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Career

· Professor of Secondary Mathematics Education in the Area of Cognition and Development, UC Berkeley Graduate School of Education2023–

Publications (192)

Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education
2016
200
cited
Embodiment and embodied design
2014
195
cited
The Future of Embodied Design for Mathematics Teaching and Learning
Frontiers in Education · 2020
148
cited
Embodied design: constructing means for constructing meaning
2009
147
cited
The mathematical imagery trainer: from embodied interaction to conceptual learning
International Conference on Human Factors in Computing Systems · 2011
139
cited
Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds
Int. J. Child Comput. Interact. · 2014
120
cited
Making sense of movement in embodied design for mathematics learning
Cognitive Research · 2016
96
cited
Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action
Zdm · 2014
94
cited
The Enactive Roots of STEM: Rethinking Educational Design in Mathematics
2015
92
cited
Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action
Human Development · 2016
85
cited
Hooks and Shifts: A Dialectical Study of Mediated Discovery
Technology, Knowledge and Learning · 2011
82
cited
Learning axes and bridging tools in a technology-based design for statistics
International Journal of Computers for Mathematical Learning · 2007
81
cited
Coordinating visualizations of polysemous action: values added for grounding proportion
2014
79
cited
Orchestrating Semiotic Leaps from Tacit to Cultural Quantitative Reasoning—The Case of Anticipating Experimental Outcomes of a Quasi-Binomial Random Generator
2009
69
cited
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 · 2019
65
cited
Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition
Frontiers in Psychology · 2017
64
cited
Toward an embodied-interaction design framework for mathematical concepts
International Conference on Interaction Design and Children · 2011
61
cited
Understanding ratio and proportion as an example of the apprehending zone and conceptual-phase problem-solving models.
2004
61
cited
Fostering Hooks and Shifts: Tutorial Tactics for Guided Mathematical Discovery
Technology, Knowledge and Learning · 2012
56
cited
Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning
Zdm · 2020
47
cited
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