Dor Abrahamson researches mathematics learning and teaching. He develops and evaluates theoretical models of these processes by analyzing empirical data collected during implementations of his innovative pedagogical design. Drawing on embodiment and sociocultural paradigms, Abrahamson is particularly interested in modeling how learners coordinate between intuitive and formal views on situated phenomena and what roles teachers play in ushering these coordinations. Abrahamson’s analyses of pedagogical interactions focus on student and teacher use of informal inference, various modalities, media, discursive genres, semiotic systems, and metaphor.

At the core of Abrahamson’s practice are cognitive domain re-analyses with an eye on creating learning materials and activities. Using both traditional media, such as concrete manipulatives, and recent technologies, such as motion sensors, touch screens, agent-based simulations, and artificial intelligence, Abrahamson has worked mostly on the concepts of proportion, probability, and algebra. This line of research also informs the creation of design frameworks.

Abrahamson directs the Embodied Design Research Laboratory. EDRL projects are typical of the design-based research multi-disciplinary approach: inspired by all children's capacity to deeply understand mathematics subject matter, and driven by specific conjectures as how to engender such understanding, EDRL members create activities involving mixed-media materials they engineer, construct, and refine on the basis of empirical studies.

Abrahamson's PhD co-advisors at Northwestern University were Karen Fuson and Uri Wilensky. Abrahamson is recipient of a National Academy of Education/Spencer Postdoctoral Fellowship for Seeing Chance, a design-based research project that investigated how students build personal meaning for probability concepts, and co-recipient of National Science Foundation grants for developing a naturalistically gesturing interactive pedagogical avatar, and for fostering children's productive dispositions toward failure when they program computers.

## Publications

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. *ZDM Mathematics Education, 19*(2). https://doi.org/10.1007/s11858-018-0998-1

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.

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.

Abrahamson, D., & Kapur, M. (2018). Reinventing discovery learning: A field-wide research program. In D. Abrahamson & M. Kapur (Eds.), Practicing discovery-based learning: Evaluating new horizons [Special issue]. *Instructional Science, 46*(1), 1–10.

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.

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.

Barth–Cohen, L. A., 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.

Duijzer, C. A. C. G., Shayan, S., Bakker, A., Van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen tablets: Coordinating action and perception for mathematical cognition. *Frontiers in Psychology*, 8(144). doi:10.3389/fpsyg.2017.00144

Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. *Cognitive Research: Principles and Implications, 1*(1), 33. doi:10.1186/s41235-016-0034-3.

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. 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, "Working groups", pp. 1690-1697). 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. 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.

Rosenbaum, L. F., & 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.

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.

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.

Rosen, D., M., Palatnik, A., & Abrahamson, D. (in press). Tradeoffs of situatedness: Iconicity constrains the development of content-oriented sensorimotor schemes. In M. Wood, E. Turner, & M. Civil (Eds.),

Abrahamson, D., Sánchez-García, R., & Trninic, D. (2016). Praxes proxies: Revisiting educational manipulatives from an ecological dynamics perspective. 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.

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. 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: National Institute of Education.

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. 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: National Institute of Education.

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. 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: National Institute of Education.

Flood, V. J., Harrer, B. W., & Abrahamson, D. (in press). The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.),

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (in press). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In A. W. Christopher, F. J. Sansosti, & B. J. Morris (Eds.), *Eye-tracking technology applications in educational research*. Hershey, PA: IGI Global.

Abrahamson, D., & Trninic, D. (2016). 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.), *Knowledge and interaction: A synthetic agenda for the learning sciences* (pp. 212-235). New York, NY: Routledge.

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., 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. (2017). Embodiment. In K. Peppler (Ed.), *The SAGE encyclopedia of out-of-school learning* (pp. 247-252). New York: SAGE.

Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: Empirical evaluation of design architecture. In J. Smit, A. Bakker, & R. Wegerif (Eds.), Scaffolding and dialogic teaching in mathematics education [Special issue]. *ZDM Mathematics Education, 47(7), *1195-1209.

Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (in press). The enactive roots of STEM: Rethinking educational design in mathematics. In F. Paas & A. Tricot (Eds.), Human movement, physical and mental health, and learning [Special issue]. *Educational Psychology Review*.

Fuson, K. C., Murata, A., & Abrahamson, D. (2015). Mathematics education arrives at the balanced middle: an overview of the growing importance of research on numerical cognition. In R. Cohen Kadosh & A. Dowker (Eds.), *The Oxford handbook of numerical cognition* (pp. 1020-1038). Oxford, UK: Oxford University Press.

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. 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.

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.

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–The international Journal on Mathematics Education,* 47(2), 295–306.

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.

Flood, V. J., Neff, M., & Abrahamson, D. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. In T. Koschmann, P. Häkkinen, & P. Tchounikine (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: International Society of the Learning Sciences.

Flood, V. J., Neff, M., & Abrahamson, D. (in press). Boundary interactions: resolving interdisciplinary collaboration challenges using digitized embodied performances. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), *"Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference* Gothenburg, Sweden: ISLS.

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 in formal and informal learning environments* (pp. 21 – 38). New York: Routledge.

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.

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*. doi: 10.1016/j.ijcci.2014.07.002

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.

Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Situated intermediary learning objectives (SILOs): emergent structure for coherent design process. In J. L. Polman, E. A. Kyza, 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 11 ^{th} International Conference of the Learning Sciences (ICLS) 2014* (Vol. 1, pp. 23-30). Boulder, CO: International Society of the Learning Sciences.

Flood, V. J., Schneider, A., & Abrahamson, D. (2014). Gesture enhancement of a virtual tutor via investigating human tutor discursive strategies: 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 11 ^{th} International Conference of the Learning Sciences (ICLS) 2014* (Vol. 3, pp. 1593-1594). Boulder, CO: International Society of the Learning Sciences.

Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. In E. J. Chernoff & B. Sriraman (Eds.), *Probabilistic thinking: presenting plural perspectives *(pp. 339-260). New York: Springer.

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.

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 35 ^{th} 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.

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)* (Vol. "Short Papers," pp. 475-478). New York: The New School & Sesame Workshop.

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.

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.

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. [+ video clip]

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. doi: 10.1080/10508406.2011.633838

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

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. [+video clips]

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.

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.

Trninic, D., & Abrahamson, D. (2011). Emergent ontology in embodied interaction: automated feedback as conceptual placeholder. In L. R. Wiest & T. Lamberg (Ed.), *Proceedings of the 33rd Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 33)* (pp. 1777-1785). Reno, NV: University of Nevada, Reno.

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.

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) *(Vol. Full Papers, pp. 1-10), Ann Arbor, MI, June 20-23. IDC

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: CSCL 2011 Conference Proceedings *[Vol. 1–Full papers, pp. 272-279]. Hong Kong: International Society of the Learning Sciences.

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) *(Vol. "Full Papers," pp. 1989-1998). ACM: CHI (CD ROM).

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 *at the annual meeting of CHI: ACM Conference on Human Factors in Computing Systems (CHI 2011), Vancouver, May 7-12, 2011.

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.

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.

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, Chicago, IL: ISLS.

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*.

Abrahamson, D., Bryant, M. J., Gutierrez, J. F., Mookerjee, A. V., Souchkova, D., & Thacker, I. (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.

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.

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 theSixth International Research Forum on Statistical Reasoning, Thinking, and Literacy (SRTL-6)*. Brisbane, Australia: The University of Queensland.

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). Embodied design: Constructing means for constructing meaning. *Educational Studies in Mathematics, 70*(1), 27-47. [electronic supplementary materials]

Abrahamson, D. (2008). Bridging theory: Activities designed to support the grounding of outcome-based combinatorial analysis in event-based intuitive judgment–a case study. In M. Borovcnik & D. Pratt (Eds. of Topic Study Group 13, Research and Development in the Teaching and Learning of Probability), in the *Proceedings of the International Congress on Mathematical Education (ICME 11)*. Monterrey, Mexico: ICME. [view presentation slides]

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.

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: ISLS.

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.

Abrahamson, D. (2007). Both rhyme and reason: Toward design that goes beyond what meets the eye. In 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. In 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 complexity of education research and why we like it. In M. Jacobson (Symposium Organizer & Chair) & W. Clancey (Discussant), Cognitive systems and the cognitive sciences: Potential for pervasive theoretical and research implications? In G. Trafton & D. S. McNamara (Eds.), *Proceedings of the 29th Meeting of the Cognitive Science Society *(pp. 29-30). Austin, TX: Cognitive Science Society. CD-ROM

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.

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 Computer Supported Collaborative Learning (CSCL) Conference* (Vol. 8, Part 1, pp. 264 - 266). NJ: Rutgers University. CD ROM

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 (CSCL) Conference* (Vol. 8, Part 1, pp. 46 - 55). NJ: Rutgers University. CD ROM

Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. J. (2006). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. *For the Learning of Mathematics, 26*(3), 39-45.

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. [Download expanded version]

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. [Download expanded version]

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.

Abrahamson, D. (2006). "Because in the world, there are more blocks of this type": The real-worldness of immersive combinatorial analysis as a grounding of simulated probability experiments. In D. Abrahamson (Symposium Chair & Org.) & A. Collins (Discussant), What's a situation in situated cognition? -- A constructionist critique of authentic inquiry. In S. Barab, K. Hay, & D. Hickey (Eds.), *Proceedings of the Seventh International Conference of the Learning Sciences (ICLS) *(Vol. 2, pp. 1015 - 1021). Mahwah, NJ: Lawrence Erlbaum Associates. (contact me for full PowerPoint presentation, including video clips) [Download 'Overview' slides] [Download movie]

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., Janusz, R., & Wilensky, U. (2006). There once was a 9-Block... -- A middle-school design for probability and statistics. *Journal of Statistics Education, 14*(1). Retrieved August 21, 2006, from http://www.amstat.org/publications/jse/v14n1/abrahamson.html

Abrahamson, D. (2006). Learning chance: Lessons from a learning-axes and bridging-tools perspective. In A. Rossman & B. Chance (Eds.), *Proceedings of the Seventh International Conference on Teaching Statistics*. Salvador, Bahia, Brazil.

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. Campbell (Ed.), *Handbook of mathematical cognition* (pp. 213-234). New York: Psychology Press.

Abrahamson, D., & Wilensky, U. (2005). Understanding chance: From student voice to learning supports in a design experiment in the domain of probability. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), *Proceedings of the Twenty Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education *(Vol. 7, pp. 1-8). Roanoke, VA: Virginia Tech University.

Blikstein, P., Abrahamson, D., & Wilensky, U. (2005). NetLogo: Where we are, where we're going. In M. Eisenberg & A. Eisenberg (Eds.), *Proceedings of the Fourth International Conference for Interaction Design and Children (IDC 2005)*, Boulder, Colorado.

Abrahamson, D., Blikstein, P., Lamberty, K. K., & Wilensky, U. (2005). Mixed-media learning environments. In M. Eisenberg & A. Eisenberg (Eds.), *Proceedings of the Fourth International Conference for Interaction Design and Children (IDC 2005)*. Boulder, Colorado.

Abrahamson, D., & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multi-agent interactive computer models. In M. Bosch (Ed.), *Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education* (pp. 570-579). Universitat Ramon Llull, Catalonia, Spain: FUNDEMI IQS.

Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. In D. E. McDougall and 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). Windsor, Ontario: Preney.

Abrahamson, D., & Wilensky (2004). ProbLab: A computer-supported unit in probability and statistics. In M. J. Hoines & A. B. Fuglestad (Eds.), *Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education* (Vol. 1, p. 369). Bergen University College.

Abrahamson, D., & Wilensky, U. (2004). S.A.M.P.L.E.R.: Collaborative interactive computer-based statistics learning environment. *Proceedings of the 10th International Congress on Mathematical Education*, Copenhagen, July 4 - 11, 2004. http://www.icme-organisers.dk/tsg11/

Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. (2004). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), *Proceedings of The Sixth International Conference of the Learning Sciences* (pp. 28 - 35). Mahwah NJ: Lawrence Erlbaum Associates.

Abrahamson, D. & Cigan, C. (2003). A design for ratio and proportion. *Mathematics Teaching in the Middle School, 8*(9), 493-501. National Council of Teachers of Mathematics: Reston, Virginia. [read Hebrew translation]

Abrahamson, D. (2003). Text talk, body talk, table talk: A design of ratio and proportion as classroom parallel events. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), *Proceedings of the Twenty Seventh Annual Meeting of the International Group for the Psychology of Mathematics Education *(Vol. 2, pp. 1 - 8). Columbus, OH: Eric Clearinghouse for Science, Mathematics, and Environmental Education.

Abrahamson, D., & Wilensky, U. (2003). The quest of the bell curve: A constructionist approach to learning statistics through designing computer-based probability experiments. In M. A. Mariotti (Ed.), *Proceedings of the Third Conference of the European Society for Research in Mathematics Education*. Pisa, Italy: University of Pisa.

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, and 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). Columbus, OH: Eric Clearinghouse for Science, Mathematics, and Environmental Education.

Abrahamson, D. (2004). *Keeping meaning in proportion: the multiplication table as a case of pedagogical bridging tools*. Unpublished doctoral dissertation. Northwestern University, Evanston, IL. ISBN 0-496-79720-0.

## Presentations/Professional Experience

**Invited**

*Animated-GIF libraries for capturing pedagogical gestures: An innovative methodology for virtual tutor design and teacher professional development*. Paper presented at the at the 7th annual meeting of the International Society for Gesture Studies, Paris, July 18-22.

*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.

*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.

*Metaphors are projected constraints on action: An ecological dynamics view on learning across the disciplines*. Poster presented at the annual meeting of the American Educational Research Association, Washington, DC, April 8 – 12.

*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.

*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.

*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.

*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.

*Discovery reconceived: guided mediated mathematical insight.*Paper presented in T. Griffiths (Organizer), Colloquium Series at the Institute for Cognitive and Brain Sciences, University of California, Berkeley, April 6, 2012.

*Discovery reconceived: guided mediated mathematical insight*. Paper presented in M. S. Horn (Organizer), Colloquium Series of the Cognitive Sciences program, Northwestern University, March 27, 2012.

*Dialectical investigations of mathematical discovery: the emergence of disciplinary forms in an embodied-interaction design for proportions*. In Y. Kali (Organizer), Humans, Education, and Technology, a seminar series hosted by the Innovative Technologies in Education Program in the Department of Learning, Instruction, and Teacher Education at the University of Haifa, Israel, January 5, 2011.

*Complex systems in the study of ecologies of learning*. Chair presentation at the Presidential Address at the annual meeting of the American Educational Research Association, April 30 - May 4.

*Intuition is counter-intuitive: The complex role of media in mathematics students' coordination of tacit knowledge and formal procedures*. Presentation at the CITRIS–BCNM New Media Research Roundtable (K. Goldberg, Organizer), April 2, 2009.

*Promoting computational literacy: a view from mathematics-education research; or, What might it even mean to start with principles?!*Presentation at the National Academies—Computational Thinking for Everyone: A Workshop Series, Keck Center, Washington, DC, February 19-20, 2009.

*Close listening to gesture - An embodied-design perspective on mathematical reasoning*. Paper presented at the Leonardo Art/Science Evening Rendezvous (P. Scaruffi, Org.), San Francisco, January 12.

*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.

*Kinemathics: Kinetically induced mathematical learning*. Presentation and workshop at the UC Berkeley Gesture Group (E. Sweetser, Director), December 5, 2008.

*Agents, agency, equity: A complexity-studies perspective on classroom participation patterns*. In K. W. Fischer (President) and M. Schwartz (Chair), The Inaugural Conference of the International Mind, Brain, and Education Society (IMBES): The Nature of Human Learning and How Educational Policy Can Profit from Research, Fort Worth, TX, November 1-3.

*From intuition to inscription: Designing learning experiences for deep mathematical understanding*. In N. Stein (Organizer), The Spencer Conference: Developmental and Learning Sciences Go to School: Implications for Education and Public Policy. Chicago, October 10-14.

*From intuition to inscription: Emerging design principles for mathematics education*. Presented at the annual meeting of the International Society for Design and Development in Education (ISDDE), Berkeley, CA, September 17-20.

**Papers**

*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.

*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.

*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.

*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.

*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.

*he 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

*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.

*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.

*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.

*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.

*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 Eighth International Conference on Teaching Statistics (ICOTS8). Ljubljana, Slovenia, July, 2010. Voorburg, The Netherlands: International Statistical Institute. www.stat.auckland.ac.nz/~iase/publications.php

*Kinemathics: exploring kinesthetically induced mathematical learning*. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4, Denver.

*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, Denver.

*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.

*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.

*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.

*The double-edged sword of constructivist design*. Paper presentated at the annual meeting of the American Educational Research Association, San Diego, April 13-17.

*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.

*oward intuitive grasps of binomial distributions: A mixed-media approach*. In A. Rubin (Chair) and P. Vahey (Discussant), Contrasting perspectives on connecting important ideas in probability. Symposium presented at the National Council of Teachers of Mathematics Research Presession, Salt Lake City, UT, April 7-9, 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 Educational Research Association, New York, March 24-28.

*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 Educational Research Association, New York, March 24-28.

*Toward a phenomenology of mathematical artifacts: A circumspective deconstruction of a design for the binomial*. Paper presented at the annual conference of the American Educational Research Association, New York, March 24-28. (Manuscript will be emailed upon request)

*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 Educational Research Association, New York, March 24-28.

*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 Educational Research Association, New York, March 24-28.

*Weaving epistemic & material resources: An embodied-mathematics design-research perspective on situated problem solving*. Paper presented at the Research on Embodied Mathematical Cognition, Technology, and Learning (REMCTL) Workshop. Stanford, Palo Alto: Center for Advanced Study in Behavioral Sciences (CASBS), Dec 10-11, 2007.

*From gesture to design: Building cognitively ergonomic learning tools*. Paper presented at the annual conference of the International Society for Gesture Studies. Northwestern University, June 18-20.

*Agent-based modeling as a bridge between cognitive and social perspectives on learning*. In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning Complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

*Multi-agent simulation as a tool for investigating cognitive–developmental theory*. In D. Abrahamson (Organizer), U. Wilensky (Chair), & R. Lesh (Discussant), Learning Complexity: Agent-based modeling supporting education research on student cognition in social contexts. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

*The real world as a trick question: Undergraduate statistics majors' construction-based modeling of probability.*Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

*The three M's: Imagination, embodiment, and mathematics*. Paper presented at the annual meeting of the Jean Piaget Society, Baltimore, MD. (contact me for full PowerPoint presentation, including video clips)

*Minsky, mind, and models: Juxtaposing agent-based computer simulations and clinical-interview data as a methodology for investigating cognitive-developmental theory*. Paper presented at the annual meeting of the Jean Piaget Society, Baltimore, MD.

*Grabbing randomness by the marbles: Bridging tools for understanding the Law of Large Numbers*. In D. Uttal (Chair), Concrete and abstract: Perspectives from psychology and education. Paper presented at the seventy-eighth annual meeting of the Midwestern Psychological Association, Chicago, IL, May 4-6.

*Mathematical intuition -- what is it good for? Reflections from design research on young student understanding of the binomial function*. In P. Blikstein & R. Lerner (Org.), Colloquium Series at the School of Education and Social Policy. Northwestern University, Evanston, IL.

*Bottom-up stats: Toward an agent-based "unified" probability and statistics.*In D. Abrahamson (Org.), U. Wilensky (Chair), and M. Eisenberg (Discussant), Small steps for agents... Giant steps for students?: Learning with agent-based models. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.

*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.

*Piaget? Vygotsky? I'm Game!: Agent-based modeling for psychology research*. In M. Mascolo (Chair), Theoretical issues. Paper session conducted at the annual meeting of the Jean Piaget Society. Vancouver, Canada. [See also the accompanying on-line simulation applet]

*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. Symposium conducted at the annual meeting of the American Educational Research Association, Montreal, Canada.

*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. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

*S.A.M.P.L.E.R.: Statistics As Multi-Participant Learning-Environment Resource*. In U. Wilensky (Chair) and S. Papert (Discussant), Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

*A situational–representational didactic design for fostering conceptual understanding of mathematical content: The case of ratio and proportion*. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

*Seeing and understanding proportion in the multiplication table*. In K. C. Fuson (Chair), Bridging the addition–multiplication learning gap: Teaching studies in four multiplicative domains. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.

**Workshops and Demos**

*Kinemathics: the Mathematical Imagery Trainer*. Interactive breakout session and hands-on demo session. Cyberlearning Tools for STEM Education Conference. Berkeley, March 8-9. (YouTube)

## Interest and Professional Affiliations:

- AERA - American Educational Research Association
- ISDDE - International Society for Design and Development in Education
- ISLS - International Society of the Learning Sciences
- JPS - Jean Piaget Society

Interests: