrell, S., & Abrahamson, D. (2009). 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.
Zolkower, B., & Abrahamson, D. (2009). 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.

2008

Abrahamson, D. (2008). 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, D. (2008). 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, D. (2008). The abduction of Peirce: The missing link between perceptual judgment and mathematical reasoning? Invited lecture at the Townsend Working Group in Neuroscience and Philosophy (A. Rokem, J. Stazicker, & A. Noë, Organizers), December 9.
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.
Abrahamson, D., & White, T. (2008). Artifacts and aberrations: On the volatility of design research and the serendipity of insight. 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, D., Bryant, M. J., Howison, M. L., & Relaford-Doyle, J. J. (2008). 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.
Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). The classroom as a complex adaptive system: An agent-based framework to investigate students’ emergent collective behaviors. 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.
Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). 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.
Brizuela, B.M., & Earnest, D. (2008). Multiple notational systems and algebraic understandings: The case of the best deal problem. J. J. Kaput, D. W. Carraher, & M. L. Blanton (Eds.), Algebra in the early grades (pp. 273-301). Mahwah, NJ: Lawrence Erlbaum Associates.
Charoenying, T. (2008). Accountable game designs for classroom learning. M. Eisenberg (Ed.), Proceedings of the 7th Conference on Interaction Design & Children (IDC2008). Evanston, IL: Northwestern University.
Earnest, D. (2008). 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.
Earnest, D. (2008). 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.
Howison, M. (2008). 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.
Veeragoudar Harrell, S. (2008). 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.
Veeragoudar Harrell, S., & Abrahamson, D. (2008). It takes a virtual village: Transforming urban-youth intellectual agency through critical computational literacy. 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.
Veeragoudar Harrell, S., & Abrahamson, D. (2008). 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.

2007

Abrahamson, D. (2007). Both rhyme and reason: toward design that goes beyond what meets the eye. 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, D. (2007). Handling problems: Embodied reasoning in situated mathematics. 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, D. (2007). The real world as a trick question: Undergraduate statistics majors’ construction-based modeling of probability Paper presented at the annual meeting of the American Education Research Association, Chicago, IL.
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, D., Blikstein, P., & Wilensky, U. (2007). Classroom model, model classroom: Computer-supported methodology for investigating collaborative-learning pedagogy 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.
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.
Veeragoudar Harrell, S. (2007). 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.
Veeragoudar Harrell, S., & Abrahamson, D. (2007). Computational literacy and mathematics learning in a virtual world: Identity, embodiment, and empowered media engagement. 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

2006

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, D. (2006). Mathematical representations as conceptual composites: Implications for design. 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, D. (2006). What’s a situation in situated cognition? – A constructionist critique of authentic inquiry (Symposium). 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, D. (2006). Bottom-up stats: Toward an agent-based “unified” probability and statistics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Abrahamson, D. (2006). The three M’s: Imagination, embodiment, and mathematics. Paper presented at the annual conference of the Jean Piaget Society, June 1-3, Baltimore, MD.
Abrahamson, D., & Cendak, R. M. (2006). The odds of understanding the law of large numbers: A design for grounding intuitive probability in combinatorial analysis. 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, 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, 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).
Brar, R., Galpern, A. J., & Abrahamson, D. (2006). Lost in translation: The ‘bean snare’ as a case of the situated-symbolic divide. 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.
Wilensky, U., & Abrahamson, D. (2006). Is a disease like a lottery?: Classroom networked technology that enables student reasoning about complexity. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

2005

Abrahamson, D., & Wilensky, U. (2005). Collaboration and equity in classroom activities using Statistics As Multi-Participant Learning-Environment Resource (S.A.M.P.L.E.R.). In W. Stroup & U. Wilensky (Chairs), C. D. Lee (Discussant), Patterns in group learning with next-generation network technology. Annual meeting of the American Educational Research Association, Montreal, Canada. Click here to read the publication.
Abrahamson, D., & Wilensky, U. (2005). The stratified learning zone: Examining collaborative-learning design in demographically diverse mathematics classrooms. In D. Y. White (Chair) & E. H. Gutstein (Discussant), Equity and diversity studies in mathematics learning and instruction. Annual meeting of the American Educational Research Association, Montreal, Canada. Click here to read the publication.
Abrahamson, D., & Wilensky, U. (2005). Piaget? Vygotsky? I’m game!: Agent-based modeling for psychology research. Annual meeting of the Jean Piaget Society, Vancouver, Canada.
Fuson, K. C., & Abrahamson, D. (2005). Understanding ratio and proportion as an example of the Apprehending Zone and Conceptual-Phase problem-solving models. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 213-234). Psychology Press.

2004

Abrahamson, D. (2004). Keeping meaning in proportion: The multiplication table as a case of pedagogical bridging tools. Unpublished doctoral dissertation. Northwestern University, Evanston, IL.
Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. D. E. McDougall & J. A. Ross (Eds.), Proceedings of the Twenty Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 791 – 797). Toronto, Ontario: Preney.

2003

Abrahamson, D., & Cigan, C. (2003). A design for ratio and proportion. Mathematics Teaching in the Middle School, 8(9), 493-501.

2002

Abrahamson, D. (2002). When “the same” is the same as different differences: Aliya reconciles her perceptual judgment of proportional equivalence with her additive computation skills. In D. Mewborn, P. Sztajn, E. White, H. Wiegel, R. Bryant, & K. Nooney (Eds.), Proceedings of the Twenty Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 1658-1661). Eric Clearinghouse for Science, Mathematics, and Environmental Education.