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
Peer-Reviewed Journal Articles
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
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 [Target article], 253–258 [Authors’ Response].
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.
Abdu, R., Tancredi, S., Abrahamson, D., & Balasubramaniam, R. (in press). A complex systems outlook on hand-eye coordination in mathematical learning. In M. Schindler, A. Shvarts, & A. Lilienthal (Eds.), Eye-tracking research in mathematics education [Special issue]. Educational Studies in Mathematics.
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.
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
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
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
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. [Award: Best Submission—Dr. Arthur I. Karshmer Award for Assistive Technology Research]
Tancredi, S., Abdu, R., Abrahamson, D., & Balasubramaniam, R. (2022). Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis. In D. Abrahamson, M. Worsley, Z. Pardos, & L. Ou (Eds.), Learning analytics of embodied design: Enhancing synergy [Special issue]. International Journal of Child–Computer Interaction, 32, . https://doi.org/10.1016/j.ijcci.2021.100297 [Finalist, Best Paper, IJCCI 2021]
Pardos, Z., Rosenbaum, L., & Abrahamson, D. (2022). Characterizing learner behavior from touchscreen data. In D. Abrahamson, M. Worsley, Z. Pardos, & L. Ou (Eds.), Learning analytics of embodied design: Enhancing synergy [Special issue]. International Journal of Child–Computer Interaction, 32, 100357. https://doi.org/10.1016/j.ijcci.2021.100357
Abrahamson, D., Worsley, M., Pardos, Z., & Ou, L. (2022). Learning analytics of embodied design: Enhancing synergy. International Journal of Child-Computer Interaction, 32, 100409. https://doi.org/10.1016/j.ijcci.2021.100409
Abrahamson, D. (2021). Enactivist how? Rethinking metaphorizing as imaginary constraints projected on sensorimotor interaction dynamics. Constructivist Foundations, 16(3), 275–278. https://constructivist.info/16/3/275
Tancredi, S., Chen, R. S. Y., Krause, C., Abrahamson, D., & Gomez Paloma, F. (2021). Getting up to SpEED: Special Education Embodied Design for sensorially equitable inclusion. Education Sciences and Society—Open Access, 12(1), 113–136. https://doi.org/10.3280/ess1-2021oa11818
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/
Abrahamson, D. (2021). Grasp actually: An evolutionist argument for enactivist mathematics education. Human Development. https://doi.org/10.1159/000515680
Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied-design technologies for learning mathematics. ZDM Mathematics Education, 52(7), 1307–1331. https://doi.org/10.1007/s11858-020-01165-7.
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 [Original Research]. Frontiers in Education, 5(147). https://doi.org/10.3389/feduc.2020.00147
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.
Rosenbaum, L. F., Kaur, J., & Abrahamson, D. (2020). Shaping perception: Designing for participatory facilitation of collaborative geometry. In R. Nemirovsky & S. Soury–Lavergne (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
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
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.
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. Retrieved from https://feldenkraisresearchjournal.org/index.php/journal/article/view/13/8
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, 51(2), 291-303. https://doi.org/10.1007/s11858-018-0998-1
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.
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.
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.
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.
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.
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., 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.
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., Huth, J., & Lee, R. G. (2011). Hooks and shifts: a dialectical study of mediated discovery. Technology, Knowledge, and Learning, 16(1), 55-85.
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. (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). 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., & 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., 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). 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. & Cigan, C. (2003). A design for ratio and proportionMathematics Teaching in the Middle School, 8(9), 493-501. National Council of Teachers of Mathematics: Reston, Virginia.
Peer-Reviewed Conference Proceedings
Krause, C. M., & Abrahamson, D. (in press). 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). PME-NA.
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. In M. Gresalfi & I. S. Horn (Eds.), 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.
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.
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.
Pardos, Z. A., Hu, C., Meng, P., Neff, M., & Abrahamson, D. (2018). Characterizing learner behavior from high frequency touchscreen data using recurrent neural networks. In D. Chin & L. Chen (Eds.), Adjunct proceedings of the 26th Conference on User Modeling, Adaptation and Personalization (UMAP ‘18). Singapore: ACM. 6 pages.
Abrahamson, D., & Bakker, A. (2018). An ecological dynamics view on movement-based mathematics learning: on the emergence of sensorimotor schemes in sociocultural settings. In 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]. In 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 (ICLS 2018) (Vol. 2, pp. 1243–1250. 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. In 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.
Flood, V. J., DeLiema, D., & Abrahamson, D. (2018). Bringing static code to life: The instructional work of animating computer programs with the body. In 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.
Abdullah, A., Adil, M., Rosenbaum, L. F., Clemmons, M., Shah, M., Abrahamson, D., & Neff, M. (2017). Pedagogical agents to support embodied, discovery-based learning. In 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.
Palatnik, A., & Abrahamson, D. (2017). Taking measures to coordinate movements: Unitizing emerges as a method of building event structures for enacting proportion. In 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 (Vol. 13 [Theory and research methods], pp. 1439–1442). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
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.
Rosen, D., M., Palatnik, A., & Abrahamson, D. (2016). Tradeoffs of situatedness: Iconicity constrains the development of content-oriented sensorimotor schemes. 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.
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. (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). Singapore: National Institute of Education.
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. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (Vol. 1, pp. 94-101). ISLS.
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 11th 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 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1593-1594). Boulder, CO: International Society of the Learning Sciences.
Negrete, A. G., Lee, R. G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: rethinking activity sequences vis-à-vis digital practices. In M. Martinez & A. Castro Superfine (Eds.),“Broadening Perspectives on Mathematics Thinking and Learning”—Proceedings of the 35th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 35) (Chap. 10: “Technology,” p. 1205). Chicago, IL: University of Illinois at Chicago.
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.
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. (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.
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). 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). Brisbane, Australia: The University of Queensland.
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
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. (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). 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.
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. (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.
Peer-Reviewed Chapters
Abrahamson, D., & Lindgren, R. (in press). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed.). Cambridge, UK: Cambridge University Press.
Abrahamson, D. (in press). W(h)ither the Learning Sciences? An acerbic rumination. In M.-C. Shanahan, B. Kim, K. Koh, A. P. Preciado-Babb, & M. A. Takeuchi (Eds.), Learning sciences in conversation: Theories, methodologies, and boundary spaces. New York: Routledge.
Abrahamson, D. (in press). Enactive perception as mathematics learning. In M.-C. Shanahan, B. Kim, K. Koh, A. P. Preciado-Babb, & M. A. Takeuchi (Eds.), Learning sciences in conversation: Theories, methodologies, and boundary spaces. New York: Routledge.
Abrahamson, D. (in press). Syntonicity and emergence: 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. Cambridge, MA: MIT Press.
Murata, A., Fuson, K. C., & Abrahamson, D. (in press). A learning path framework to balance mathematics education: Teaching/learning for understanding and fluency. In E. Arias, J. Cristia, & S. Cueto (Eds.), Promising models to improve primary mathematics learning in Latin America and the Caribbean using technology. Washington, DC: Inter-American Development Bank.
DeLiema, D., Dahn, M. Flood, V. J., Abrahamson, D., Enyedy, N., Steen, F. F. (2020). Debugging as a context for collaborative reflection on problem-solving processes. In E. Manolo (Eds.), Deeper Learning, Communicative Competence, and Critical Thinking: Innovative, Research-Based Strategies for Development in 21st Century Classrooms (pp. 209–228). New York, NY: Routledge.
Abrahamson, D., Zolkower, B., & Stone, E. (2020). Reinventing RME at Berkeley: Emergence and development of a course for pre-service teachers. In 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.
Rosen, D. M., Palatnik, A., & Abrahamson, D. (2018). A better story: An embodied-design argument for generic manipulatives. In N. Calder, N. Sinclair, & K. Larkin (Eds.), Using mobile technologies in the learning of mathematics (pp. 189–211). New York: Springer.
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. (2017). Embodiment. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 247-252). New York: SAGE.
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 A. W. Christopher, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research (pp. 166-194). IGI Global. https://doi.org/10.4018/978-1-5225-1005-5.ch009
Abrahamson, D., & Trninic, D. (2015). Working out: Mathematics learning as motor problem solving in instrumented fields of promoted action. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 212-235). New York, NY: Routledge.
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. (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., & 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. (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.
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.
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.
Doctoral Dissertation
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
Peer-Reviewed Conference Presentations
Abrahamson, D., & Abdu, R. (2020, April). Who constructs constraints? An ecological-dynamics comparison of two DME design rationales. Paper presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), San Francisco, April 17–21.
Palatnik, A. & Abrahamson, D. (2020, February). The functions of rhythmic movement in mathematical embodied activity. Paper presented at the 8th Jerusalem Conference on Research in Mathematics Education–JCRME8 (in Hebrew).
Morgan, P., & Abrahamson, D. (2019, April). 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.
(2019, April). Debugging failure: 5th-10th grade students’ journal reflections, coding, and artwork about broken code. In D. A.-L. Lui, D. DeLiema, J. Ryoo, & Y. Kafai (Chairs & Organizers), Failure in the learning process: How learners experience and overcome obstacles through resources and supports. Structured poster session conducted at the annual meeting of the American Educational Research Association, Toronto, April 5–9.
Ryan, Z., DeLiema, D., & Abrahamson, D. (2019, April). Understanding instructors’ reflections on conjecture maps and their impact on design-based research. In F. S. Azevedo (Session Organizer), STEM Teacher Education and Cognition. Roundtable session conducted at the annual meeting of the American Educational Research Association, Toronto, April 5–9.
Abdu, R., Abrahamson, D., Bakker, A., & Shayan, S. (2018, October). Applying coordination dynamics to technologically-based embodied mathematics learning. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction (EARLI): Special Interest Group “Inquiry Learning” (20), Jerusalem, October 9–12.
Bakker, A., Abrahamson, D., & Alberto, R. A. (2018, August). The interplay of theory and methods in embodied design research. In A. Bikner-Ahsbahs (Chair), R. Lehrer (Discussant), & A. Bakker (Organizer), How methodology and theory push each other forward [symposium]. Paper presented at “Dialogue between ontology and epistemology,” the annual meeting of the European Association for Research on Learning and Instruction (EARLI) Special Interest Groups 17 & 25. Cambridge, UK, August 27–28.
Abrahamson, D. (Chair & Organizer). (2018, June). A complex-dynamical-systems 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.
Shvarts, A., & Abrahamson, D. (2018, June). 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.
Abrahamson, D. (2018, June). 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.
Alberto, R. A., Shayan, S., van der Schaaf, M., Bakker, A., & Abrahamson, D. (2018, June). 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.
Walker–van Aalst, O., DeLiema, D., Flood, V. J., & Abrahamson, D. (2018, June). 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.
DeLiema, D., Abrahamson, D., Enyedy, N., Steen, F., Dahn, M., Flood, V. J., Taylor, J., & Lee, L. (2018, April). Measuring debugging: How late elementary and middle school students handle broken code. In Y. Kafai & D. A.-L. Lui (Chairs & Organizers), Measuring making: Methods, tools, and strategies for capturing learning, participation, and engagement in maker activities. Paper presented at the annual conference of the American Educational Research Association, New York City, April 13–17.
Shvarts, A., & Abrahamson, D. (2018, April). 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.
Rosenbaum, L. F., Bakker, A., & Abrahamson, D. (2018, April). Enculturating movement: From sensorimotor schemes to mathematical structures. Paper presented at the annual meeting of the American Psychological Association’s conference on Technology, Mind & Society, Washington, DC, April 5–7, 2018.
Shayan, S., Bakker, A., van der Schaaf, M. F., & Abrahamson, D. (2017, Aug.). Eye-tracking conceptual development: The case of tablet computers for mathematics learning. Paper presented at the 18th European Conference on Developmental Psychology (ECDP2017), Utrecht, The Netherlands.
Shayan, S., Boven, L. M., Bakker, A., van der Schaaf, M. F., & Abrahamson (2017, Aug.). Evidencing the emergence of sensorimotor structures underlying
proportional reasoning. Poster presented at the 19th European Conference on Eye Movements, Bergische Universität, Wuppertal, August 20–24, 2017.
Zohar, R., Bagno, E., Eylon, B.-S., & Abrahamson, D. (2017, July). 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.
Abrahamson, D., & Shulman, A. (2017, July). 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.
Abrahamson, D., & Palatnik, A. (2017, June). Taking measures to learn mathematics: Rhythmic enactment of coordinated movements as a performance goal driving conceptual development. Paper presented at “Technologies and Human Development,” the annual meeting of the Jean Piaget Society, San Francisco, June 8–10.
Morgan, P., & Abrahamson, D. (2017, June). Cultivating the ineffable: Supporting the contemplative emergence of mathematics reasoning. Paper presented at “Technologies and Human Development,” the annual meeting of the Jean Piaget Society, San Francisco, June 8–10.
Rosen, D., Palatnik, A., & Abrahamson, D. (2017, April). Constraints on embodiment: Iconicity may damage sensorimotor grounding. In D. Uttal (Organizer & Chair) & N. Sinclair (Discussant), “On the interaction between embodied and symbolic mathematics knowledge: Implications for instruction”—symposium presented at the annual conference of the American Educational Research Association (AERA 2017), San Antonio, TX, April 27 – May 1.
Abrahamson, D., & Bakker, A. (2016, Sep.). More than hand waving: Rethinking embodied movement in mathematics education. Paper presented at the workshop “From basic cognition to the philosophy of mathematical practice,” Institute of Mathematics, University of Seville, Seville, September 19–21.
Hutto, D. D., Abrahamson, D., & Kirchhoff, M. D. (2016, Sep.). The enactive roots of STEM: Rethinking educational design in mathematics. Paper presented at the workshop “From basic cognition to the philosophy of mathematical practice,” Institute of Mathematics, University of Seville, Seville, September 19–21.
Zohar, R., Bagno, E., Eylon, B., & Abrahamson, D. (2016, July). Dance, dance, revolution: From collective choreography to angular velocity via leveraging authentic discursive practices. Paper presented at the annual meeting of JURE (Junior Researchers of EARLI), Helsinki.
Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. (2016, June). Evidence for reflective abstraction: Seeing (eye-tracking data) is believing. Paper presented at the 46th annual meeting of the Jean Piaget Society, Chicago, June 9–11, 2016.
Abrahamson, D., & Chase, K. (2015, April). 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.
Flood, V. J., & Abrahamson, D. (2015, April). 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.
Lee, R. G., Hung, M., Negrete, A. G., & Abrahamson, D. (2013, April). 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.
Abrahamson, D. (2007, November). 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.
Nathan, M. J., Harrison, A., Smith, H., Ottmar, E., Abrahamson, D., & Williams–Price (in press). Embodied Mathematical Imagination and Cognition (EMIC) Working Group. 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). PME-NA.
Abrahamson, D. (2020, January). The Mathematics Imagery Trainer: Project overview. Workshop demonstration presented in E. Moore (Convener), NSF: AccelNet: Connecting Across Networks, Colorado University at Boulder, January 15–17, 2020.
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.
Ottmar, E. R., Melcer, E., Abrahamson, D., Nathan, M. J., Fyfe, E., & Smith, C. (2018). Embodied Mathematical Imagination and Cognition (EMIC) Working Group. In 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.
Abrahamson, D. (2017). Methods: Design-based research. Workshop facilitated at the “Cognitive Adventures” conference, Copernicus Science Centre, Warsaw, Poland, October 26–27.
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. In 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.
Williams-Pierce, C., Walkington, C., Landy, D., Lindgren, R., Levy, S. T., Nathan, M. J., & Abrahamson, D. (2017). Enabling and understanding embodied STEM learning. Pre-conference workshop conducted at the biennial conference of Computer-Supported Collaborative Learning, Philadelphia.
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.
Abrahamson, D., & Rosenbaum, L. F. (2016, Nov.). Embodied icosahedron. Participatory activity designed for the Embodied Mathematics, Imagination, and Cognition Working Group (EMIC) at the 38th annual meeting of the North-American chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Tucson, AZ, November 3–6.
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.
Blikstein, P., Abrahamson, D., & Wilensky, U. (2005). NetLogo: Where we are, where we’re going. In M. Eisenberg & A. Eisenberg (Eds.), Proceedings of the 4th International Conference for Interaction Design and Children (IDC 2005), Boulder, Colorado.
Abrahamson, D. (2020, July). Embodied design: Brining forth mathematical perceptions. Invited lecture at the 14th International Congress on Mathematical Education (ICME-14), Shanghai, July 12–19. [postponed, COVID-19]
Abrahamson, D. (2020, April). Cultivating the emergence of perceptual structures facilitating dexterity: Mathematics as conceptual choreography. Invited lecture (A. R. Jensenius, Facilitator), Rhythm rises: Sociocultural functions perceptuomotor spatiotemporality. RITMO, University of Oslo, April, 22. [postponed, COVID-19]
Abrahamson, D. (2020, March). Embodied design: Bringing forth mathematical perceptions. Invited lecture at Loughborough University, UK, March 25. [postponed, COVID-19]
Abrahamson, D. (2020, March). Take a chance on embodied design: From perceptual primitives to conceptual probability. Invited graduate seminar at Loughborough University, UK, March 26. [postponed, COVID-19]
Abrahamson, D. (2020, March). Learning is moving in new way: Reaching for mathematical concepts. Invited public lecture at Loughborough University, UK, March 26. [postponed, COVID-19]
Abrahamson, D. (2019, November). A new world: Educational research on the sensorimotor roots of mathematical reasoning. Invited keynote lecture at the annual Learning Science and Future Education Forum, Graduate School of Education, Peking University, Beijing, November 17, 2019.
Abrahamson, D. (2019, November). Educational vision: Teachers and students co-imagining mathematical objects. Invited keynote lecture at ICORE7: The 7th International Conference on Research in Education, University of the Punjab, Lahore, Pakistan, November 19–21, 2019.
Abrahamson, D. (2019, October). SpEED: Special education embodied design. Invited seminar in C. Giaconi & F. Gomez Paloma (Conveners, educational sciences colloquia), University of Macerata, Italy, October 8, 2019.
Abrahamson, D. (2019, October). Building attentional anchors: Educational design-based research on the sensorimotor roots of mathematical reasoning. In F. Gomez Paloma (Chair), International Conference on Embodiment and School, University of Salerno at Fisciano, Italy, October 10, 2019.
Abrahamson, D. (2019, September). A new world: Educational research on the sensorimotor roots of mathematical reasoning. Invited seminar at the AIMS colloquium series, “Moving, making & meaning: Conversations on mathematics, science, technology, and the arts,” AIMS Center for Math & Science Education, Fresno, CA, September 12, 2019.
Abrahamson, D. (2019, May). Moving perception forward in learning sciences discourse. Invited paper presented at The Future of Embodied Design for Mathematical Imagination and Cognition (NSF-funded synthesis and design workshop, M. Nathan, PI). University of Madison, WI, May 20–22.
Abrahamson, D. (2019, April). Learning is moving in new ways: Designing for the emergence of proto-mathematical sensorimotor perceptual structures. Invited talk at the weekly seminar of the Berkeley Institute of Design (Eric Paulos, Director). University of California, Berkeley.
Abrahamson, D. (2019, April). Moving perception forward in learning sciences discourse. Invited keynote 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. (2019, April). A new world: Educational research on the sensorimotor roots of mathematical reasoning. Invited keynote at the annual Graduate School of Education Research Day, UC Berkeley, April, 19, 2019.
Abrahamson, D. (2019, March). A new world: Educational research on the sensorimotor roots of mathematical reasoning. Invited plenary at the inaugural annual meeting of the regional chapter of the International Group for the Psychology of Mathematics Education (PME) & Yandex. Moscow, Russia, March 18–21, 2019.
Abrahamson, D. (2017, Dec.). Designing for learning: A view from educational research. Invited lecture at the New York Hall of Science, NYC, Dec. 18, 2017.
Abrahamson, D. (2017, Oct.). Enculturating movement: From sensorimotor schemes to mathematical structures. Invited seminar on embodiment, Behavioral Studies Colloquia (M. Kapur, Host), ETH, Zurich, October 24.
Abrahamson, D. (2017, Oct.). Learning is moving in new ways: Designing for physical coordination of mathematical concepts. Invited keynote lecture at the “Cognitive Adventures” conference, Copernicus Science Centre, Warsaw, Poland, October 26 – 27.
Abrahamson, D. (2017, Oct.). Embodied design: Developing a research program. Invited keynote lecture in A. Bakker, M. v.d. Schaaf, S. Shayan, R. Alberto, & P. Leseman (Organizers), “Embodied design in interaction” conference. Utrecht University, October 30.
Abrahamson, D. (2017, May). Applying design research concepts from mathematics education to teaching procedural skills in medical education. Invited keynote lecture at the MedEd Grand Rounds, UCSF Medical Center, Parnassus, San Francisco, May 8, 2017. https://lecture.ucsf.edu/ets/Play/1e68c252baca471fba006907102858391d
Abrahamson, D. (2017, Feb.). Giving back to theory: Attentional anchors as a case of ontological innovation in design-based research. Invited lecture in the course “Beyond Bits and Atoms” (P. Blikstein, Instructor). Learning, Design, and Technology program, Graduate School of Education, Stanford, Feb. 16, 2017.
Abrahamson, D. (2016, Nov.). Milestones and musing from movement to math: Attentional anchors, frames of reference, and grounding meaning. Graduate School of Education, University of Wisconsin at Madison, November 30, 2016.
Abrahamson, D. (2016, Oct.). Learning is moving in new ways: Designing for guided emergence of mathematical concepts in interactive learning environments. Invited talk given a BI Norwegian Business School delegation, hosted by UC Berkeley’s Principal Leadership Institute (Program for Visiting School Leaders, Learning Exchange Program). UC Berkeley, October 7, 2016.
Abrahamson, D. (2016, July). The ecological dynamics of mathematics education: The emergence of proportional reasoning in fields of promoted action. In W. van Dooren & G. Williams (Chairs, Topic Study Group 27: Learning and Cognition in Mathematics). Invited keynote lecture presented at the 13th quadrennial meeting of International Congress of Mathematics Education, Hamburg, Germany, July 24–31.
Abrahamson, D. (2016, Jan.). Design by theory, theory by design: Evolution of a design-based research project. Invited lecture in the course “Beyond Bits and Atoms” (P. Blikstein, Instructor). Learning, Design, and Technology program at the Graduate School of Education, Stanford, Jan. 28, 2016.
Abrahamson, D. (2015, Oct.). Cultivating mathematical concepts: Insights from ecological dynamics. In A. Bakker, M. F. Van der Schaaf, S. Shayan, & P. Leseman (symposium Chairs), Embodied design in education. Utrecht University, October 16, 2015. https://www.youtube.com/watch?v=sguGH7rqm_M&list=PLeplcmKS2i3SmsDm651Uz-HOZwpPmpFea&index=7
Abrahamson, D. (2015, Feb.). Developing embodiment theory of mathematics learning: Evolution of a design-based research project. In B. Schneider (Instructor), “Beyond bits and atoms” (graduate seminar). Stanford: Transformational Learning Technology Lab (Blikstein, Director), Feb. 6, 2105.
Abrahamson, D. (2015, Feb.). A body of knowledge: Grounding mathematical concepts in embodied interaction. Invited presentation at “Making lasting memories: Using brain science to boost memory, thinking and learning” (Learning and the Brain conference). San Francisco, February 13, 2015.
Abrahamson, D. (2014, Dec.). Developing embodiment theory of mathematics learning: Evolution of a design-based research project. Invited presentation for the Taiwanese delegation to the Graduate School of Education. Berkeley, CA, December 4, 2104.
Abrahamson, D. (2014, Oct.). Embodied design: Opportunities for deep learning across the disciplines. Invited keynote at the Teaching and Learning Center Day 2014, University of California at San Francisco, October 9, 2014.
Abrahamson, D., & Sánchez–García, R. (2014, June). Learning is moving in new ways: An ecological dynamics view on learning across the disciplines. In A. Bakker, M. F. Van der Schaaf, S. Shayan, & P. Leseman (symposium Chairs), Embodied design in education. Freudenthal Institute for Science and Mathematics Education, University of Utrecht, The Netherlands, June 23, 2014.
Abrahamson, D. (2014, June). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences. Invited seminar at the Freudenthal Institute of Science and Mathematics Education, University of Utrecht, The Netherlands, June 24, 2014.
Abrahamson, D. (2014, May). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences. Invited seminar at the Department of Science Teaching, The Weizmann Institute of Science, Rehovot, Israel, May 18, 2014.
Abrahamson, D. (2014, March). Embodied cognition and the learning sciences (webinar). International Society of the Learning Sciences: Network of Academic Programs in the Learning Sciences (NAPLeS), March 13, 2014.
Abrahamson, D. (2014, March). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences. Invited seminar at the School of Education, The College for Academic Studies in Or Yehuda, Israel, March 25, 2014.
Abrahamson, D. (2014, January). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences. Invited lecture at the Forum for Educational Technology at the Graduate School of Education, Tel Aviv University, January 13, 2014.
Abrahamson, D. (2014, January). Toward a taxonomy of design genres: Fostering mathematical insight via perception-based and action-based experiences (S. Kapon, Organizer; H. Alexander, Respondent). Invited seminar at the Faculty of Education, Haifa University, January 16, 2014.
Abrahamson, D. (2014, January). One project—many spotlights: Design-based research as an academic arena for dialectic discourse among theoretical approaches (individual contribution to the closing panel). In B. Eilam & T. Goldberg (Organizers & Chairs), “The learning sciences: between teaching, learning, and design” (single day mini-conference and workshop). University of Haifa: Department of Education, January 29, 2014.
Abrahamson. D. (2013, November). Learning is moving in new ways: Mathematics learning as motor problem solving in designed fields of promoted action. Invited presentation in the joint colloquium series of the Technologies in Education graduate program at the University of Haifa (O. Golan & S. Barsilai, Coordinators) and the Learning in a NetworKed Society (LINKS) Israeli Center of Research Excellence (Y. Kali, Director), November 11, 2013.
Abrahamson, D. (2013, January). Learning is moving in new ways. Invited presentation at the seminar of Dr. Tobin White, University of California at Davis.
Abrahamson, D. (2012, September). Some affordances of embodied-interaction for mathematics learning. Presentation at the annual meeting of the International Society for Design and Development in Education (ISDDE 2012): “Unpacking design processes,” Freudenthal Institute for Science and Mathematics Education, Utrecht University, September 10–13.
Abrahamson, D. (2012, September). Some affordances of embodied interaction for mathematics teaching and learning. Presentation at the colloquium of Center for Research in Mathematics and Science Education at San Diego State University (joint graduate program with University of California at San Diego), October 5, 2012.
Abrahamson, D. (2012, April). 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.
Abrahamson, D. (2012, March). 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.
Abrahamson, D. (2011, May). Build first, ask questions later. Invited lecture in the course “Beyond Bits and Atoms” (P. Blikstein, Instructor). Learning, Design, and Technology program at the Graduate School of Education, Stanford, May 6, 2011.
Abrahamson, D. (2011, January). 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. http://www.edtech.haifa.ac.il/Seminars/Archive/page
Abrahamson, D. (2010, May). Complex systems in the study of ecologies of learning. Chair of the Presidential Address at the annual meeting of the American Educational Research Association, Denver, CO, April 30 – May 4.
Abrahamson, D. (2010, May). Embodying proportion: More than hand waving? Presentation at the Curriculum Studies and Teachers Education Departmental Colloquium Series (C. Goldenberg, Coordinator), Stanford, May 12.
Abrahamson, D. (2009, February). 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.
Abrahamson, D. (2009, January). Close listening to gesture - an embodied-design perspective on mathematical reasoning. Presentation at Leonardo Art/Science Evening Rendezvous (LASER; P. Scaruffi, Chair), San Francisco State University, San Francisco.
Abrahamson, D. (2008, December). The abduction of Peirce: The missing link between perceptual judgment and mathematical reasoning? Presentation at the Townsend Working Group in Neuroscience and Philosophy (A. Rokem, J. Stazicker, & A. Noë, Organizers), UC Berkeley. https://www.youtube.com/watch?v=GbslZe1XMkI
Abrahamson, D (2007, December). 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.
Abrahamson, D. (2007, November). 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.
Abrahamson, D. (2007, October). From intuition to inscription: Designing learning experiences for deep mathematical understanding. In N. L. Stein (Organizer), The Spencer Conference: Developmental and Learning Sciences Go to School: Implications for Education and Policy. Chicago, October 10–14.
Abrahamson, D. (2006, May). Mathematical intuition – what is it good for? Reflections from design research on young student understanding of the binomial function. In P. Blikstein & R. Lerner, Colloquium Series at the School of Education and Social Policy. Northwestern University, Evanston, IL.
Abrahamson, D. (2003, March). The role of gesture in the teaching and learning of ratio and proportion. Presentation at the weekly meeting of the laboratory of Susan Goldin-Meadow, Department of Psychology, University of Chicago, March 19, 2003.
Abrahamson, D. (2003, March). Learning probability and statistics by building agent-based computer models. Presentation and NetLogo workshop at the 3rd Conference of the European Society for Research in Mathematics Education, Bellaria, Italy, Feb. 28 – March 3.
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:
