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2023
Grondin, M. M. & Nathan, M. J. (July, 2022). An Analysis of Gesture-Speech Mismatch in Engineering. [Paper Presentation]. International Society of Gesture Studies 9. Loyola University, Chicago, IL. ISGS. PDF
Grondin, M. M., Swart, M. I., Xia, F., & Nathan, M. J. (2022, June). Assessing engineering students’ embodied knowledge of torsional loading through gesture. (ASEE Paper ID #2022-383, pp. 1-14). Paper presentation to the American Society of Engineering Education ASEE 2022, Engineering Research Methods (ERM) Division. Minneapolis, MN: ASEE. PDF
Nathan, M. J., Walkington, C., & Swart, M. I. (2022, June). Designs for grounded and embodied mathematical learning. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 179-186). Hiroshima, Japan: International Society of the Learning Sciences. PDF
N. B. Best Design Paper Award for ICLS 2022.
Nathan, M. J., Walkington, C., & Swart, M. I. (2022, July). Gesture production in geometry proof practices and education: Description, function, mechanism, and application to a digital embodied learning environment. Proceedings of the International Society of Gesture Studies 9. Loyola University, Chicago, IL. ISGS. PDF
Schenck, K.E., & Nathan, M. J. (November, 2022). Spatial anxiety moderates the effect of spatial ability in geometric thinking. [Poster presentation]. North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN, United States. PDF
Schenck, K.E., Kim, D., Swart, M.I., & Nathan, M.J. (April, 2022). With no universal consensus, choice of spatial frameworks can affect model fitting and interpretation. [Paper presentation]. American Educational Research Association Conference, San Diego, CA, United States. PDF
Schenck, K.E., Swart, M.I., Hubbard, E.M., & Nathan, M.J. (July, 2022). Expanding understandings of embodied mathematical cognition in students’ fraction knowledge.[Poster presentation]. Proceedings of the Annual meeting of the Cognitive Science Society, Toronto, Canada. PDF
Schenck, K.E., Walkington, C., & Nathan, M. J. (2022). Groups that move together, prove together: Collaborative gestures and gesture attitudes among teachers performing embodied geometry. In Sheila Macrine and Jennifer Fugate (Eds.) Movement Matters: How Embodied Cognition Informs Teaching and Learning (pp. 131-145). MIT Press. PDF
Sung, H., Swart, M. I., & Nathan, M. J. (2022, April). Teaching teachers teaching students: How embodied cognition can help pre-service teachers assess students’ mathematical thinking. [Paper presentation]. American Educational Research Association Conference, San Diego, CA, United States. PDF
Sung, H., Swart, M. I., & Nathan, M. J. (2022, June). Methods for analyzing temporally entangled multimodal data. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning -CSCL 2022 (pp. 242-249). Hiroshima, Japan: International Society of the Learning Sciences. PDF
N. B. Best Student Paper Award for CSCL 2022.
Walkington, C., Nathan, M. J., & Huang, W. (2022, April). Transforming teachers’ understanding of the possibilities for geometry instruction through virtual reality. In Symposium “Technologies for Situated, Grounded, Embodied Learning: The Unique Role of Extended Reality Experiences.” Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA. AERA.
Walkington, C., Nathan, M. J., Wang, M. & Schenck, K. (in press). The effect of cognitive relevance of directed actions on mathematical reasoning. Cognitive Science. PDF
Walkington, C., Nathan, M.J., Hunnicutt, J., Washington, J., & Holcomb-Webb, K. (2022, June). Learning Geometry Through Collaborative, Embodied Explorations with Augmented Reality Holograms. In J. Oshima (Ed.) Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 1992- 1993). Hiroshima, Japan: International Society of the Learning Sciences. PDF
Xia, F., Schenck, K., Kim, D., & Nathan, M. J. (2022, April). When conceptualization gets moving: Exploring how directed actions complement gestural insights for generating geometric reasoning. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA. AERA. PDF
Xia, F., Schenck, K.E., Swart, M.I., & Nathan, M.J. (2022, June). Directed actions scaffold gestural insights in geometric reasoning. In J. Oshima (Ed.) Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 1982-1983). Hiroshima, Japan: International Society of the Learning Sciences. PDF
Xia, F., Schenck, K.E., Swart, M.I., & Nathan, M.J. (2022, June). The role of action-prediction in embodied mathematical reasoning. In J. Oshima (Ed.) Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 1469-1472). Hiroshima, Japan: International Society of the Learning Sciences. PDF
Grondin, M. M. & Nathan, M. J. (July, 2022). An Analysis of Gesture-Speech Mismatch in Engineering. [Paper Presentation]. International Society of Gesture Studies 9. Loyola University, Chicago, IL. ISGS. PDF
Grondin, M. M., Swart, M. I., Xia, F., & Nathan, M. J. (2022, June). Assessing engineering students’ embodied knowledge of torsional loading through gesture. (ASEE Paper ID #2022-383, pp. 1-14). Paper presentation to the American Society of Engineering Education ASEE 2022, Engineering Research Methods (ERM) Division. Minneapolis, MN: ASEE. PDF
Nathan, M. J., Walkington, C., & Swart, M. I. (2022, June). Designs for grounded and embodied mathematical learning. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 179-186). Hiroshima, Japan: International Society of the Learning Sciences. PDF