The impulse to keep to yourself what you have learned is not only shameful, it is destructive. Anything you do not give freely and abundantly becomes lost to you. You open your safe and find ashes. — Annie Dillard, The Writing Life
2022
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
2021
Kim, D., Swart, M.I., Schenck, K.E. & Nathan, M.J. (2021). Grounded and embodied proof production: Are gestures and speech enough to produce deductive proof?. Proceedings of the 2021 International Conference of the Learning Sciences. Bochum, Germany. PDF
Kirankumar, V., Sung, H., Swart, M., Kim, D., Xia, F., Kwon, O., Walkington, C., & Nathan, M. J. (2021). Embodied Trasmission of Ideas: Collaborative Construction of Geometric Content and Mathematical Thinking. In proceedings of the International Society of the Learning Sciences (ISLS) Annual Meeting, Virtual conference. PDF
Nathan, M. J. (2021). Foundations of embodied learning: A paradigm for education. Routledge. LINK
Nathan, M. J., & Alibali, M. W. (2021). An embodied theory of transfer of mathematical learning. In Transfer of Learning (pp. 27-58). Springer, Cham. PDF
Xia, F., Swart, M.I., Kim. D., & Nathan, M.J. (2021). Eliciting Predictive Behaviors to Support Embodied Mathematical Cognition: Socially-distanced experimentation in the time of COVID-19. Paper presented at the Annual Meeting of the American Educational Research Association. PDF
Schenck, K.E. & Nathan, M.J. (2021). Exploring expanded notions of mathematical reasoning: Spatial systems, anxiety, and embodiment. Proceedings of the 2021 International Conference of the Learning Sciences. Bochum, Germany. PDF
Sung, H., Swart, M., & Nathan, M. J. (2021). Enhancing K-12 Pre-service Teachers’ Embodied Understanding of the Geometry Knowledge through Online Collaborative Design. In proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, Pennsylvania. PDF
Swart, M., Kirankumar, V., Sung, H., Xia, F., Kim, D., Kwon, O., Walkington, C., Schenck, K., & Nathan, M. J. (2021). Embodied Transmission of Ideas: Mathematical Thinking Through Collaborative Construction of Geometry Video Game Content. In proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, Pennsylvania. PDF
Swart, M.I., Schenck, K.E., Xia, F., Kim, D., Kwon, O.H., Nathan, M.J. & Walkington, C. (June, 2021). Embodiment as a Rosetta Stone: Collective Conjecturing in Multilingual Classroom Using a Motion Capture Geometry Game. Paper presented at the annual North American Chapter of the International Group for the Psychology of Mathematics Education Conference. Mazatlan, Sinaloa, Mexico. PDF
2020
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. Front. Educ., 5-147. doi: 10.3389/feduc.2020.00147 PDF
Hall, A., Nathan, M., Swart, M., Fitzpatrick, S., Dolezalek, B., et al… Gutierrez, K. (2020). Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2151-2158). Nashville, Tennessee: International Society of the Learning Sciences. PDF
Nathan, M.J., & Swart, M.I. (2020) Materialist epistemology lends design wings: Educational design as an embodied process. Eductational Technology Research and Development, https://doi.org/10.1007/s11423-020-09856-4. PDF
Nathan, M. J., Schenck, K.E., Vinsonhaler, R., Michaelis, J., Swart, M., & Walkington, C. (2020). Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof. Journal of Educational Psychology. PDF
Schenck, K.E. and Nathan, M.J. (April, 2020). Connecting Mathematics, Spatial Ability and Spatial Anxiety. Paper presented at the annual American Educational Research Association Conference, San Francisco, CA. PDF
Schenck, K.E., Michaelis, J.E., Swart, M. I., Xia, F., Nathan, M. J., and Walkington, C. (April, 2020). Mathematical Knowledge is Embodied: Synergistic Contributions of Gesture and Speech During Geometry Proof Production. Paper presented at the annual American Educational Research Association Conference, San Francisco, CA. PDF
Swart, M.I., Schenck, K.E., Xia, F., Kwon, O.H., Nathan, M.J., Vinsonhaler, R., & Walkington, C. (2020). Grounded and embodied mathematical cognition for intuition and proof playing a motion-capture video game. In Ilana Horn & Melissa Gressalfi (Eds.) Proceedings of the 2020 International Conference of the Learning Sciences. Nashville, TN. PDF
Vest, N.A., Fyfe, E.R., Nathan, M.J., & Alibali, M.W. (2020). Learning from an avatar video instructor: The role of gesture mimicry. Gesture, 19 (1), 128 – 155. PDF
Xia, F., Nathan, M. J., Swart, M. I., Schenck, K.E., and Kwon, O. (April, 2020). Does Click Matter? The Role of Text and Diagram on Geometric Reasoning and Gesture Production. Paper presented at the annual American Educational Research Association Conference, San Francisco, CA. PDF
2019
Alibali, M.W., Nathan, M.J., Boncoddo, R., & Pier, E. (2019). Managing common ground in the classroom: Teachers use gesture to support students’ contributions to classroom discourse. ZDM, 51(2), 347 – 360. PDF
Fyfe, E.R., & Nathan, M.J. (2019). Making “concreteness fading” more concrete as a theory of instruction for promoting transfer. Educational Review, 71 (4), 403 – 422. https://doi.org/10.1080/00131911.2018.1424116 PDF
Nathan, M.J., Yeo, A., Boncoddo, R., Hostetter, A.B. & Alibali, M.W. (2019). Teachers’ attitudes about gesture for learning and instruction. Gesture, 18 (1), 31 – 56. https://doi.org/10.1075/gest.00032.nat PDF
Pier, E. L., Walkington, C., Clinton, V. E., Boncoddo, R., Williams-Pierce, C., Alibali, M.A., & Nathan, M. J. (2019). Embodied Truths: How Dynamic Gesture and Transformational Speech Contribute to Mathematical Proof Practices. Contemporary Educational Psychology, 58, 44-57. PDF
Schenck, K.E., Swart, M.I., Binzak, J.V., McGinty, J., Michaelis, J.E., Kwon, O., Visonhaler, R., Nathan, M.J., and Walkington, C. (May, 2019). Connecting to Geometric Proof Concepts using Gestures. Poster presented at Embodied Design for Mathematical Imagination and Cognition NSF Workshop, Madison, WI. PDF
Walkington, C., Chelule, G., Woods, D., & Nathan, M.J. (2019). Collaborative gesture as a case of extended mathematical cognition. Journal of Mathematical Behavior, 55, 1-20. PDF
Walkington, C., Woods, D., Nathan, M.J., Chelule, G., & Wang, M. (2019). Does restricting hand gestures impair mathematical reasoning? Learning and Instruction, 64. https://doi.org/10.1016/j.learninstruc.2019.101225 PDF
Xia, F., Nathan, M.J., Schenck, K.E., Swart, M.I., Kwon, O., Michaelis, J.E., Binzak, J.V., McGinty, J., Visonhaler, R., and Walkington, C. (May, 2019). Examining the Effects of Geometric Scaffolds on Gesture Production. Poster presented at Embodied Design for Mathematical Imagination and Cognition NSF Workshop, Madison, WI. PDF
2018
Alibali, M.W., & Nathan, M.J. (2018). Embodied Cognition in Learning and Teaching. In F. Fischer, C.E. Hmelo-Silver, S.R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 75 -85). Routledge. PDF
Nathan, M.J. & Swart, M.I. (2018). What makes math hard? 2018 Play Make Learn Conference. Madison, WI. PDF
Walkington, C., Swart, M.I., Nathan, M.J. (2018). Kinecting Geometry Concepts Using Gestures in Gaming. 2018 Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC. PDF
2017
Clinton, V., Cooper, J. Alibali, M.W., & Nathan, M. J. (accepted). Revising visuals based on instructional design principles: Effects on cognitive load and learning. In C. Was, F.J. Sansosti, B.J. Morris (Eds.) Eye-tracking technology applications in educational research. IGI Global. PDF
Nathan, M. J. (In preparation). One function of gesture is to make new ideas: Evidence for reciprocity between action and cognition In R. B. Church, M. W. Alibali & S. D. Kelly, (Eds.) Why gesture? How the hands function in speaking, thinking and communicating.
Nathan, M. J., Church, R. B., Wolfgram, M. S., & Alibali, M. W. (In preparation). Making and breaking common ground: How teachers use gesture and speech to foster learning in the classroom. In R. B. Church, M. W. Alibali & S. D. Kelly, (Eds.) Why gesture? How the hands function in speaking, thinking and communicating.
Walkington, C., Clinton, V., Ritter, S., & Nathan, M. J. (in press). How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula. Journal of Educational Psychology. doi: 10.1037/edu0000036 PDF
2016
Alibali, M. W.,, Popescu, V. & Yeo, A. (July, 2016). Effective Instructional Gestures: Design Principles for Virtual Pedagogical Agents. Symposium presentation to the International Society for Gesture Studies (ISGS) Seventh International Conference. Paris, France. PDF
Clinton, V., Alibali, M. W., & Nathan, M. J. (2016). Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help? The Journal of Experimental Education(3), 1-21. doi: 10.1080/00220973.2015.1048847 PDF
Clinton, V., K. Morsanyi, Alibali, M. W., & Nathan, M. J. (in press). Learning about probability from text and tables: Do color coding and labeling help? Applied Cognitive Psychology. DOI: 10.1002/acp.3223 PDF
Michaelis, J. E., Clinton, V. E., Cooper, J. L., Nathan, M. J., & Alibali, M. W. (April, 2016). Cognitive principles for effective uses of visual information improve mathematics learning by encouraging deeper processing, In Symposium: Bridging research and practice: findings from the National Center on Cognition and Mathematics Instruction. Paper presentation to the 2016 Annual Meeting of the American Educational Research Association, Washington, DC.
Michaelis, J. E. & Nathan, M. J. (June, 2016). Observing and Measuring Interest Development Among High School Students in an Out-of-School Robotics Competition (ASEE Paper ID #16242). Paper presentation to the American Society of Engineering Education ASEE 2016, New Orleans, LA: ASEE. PDF
Nathan, M. J. & Church, R. B. (July, 2016). Instructional gestures can resolve the fundamental tension between making and breaking common ground during classroom discourse. Oral presentation to the International Society for Gesture Studies (ISGS) Seventh International Conference. Paris, France. PDF
Nathan, M. J., Ottmar, E., Abrahamson, D., Williams-Pierce, C., Walkington, C., & Nemirovsky, R. (November, 2016). Embodied mathematical imagination and cognition (EMIC) Working Group. In the Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. xx-xx). Tucson, AZ: University of Arizona. PDF
Nathan, M. J., Rummel, N., & Hay, K. E. (2016). Growing the Learning Sciences: Brand or big tent? Implications for graduate education. In M. A. Evans, M. J. Packer, and R. K. Sawyer (Eds.) Reflections on the Learning Sciences. (pp. 191-209). New York: Cambridge University Press. isbn: 9781107070158. PDF
Nathan, M. J. & Walkington, C. (November, 2016). Design of a Video Game for Promoting Embodied Mathematical Reasoning. In the Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. xx-xx). Tucson, AZ: University of Arizona.
Pier, E. L. & Nathan, M. J. (2016). A review of ‘Mathematics and the body: Material entanglements in the classroom.’ Journal for Research in Mathematics Education, 47(4), 423-427. PDF
Pier, E. L., Raclaw, J., Ford, C. E., & Nathan, M. J. (April, 2016). Studying the study section: How collaborative decision making and videoconferencing impacts the grant peer review process. Paper presentation to the 2016 Annual Meeting of the American Educational Research Association, Washington, DC. PDF
Walkington, C. A. & Nathan, M. J. (April, 2016). Embodied learning on any device: Geometric proof in a motion-capture video game. Paper presentation to the 2016 Annual Meeting of the American Educational Research Association, Washington, DC. PDF.
2015
Clinton, V. E., Morsanyi, K., Alibali, M. W., & Nathan, M. J.(2015, April). Learning about probability from text and tables: Do color coding and labeling through a user-interactive interface help? Paper presentation to the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2015/2013). What Works, What Doesn’t. Scientific American Special Issue “Your Inner Genius,” Special Editions Volume 23, Issue 5s.
Dwayne Day, Rapporteur & The Planning Committee on Sharing the Adventure (2015). Sharing the Adventure with the Student: Exploring the Intersections of NASA Space Science and Education: A Workshop. Space Studies Board; Division on Engineering and Physical Sciences; Board on Science Education; and the National Research Council. Washington DC: National Academies Press.
Michaelis, J. & Nathan, M. J. (2015). The four-phase interest development in engineering survey. Proceedings of the American Society of Engineering Education (ASEE) 2015 (Paper no. 11925; pp. 1-13). Seattle, WA: ASEE Publications.
Nathan, M. J. & Martinez, C. V. J. (in press). Gesture as model enactment: The role of gesture in mental model construction and inference making when learning from text. To appear in Learning: Research and Practice. doi: 10.1080/23735082.2015.1006758 LINK.
Michaelis, J. E. & Nathan, M. J. (June, 2015). The Four-Phase Interest Development in Engineering Survey. (ASEE Paper ID #11925). Paper presentation to the American Society of Engineering Education ASEE 2015, Seattle, WA: ASEE.
Michaelis, J. E., & Nathan, M. J. (2015, April). The role of feedback in interest development in an out-of-school engineering setting. Paper presentation to the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
Nathan, M. J. & Alibali, M. W. (2015, April). Effective instructional gestures: Design principles for virtual pedagogical agents. In session The Learning at Hand: Gesture Production in Virtual Pedagogical Agents. For the SIG-Advanced Technologies for Learning. Paper presentation to the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
Nathan, M. J., Alibali, M. W., Nemirovsky, R., Walkington, C. W., & Hall, R. (in press). Embodied mathematical imagination and cognition (EMIC). To appear in the Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. xx-xx). East Lansing, MI: Michigan State University.
Nathan, M. J., Clinton, V. E., +Cooper, J. L., & Alibali, M. W. (2015, April). Now you don’t: Visual attention for illustrations during mathematical lessons. In Symposium, Scaling Up Cognitive Learning Principles to Redesign a Mathematics Curriculum for Improved Learning. Paper presentation to the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
Pier, E. L., Walkington, C. A., Boncoddo, R., Clinton, V. E., & Nathan, M. J. (2015, April). Show and tell: Using students’ speech to predict dynamic gesture production during proof. Paper presentation to the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL.
2014
National Academy of Engineering and National Research Council. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Margaret Honey, Greg Pearson, and Heidi Schweingruber (Eds.), Committee on Integrated STEM Education. Washington, DC: The National Academies Press. Download full report. Read the executive summary. ORDER PRINTS.
You can also view the accompanying video, What is STEM?
Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Martinez, C. J., & Knuth, E. J. (2014). How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction. 32(1), 65-100. DOI: 10.1080/07370008.2013.858161. LINK
N. B. Entered into Routledge’s “Class of 2015” as the journal’s most read article throughout 2014.
Lockwood, E., Yeo, A., Crooks, N., Nathan, M. J., & Alibali, M. W. (2014, June). Teaching about confidence intervals: How instructors connect ideas using speech and gesture. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 1042-1046). Boulder, CO: University of Colorado.
Michaelis, J., & Nathan, M. J. (2014, June). The role of feedback in interest development in an out-of-school engineering setting. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 1525-1526). Boulder, CO: University of Colorado.
Nathan, M. J. (2014). Grounded mathematical reasoning. In L. Shapiro (Ed.). The Routledge Handbook of Embodied Cognition (pp. 171-183). Routledge: New York. LINK
Nathan, M. J. & Sawyer, R. K. (2014). Foundations of Learning Sciences. In K. Sawyer (Ed.). The Cambridge Handbook of the Learning Sciences (Second Edition) (pp. 21-43). Cambridge University Press: Cambridge, England, UK. Nathan & Sawyer 2013 Foundations of Learning Sciences.pdf
Nathan, M. J., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C. C., & Alibali, M. W. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical reasoning. Learning and Instruction, 33, 182-193. DOI: 10.1016/j.learninstruc.2014.07.001. LINK.
Pier, E. L., Walkington, C., Williams, C., Boncoddo, R., Alibali, M. W., Nathan, M. J., & Waala, J. (2014, June). Hear what they say and watch what they do: Predicting valid mathematical proofs using speech and gesture. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 649-656). Boulder, CO: University of Colorado.
N. B. Best Design Paper Award for ICLS 2014.
Prevost, A. C., Nathan, M. J., Phelps, L. A., Atwood, A. K., Tran, N. A., Oliver, K., & Stein, B. (2014). Academic connections in precollege engineering contexts: The intended and enacted curricula of Project Lead the Way™ and beyond. In Strobel, J., Purzer, S. & Cardella, M. (Eds.) Engineering in Pre-College Settings: Research into Practice (pp. 211-230). West Lafayette, IN: Purdue University Press. PDF
Walkington, C., Boncoddo, R., Williams, C., Nathan, M. J., Alibali, M. W., Simon, E., & Pier, E. L. (2014, June). Being mathematical relations: Dynamic gestures support mathematical reasoning. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 479-486). Boulder, CO: University of Colorado.
Walkington, C. A., Nathan, M. J., Wolfgram, M., Alibali, M. W., & Srisurichan, R. (2014). Bridges and barriers to constructing conceptual cohesion across modalities and temporalities: Challenges of STEM integration in the precollege engineering classroom. In Strobel, J., Purzer, S. & Cardella, M. (Eds.) Engineering in Pre-College Settings: Research into Practice (pp. 183-209). West Lafayette, IN: Purdue University Press. PDF
2013
Alibali, M. W., Nathan, M. J., Church, R. B., Wolfgram, M. S., Kim, S., & Knuth, E. J. (2013). Gesture and speech in mathematics lessons: Forging common ground by resolving trouble spots. ZDM – International Journal on Mathematics Education. 45, 425–440. DOI 10.1007/s11858-012-0476-0 (published online 1/31/13). LINK
Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., Nathan, M. J., Church, R. B., & Knuth, E. J. (2013). Students learn more when their teacher has learned to gesture effectively. Gesture, 13(2), 210-233. LINK.
Boncoddo R., Williams, C., Waala, J., Walkington, C., Pier, E., Dogan, M. F., Nathan, M. J., & Alibali, M. W. (2013). Gesture as a window to justification and proof. In M.V. Martinez & A.C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 229-236). Chicago, IL: University of Illinois-Chicago. LINK.
Clinton, V., Alibali, M. W., & Nathan, M. J. (2013). The effects of diagrams and questioning while reading on learning from a statistics lesson. In M.V. Martinez & A.C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 341-348). Chicago, IL: University of Illinois-Chicago. LINK.
Clinton, V., Alibali, M. W., & Nathan, M. J. (2013). Individual differences in calculating posterior probability: Do statistics education and math proficiency matter? In M.V. Martinez & A.C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 374). Chicago, IL: University of Illinois-Chicago. LINK.
Clinton, V., Alibali, M. W., & Nathan, M. J. (2013). Why do diagrams increase learning from lessons? In M.V. Martinez & A.C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 318). Chicago, IL: University of Illinois-Chicago. LINK.
Cooper, J. L., Clinton, V., Riggs, E. A., Brey, E., Alibali, M. W., & Nathan, M. J. (2013). Contextual visual information in middle school problem solving: A puzzling situation. In M.V. Martinez & A.C. Superfine (Eds.),Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 555). Chicago, IL: University of Illinois-Chicago. LINK.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013a). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, v14(1), 4-58. LINK
NB. This article was recognized as the most accessed article for PSPI for 2013 at nearly 105,000 downloads.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013b). What Works, What Doesn’t. Scientific American Mind (Feature article), 24(4), 46-53. LINK
Nathan, M. J., Srisurichan, R., Walkington, C., Wolfgram, M., Williams, C. & Alibali, M. W. (2013). Building cohesion across representations: A mechanism for STEM integration. Journal of Engineering Education (Special issue on representations in engineering education), 102(1), 77–116. PDF
Williams, C., Pier, E., Walkington, C., Alibali, M. W., Nathan, M. J., Dogan, M. F., & Boncoddo, R. (2013). Broadening what we perceive: An introduction to research methods for analyzing gesture and language. In M.V. Martinez & A.C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1260-1263). Chicago, IL: University of Illinois-Chicago. PDF.
2012
Alibali, M. W. & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: A view from students’ and teachers’ gestures. Journal of the Learning Sciences. (Special Issue on Embodiment in Mathematics.), 21(2), 247-286. DOI: 10.1080/10508406.2011.611446. PDF
Bem, J., Jacobs, S., Goldin-Meadow, S., Levine, S., Alibali, M., & Nathan, M. J. (2012, June). Gesture’s benefit for instruction: Attention coordination or embodied cognition? Presented at Jean Piaget Society 42nd Annual Meeting (Toronto, Canada).
Clinton, V., Nathan, M.J., & Alibali, M.W. (2012). The influence of visual representations on learning from lessons on functions. In L.R. Van Zoest, J.-J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 122) Kalamazoo, MI. LINK.
Hattikudur, S., Prather, R., Asquith, P. Alibali, M. W., Knuth, E., & Nathan, M. J. (2012). Constructing graphical representations: Middle schoolers’ intuitions and developing knowledge about slope and Y-intercept. School Science and Mathematics, 112(4), 230-240. DOI: 10.1111/j.1949-8594.2012.00138. PDF.
Nathan, M. J. (2012). Rethinking formalisms in formal education. Educational Psychologist, 47(2), 125-148. DOI:10.1080/00461520.2012.667063. PDF.
Nathan, M. J., Srisurichan, R., Walkington, C., Williams, C., & Alibali, M. W. (2012, April). How STEM integration is produced and maintained in the high school engineering classroom. Paper presentation to the 2nd P-12 Engineering and Design Education Research Summit (Washington,DC).
Pearson, G., McGrath, E., Nathan, M. J., & Sanders, M. (2012, April). Panel discussion: Developing a research agenda for iSTEM: Update on a National Academy of Engineering Study Group. Second P-12 Engineering and Design Education Research Summit, Washington, D.C.
Srisurichan, R., Boncoddo, R., Ledesma, I., Pier, E., Nathan, M. J. & Alibali, M. W. (2012, July). Addressee gesture as a means to foster common ground in the classroom. In R. B. Church (chair), Navigating the connections among mathematical representations: Exploring gesture’s role during mathematical instruction. Symposium presented at the Fifth Conference of the International Society for Gesture Studies, Lund, Sweden.
Williams, C., Walkington, C., Boncoddo, R., Srisurichan, R., Pier, E., Nathan, M., & Alibali, M. (2012). Invisible proof: The role of gestures and action in proof. In L.R. Van Zoest, J.-J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 182-189) Kalamazoo, MI. PDF
Yeo, A., Crooks, N. M., Lockwood, E., Ledesma, I., Bergsabaken, J., Church, R. B., Knuth, E. J., Nathan, M. J. & Alibali, M. W. (2012, July). Does teachers’ visual scaffolding affect students’ learning? Connecting representations via gesture. In R. B. Church (chair), Navigating the connections among mathematical representations: Exploring gesture’s role during mathematical instruction. Symposium presented at the Fifth Conference of the International Society for Gesture Studies, Lund, Sweden.
2011
Alibali, M. W., Nathan, M. J. & Fujimori, Y. (2011). Gestures in the classroom: What’s the point? In N. L. Stein & S. W. Raudenbush (Eds.) Developmental Cognitive Science Goes to School (pp. 219-234). New York: Routeledge. PDF
Nathan, M. J., & Alibali, M. W. (2011). How gesture use enables intersubjectivity in the classroom. In G. Stam & M. Ishino (Eds.), Integrating gestures: The interdisciplinary nature of gesture (pp. 257-266). Amsterdam: John Benjamins. PDF
Nathan, M. J., Atwood, A., Prevost, A., Phelps, L. A., & Tran, N. A. (2011). How professional development in Project Lead the Way changes high school STEM teachers’ beliefs about engineering education. Journal of Pre-College Engineering Education Research (JPEER), 1(1), 15-29. PDF.
Nathan, M. J., Atwood, A., Prevost, A., & Tran, N. (2011). Guidance counselors’ beliefs and expectations about high school students’ precollege engineering preparation. Proceedings of the American Society of Engineering Education (ASEE) 2011 (Paper no. AC 2011-316; pp. 1-13). Vancouver, BC: ASEE Publications. PDF
Nathan, M. J. & Johnson, C. V. (2011). Gesture as model enactment (GAME): Evidence when learning from text. Paper presentation to the American Educational Research Association annual meeting (New Orleans). LINK.
Nathan, M. J., Kim, S., & Grant, T. (2011). Tracking changes in classroom discourse structure using human and computer-based motif analyses. Working paper. PDF
Nathan, M. J., Rummel, N., & Hay, K. E. (2011). Growing the Learning Sciences: Brand or Big Tent? Working paper. PDF.
Nathan, M. J., Wolfgram, M., Srisurichan, R., & Alibali, M. W. (2011). Modal engagements in precollege engineering: Tracking math and science across symbols, sketches, software, silicon and wood. Proceedings of the American Society of Engineering Education (ASEE) 2011 (Paper no. AC 2011-315; pp. 1-32). Vancouver, BC: ASEE Publications. PDF
Nathan, M. J., Wolfgram, M., Srisurichan, R., Walkington, C., & Alibali, M. W. (2011). Threading mathematics through symbols, pixels, sketches and wood: Tailoring high school STEM instruction to build cohesion across modal engagements. Paper presentation to the Annual Meeting of the Jean Piaget Society (Berkeley, CA). PDF.
Prevost, A., Nathan, M. J., Stein, B., Phelps, L. A. & Atwood, A. (2011). STEM integration in a precollege course in digital electronics: Analysis of the enacted curriculum. Proceedings of the American Society of Engineering Education (ASEE) 2011 (Paper no. AC 2011-908; pp. 1-23). Vancouver, BC: ASEE Publications. PDF
2010
Alibali, M. W. & Nathan, M. J. (2010). Conducting research in schools. (Special Issue on Tools of the Trade.) Journal of Cognition and Development, 11(4), 397-407. PDF
Havas, D., Jenvey, J., Shilling, H., & Nathan, M. J. (2010). Socially induced motor plasticity affects language comprehension. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1804-1809). Austin, TX: Cognitive Science Society. PDF
Nathan, M. J. (2010). Technology supports for acquiring mathematics. In: Penelope Peterson, Eva Baker, & Barry McGaw, (Editors), International Encyclopedia of Education. Vol. 8, pp. 172-183. Oxford: Elsevier. PDF
Nathan, M. J. & Alibali, M. W. (2010). Learning Sciences. Wiley Interdisciplinary Reviews – Cognitive Science, 1 (May/June), 329-345. DOI: 10.1002/wcs.54. PDF
Nathan, M. J., Atwood, A., Prevost, A., & Phelps, L. A. (2010). Changing high school STEM teachers’ beliefs and expectations about engineering learning and instruction. Proceedings of the American Society of Engineering Education (ASEE) 2010 (Paper no. AC 2010-1109). Louisville, KY: ASEE Publications. PDF
Nathan, M. J., Rummel, N., & Hay, K. E. (2010). Growing the Learning Sciences: Brand or Big Tent? Implications for Graduate Education. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the Ninth International Conference of the Learning Sciences – Volume 2, Short Papers, Symposia, and Selected Abstracts. (pp. 509-510). International Society of the Learning Sciences: Chicago IL. PDF
Nathan, M. J., Tran, N. A., Atwood, A. K., Prevost, A., & Phelps, L. A. (2010). Beliefs and expectations about engineering preparation exhibited by high school STEM teachers. Journal of Engineering Education, 99(4), 409-426. PDF
Prevost, A., Nathan, M. J., Stein, B., & Phelps, L. A. (2010). The enacted curriculum: A video based analysis of instruction and learning in high school engineering classrooms. Proceedings of the American Society of Engineering Education (ASEE) 2010 (Paper no. AC 2010-1121). Louisville, KY: ASEE Publications. PDF
Tran, N. & Nathan, M. J. (2010). An investigation of the relationship between pre-college engineering studies and student achievement in science and mathematics. Journal of Engineering Education, 99(2), 143-157. PDF
Tran, N. & Nathan, M. J. (2010). Effects of pre-college engineering studies on mathematics and science achievements for high school students. International Journal of Engineering Education (Special Issue on Applications of Engineering Education Research), 26(5), 1049–1060. PDF
2009
Bieda, K. N. & Nathan, M. J. (2009). Representational disfluency in algebra: Evidence from student gestures and speech. ZDM – The International Journal on Mathematics Education, 41(5), 637- 650. [DOI 10.1007/s11858-009-0198-0.] PDF
Felton, M. D. & Nathan. M. J. (2009). Exploring Sfard’s Commognitive Framework of Thinking as Communicating: A Review of ‘Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing.’ Journal for Research in Mathematics Education, 40 (5), 571 – 576. PDF
Nathan, M. J. (2009). Unresolved contradiction as a condition for promoting socially mediated learning: A comment on Howe. Human Development, 52(4), 246-250. DOI: 10.1159/000215074. PDF
Nathan, M. J. & Kim, S. (2009). Regulation of teacher elicitations in the mathematics classroom. Cognition and Instruction, 27(2), 91-120. PDF
Nathan, M. J., Kim, S., & Eilam, B. (2009). Methodological considerations in the study of intersubjectivity among participants of a dialogic mathematics classroom. In Schwarz, B. B., Hershkowitz, R., & Dreyfus, T. (Eds.) Transformation of knowledge through classroom interaction (pp. 244-260). New Perspectives on Learning and Instruction Book Series. New York: Routledge.
Nathan, M. J., Oliver, K., Prevost, A., Tran, N., & Phelps, L. A. (2009). Classroom learning and instruction in high school pre-college engineering settings: A video-based analysis. Proceedings of the American Society of Engineering Education (ASEE) 2009 (Paper no. AC 2009-1577, pp. 1-23). Austin, TX: ASEE Publications. PDF
Nathan, M. J., Tran, N., Atwood, A., Prevost, A., & Phelps, L. A. (2009). High school teachers’ beliefs about engineering preparation. Proceedings of the American Society of Engineering Education (ASEE) 2009 (Paper no. AC 2009-1715, pp. 1-20). Austin, TX: ASEE Publications. PDF
Phelps, L. A., Nathan, M. J., Atwood, A., Prevost, A., & Tran, N. (2009). Changes in high school teachers’ beliefs about engineering preparation: A quasi-experimental study. Frontiers in Education (FIE) 2009 (Paper no. 1428). San Antonio, TX: ASEE Publications.
Prevost, A., Nathan, M. J., Stein, B., Tran, N., & Phelps, L. A. (2009). Integration of mathematics in pre-college engineering: The search for explicit connections. Proceedings of the American Society of Engineering Education (ASEE) 2009 (Paper no. AC 2009-1790, pp. 1-27). Austin, TX: ASEE Publications. PDF
2008
Koedinger, K. R., Alibali, M., & Nathan, M. J. (2008). Trade-offs between grounded and abstract representations: Evidence from algebra problem solving. Cognitive Science, 32(2), 3233. PDF
Nathan, M. J. (2008). An embodied cognition perspective on symbols, grounding, and instructional gesture. In DeVega, M., Glenberg, A, M. & Graesser, A. C. (Eds.) Symbols, Embodiment and Meaning: A Debate (pp. 375-396). Oxford, England: Oxford University Press. PDF
Nathan, M. J. Tran, N., Phelps, L. A., & Prevost, A. (2008). The structure of high school academic and pre-engineering curricula: Mathematics. Proceedings of the American Society of Engineering Education (ASEE) 2008 (Paper no. AC 2008-2566: pp. 1-19). Pittsburgh, PA: ASEE Publications. PDF
Otero, V. K. & Nathan, M. J. (2008). Preservice elementary teachers’ views of their students’ prior knowledge in science. Journal of Research in Science Teaching, 45(4), 497-523. PDF
2007
Alibali, M. W. & Nathan, M. J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: Evidence from an early algebra lesson. In Goldman, R., Pea, R., Barron, B. J., and Derry, S. (Eds.) Video Research in the Learning Sciences (pp. 349-365). Mahwah, NJ: Erlbaum. PDF
Nathan, M. J. (2007). Enriching the Brain: How to Maximize Every Learner’s Potential (book review). Science Education, 91, 341-344. PDF
Nathan, M. J., Eilam, B. & Kim, Suyeon (2007). To disagree, we must also agree: How intersubjectivity structures and perpetuates discourse in a mathematics classroom. Journal of the Learning Sciences, 16(4), 525-565. PDF
Nathan, M. J. & Kim, Sunae (2007). Pattern generalization with graphs and words: A cross-sectional and longitudinal analysis of middle school students’ representational fluency. Mathematical Thinking and Learning, 9(3), 193-219. PDF
Nathan, M. J. & Koellner, K. (2007). A framework for understanding and cultivating the transition from arithmetic to algebraic reasoning. Mathematical Thinking and Learning. 9(3), 179-192. PDF
2006
Bieda, K. & Nathan, M. J. (November, 2006). Speech and gesture in pattern generalization tasks involving graphs: Evidence that perceptions influence conceptions. 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 (pp. 139-142). Mérida, Mexico: Universidad Pedagógica Nacional.
French, A. & Nathan, M. J. (2006). Under the microscope of research and into the classroom: Reflections on early algebra learning and instruction. In J. O. Masingila (Ed.) Teachers Engaged in Research (pp. 49-68). Greenwich, CT: Information Age Publishing. PDF
Hostetter, A. B., Bieda, K., Alibali, A. W., Nathan, M. J., & Knuth, E. J. (2006). Don’t just tell them, show them! Teachers can intentionally alter their instructional gestures. In R. Sun & N. Miyake (Eds.) Proceedings of The 28th Annual Conference of the Cognitive Science Society (Vancouver) (pp. 1523-1528). Mahwah, NJ: Erlbaum. PDF
Nathan, M. J. (2006). Reflecting on the role of the hand, head and soul of America: The mind at work. Mind, Culture and Activity, 13(1), 74-77. PDF
Nathan, M. J. & Jackson, K. (2006). Reframing the role of Boolean classes in qualitative research from an embodied cognition perspective. In S. Barab, K. Hay, & D. Hickey (Eds.) Proceedings of the International Conference on the Learning Sciences (pp. 502-508). Mahwah, NJ: Erlbaum. PDF
2004
Alibali, M. W. & Nathan, M. J. (2004). The role of gesture in instructional communication: evidence from an early algebra lesson. In Y. Kafai, N. Enyedy & W. Sandoval (Eds.) Proceedings of the International Conference on the Learning Sciences (pp. 36-43). Mahwah, NJ: Erlbaum. PDF
Koedinger, K. R. & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. Journal of the Learning Sciences, 13(2), 129-164. PDF
Meredith, J. & Nathan, M. J. (2004). Understanding early algebra students’ notions of formal representations using think-aloud protocol analyses. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Nathan, M. J. (2004). Confronting teachers’ beliefs about algebra development: An approach for professional development. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. PDF
2003
Nathan, M. J. & Petrosino, A. J. (2003). Expert blind spot among preservice teachers. American Educational Research Journal. 40(4), 905-928. PDF
Nathan, M. J. & Knuth, E. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction. 21(2), 175-207. PDF
Nathan, M. J. & Eisenberg, M. (2003). Computers as physical printers: a new view of educational technology. In L. Mason, S. Andreuzza, B. Arfè and Laura Del Favero (Eds.) European Association for Research on Learning and Instruction (EARLI) 10th Biennial Meeting (pp. 492-493) August 26-30, 2003, Padova, Italy: Cooperativa Libraria Editrice Università di Padova (CLEUP).
Otero, V. and Nathan, M. (August, 2003). ‘After I gave students their prior knowledge:’ Pre-service teachers’ conceptions of students prior knowledge. In K. Cummings, J. Marx, and S. Franklin (Eds.) Proceedings of the annual Physics Education Research Conference, Vol 720, pp. 141-144. Meeting held in Madison, WI. American Institute of Physics PERC Publishing.
2002
Nathan, M. J., Long, S. D., & Alibali, M. W. (2002). The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of algebra textbooks. Discourse Processes, 33(1), 1-21. PDF
Nathan, M. J. & Petrosino, A. J. (2002). Expert blind spot among pre-service mathematics and science teachers. In P. Bell and R. Stevens (Eds.) Proceedings of the International Conference on the Learning Sciences. (Seattle). Mahwah, NJ: Erlbaum.
Nathan, M. J., Stephens, A. C., Masarik, D. K., Alibali, M. W., & Koedinger, K. R. (2002). Representational fluency in middle school: A classroom study. In Mewborn, D. S., Sztajn, P., White, D. Y., Wiegel, H. G., Bryant, R. L. & Nooney, K. (Eds.) Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 462-472). Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. PDF
2001
Kalchman, M. & Nathan, M. J. (2001). Cognitive theories of development and instruction: Algebraic reasoning in the middle grades. In L. Chen et al. (Eds.), Proceeding of the Third International Conference on Cognitive Science. (pp. 622-626). Beijing, China: USTC Press.
Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert blind spot: When content knowledge eclipses pedagogical content knowledge. In L. Chen et al. (Eds.), Proceeding of the Third International Conference on Cognitive Science. (pp. 644-648). Beijing, China: USTC Press. PDF
Nathan, M. J. & Robinson, C. (2001). Considerations of learning and learning research: Revisiting the “Media effects” debate. Journal of Interactive Learning Research, 12, 69-88. (formerly Journal of Artificial Intelligence and Education). PDF
2000
Nathan, M. J., and Koedinger, K. R. (2000). An investigation of teachers’ beliefs of students’ algebra development. Cognition and Instruction, 18(2), 209-237. PDF
Nathan, M. J., and Koedinger, K. R. (2000). Teachers’ and researchers’ beliefs about the development of algebraic reasoning. Journal for Research in Mathematics Education, 31, 168-190. PDF
Nathan, M. J., and Koedinger, K. R. (2000). Moving beyond teachers’ intuitive beliefs about algebra learning. Mathematics Teacher, 93, 218-223. PDF
1990's
Goldman, S. R., Zech, L. K., Biswas, G., Noser, T., Batemen, H., Bransford, J., Crews, T., Moore, A., Nathan, M. J., & Owens, S. (1999). Computer technology and complex problem solving: Issues in the study of complex cognitive activity. Instructional Science, 27, 235-268.
Nathan, M. J. (1998). Knowledge and situational feedback in a learning environment for algebra story problem solving. Interactive Learning Environments, 5, 135-160. PDF
Cognition and Technology Group at Vanderbilt (1997). The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development. Mahwah, NJ: Erlbaum.
Nathan, M. J., Koedinger, K., and Tabachneck, H. T. (1997). Teachers’ and researchers’ beliefs of early algebra development. Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, August, 1997 (pp. 554-559). Palo Alto, CA. Hillsdale, N.J.: Erlbaum.
Cognition and Technology Group at Vanderbilt (1996). Looking at technology in context: A framework for understanding technology and educational research. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 807-840). New York: MacMillan.
Nathan, M. J. & Elliott, R. (1996). Evaluating models of practice: Reform-based mathematics at the middle school level. In Proceedings of the Psychology of Mathematics Education – North America 18 (PME) annual meeting. (p. 145). Psychology of Mathematics Education: Author.
Schwarz, B. B., Nathan, M. & Resnick, L. B. (1996). Acquisition of meaning for arithmetic structure with the Planner. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International Perspectives on the Design of Technology-Supported Learning Environments (pp. 61-80). Hillsdale, NJ: Erlbaum.
Crews, T., Biswas, G., Bransford, J. D., Goldman, S. R., Nathan, M. J., & Varma, S. (1995). AdventurePlayer: macrocontext plus microworlds. In Proceedings of the Seventh World Conference on Artificial Intelligence in Education, AI-ED’95, August, 1995. Washington, D.C. Charlottesville, VA: AACE.
Owens, S., Biswas, G., Nathan, M. J., Zech, L., Bransford, J. D., & Goldman, S. R. (1995). Smart Tools: A multi-representational approach to teaching functional relations. (p. 589) In Proceedings of the Seventh World Conference on Artificial Intelligence in Education, AI-ED’95 (Washington, D.C.) Charlottesville, VA: AACE.
Tabachneck, H. T., Koedinger, K., & Nathan, M. J. (1995). A cognitive analysis of the task demands of early algebra. Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 397-402). Hillsdale, N.J.: Erlbaum.
Nathan, M. J., Bransford, J. D., Brophy, S., Garrison, S., Goldman, S. R., Kantor, R. J., Vye, N., J., & Williams, S. (1994). Multimedia journal articles: Promises, pitfalls and recommendations. Educational Media International, 31, 265-273. 1994_Nathan_EdMediaIntl_MMJ.pdf
Nathan, M. J. K. Mertz & R. Ryan. (1994, April). Learning through self-explanation of mathematics examples: effects of cognitive load (poster). Presentation to the American Educational Research Association (AERA) annual meeting. (Also ERIC Document ED372095.) 1994_Nathan_AERA94_SExplnCogLoad.pdf
Nathan, M. J. & Resnick, L. B. (1994). Less can be more: Unintelligent tutoring based on psychological theories and experimentation. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technology-based Learning Environments: Psychological and Educational Foundations, NATO ASI Series F, Computer and Systems Sciences, Vol. 137 (Sub-series on Advanced Educational Technology). (pp. 183-192). New York: Springer Verlag.
Tabachneck, H. T., Koedinger, K., & Nathan, M. J. (1994). Toward a theoretical account of strategy use and sense-making in mathematics problem solving. Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society (pp. 836-841). Hillsdale, N.J.: Erlbaum. 1994_Tabachneck_CogSci94Strategy.pdf
Kintsch, W., Britton, B.K., Fletcher, C.R., Kintsch, E., Mannes, S.M., & Nathan, M.J. (1993). A comprehension-based approach to learning and understanding. The Psychology of Learning and Motivation, 30, 165-214.
Schwarz, B. B. & Nathan, M. J. (1993). Assessing conceptual understanding of arithmetic structure and language. In Proceedings of The Fifteenth Annual Meeting of The Cognitive Science Society (pp. 912-917). Boulder, CO. Hillsdale, N. J.: Erlbaum.
Nathan, M. J. (1992). Interactive depiction of mathematical constraints can increase students word problem solving. In W. Geeslin and K. Grahm (Eds.), Proceedings of the Sixteenth Psychology of Mathematics Education (PME) Conference, Vol. 2 (pp. 160-169). Durham, NH: Program Committee of the 16th PME.
Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra word problem comprehension and its implications for the design of computer learning environments. Cognition and Instruction, 9(4). 329-389. PDF
Laufmann, S., Nathan, M. J., & Blumenthal, R. L. (1991). Communication and cooperation among coarse-grained, distributed agents. Proceedings of the AAAI Workshop on Cooperation Among Heterogeneous Intelligent Systems (pp. 1-13). Anaheim, CA: AAAI. HTML LINK
Nathan, M. J. (1991). A simple learning environment improves mathematical reasoning. Intelligent Tutoring Media. 2(3&4). 101-111. (Also reprinted as Nathan, M. J. (1991). A simple learning environment improves mathematical reasoning. In H. S. Nwana (Ed.), Mathematical Intelligent Learning Environments (pp. 162-186). Intellect Books: Oxford. PDF
Nathan, M. J. (1990). Empowering the student: Prospects for an unintelligent tutor for word algebra problem solving. J. Carrasco and J. Whiteside (Eds.) Proceedings of Computer-Human Interaction (CHI) (pp. 407-414). Association of Computing Machinery. LINK
Nathan, M. J. & Young, E. (1990). Thinking situationally: Results with an unintelligent tutor for word algebra problems. In A. McDougell & C. Dowling (Eds.), Computers in Education (pp. 425-430). New York: North-Holland.
1980's
Nathan, M. J., Johl, P., Kintsch, W., & Lewis, C. (1989). An unintelligent tutoring system for solving word algebra problems. In D. Bierman, J. Breuker, & J. Sandberg (Eds.), AI and Education: Synthesis and Reflection (pp. 169-176). Amsterdam: IOS.
Bloom, B.C., G.S. Duane, M.A. Epstein, M. Magee, D.W. Mathis, M.J. Nathan, W.J. Wolfe, (1988). Intertwining of teleoperation and computer vision. Proceedings of the SPIE [Society of Photographic Instrumentation Engineers], vol. 852, 329-336.
Magee, M. and Nathan, M. (1987). A viewpoint-independent modeling approach to object recognition. IEEE Journal of Robotics and Automation, 3(4). 351-356. Digital Object Identifier: 10.1109/JRA.1987.1087104 LINK
Magee, M. and Nathan, M. (1987). Spatial reasoning, sensor repositioning and disambiguation in 3D model based recognition. In A. Kak & S. Chen (Eds.) Spatial Reasoning and Multi-sensor Fusion (pp. 262-271). Los Altos, CA: Kaufman. LINK
Morgenthaler, D. G., Gremban, K. D., Nathan, M., & Bradstreet J. D. (1987). The ITA range image processing system. Image Understanding Workshop (pp. 127-142). Washington, DC: DARPA.
Magee, M. and Nathan, M. (1986). Predicate logic based hierarchical learning of three dimensional structure. E. Dietrich & C. Fields (Eds.), Proceedings of The First Annual Rocky Mountain Conference on Artificial Intelligence. (pp. 131-144). Boulder, CO: Breit International, Inc.
Magee, M. and Nathan, M. (1986). A theorem proving based pattern recognition system. Proceedings of IEEE International Conference on Robotics and Automation. (pp. 782-789). Washington, DC: IEEE.
Nathan, M. & Magee, M. (1986). Correspondence, partial matching and image understanding. Proceedings of SPIE Cambridge Symposium on Recent Advances in Intelligent Robotics (pp. 275-283). Bellingham, WA: SPIE. LINK
Magee, M. and Nathan, M. (1985). A rule based system for pattern recognition that exploits topological constraints. Proceedings of IEEE Conference on Computer Vision and Pattern Recognition. (pp. 62-67). Washington, DC: IEEE. LINK
Nathan, M., J. (1985). Hypothesis generation in a theorem proving based pattern recognition system. Proceedings of SPIE Symposium on Intelligent Robotics and Computer Vision (pp. 170-176). Bellingham, WA: SPIE.