Gerner, Alexander Matthias, Thiemo Breyer, Niklas Grouls & Johannes F. M. Schick
2024.
Diachronic Perspectives on Embodiment and Technology: Gestures and Artefacts – An Introduction. In
Diachronic Perspectives on Embodiment and Technology [
Philosophy of Engineering and Technology, 46],
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Kynigos, Chronis
2024.
Embedding Mathematics in Socio-Scientific Games: The Mathematical in Grappling with Wicked Problems.
Education Sciences 14:6
► pp. 630 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Walkington, Candace, Mitchell J. Nathan, Jonathan Hunnicutt, Julianna Washington & Monique Zhou
2024.
New kinds of embodied interactions that arise in augmented reality dynamic geometry software.
The Journal of Mathematical Behavior 75
► pp. 101175 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Abrahamson, Dor, Kimiko Ryokai & Justin Dimmel
2023.
Learning Mathematics with Digital Resources: Reclaiming the Cognitive Role of Physical Movement. In
Handbook of Digital Resources in Mathematics Education [
Springer International Handbooks of Education, ],
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
de Freitas, Elizabeth & Nathalie Sinclair
2023.
Landing Sites, Cities, and Nonplaces: Collaborating Across the Conference Circuit.
Qualitative Inquiry 29:1
► pp. 7 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinha, Ravi, Hillary Swanson, Jody Clarke-Midura, Jessica F. Shumway, Victor R. Lee & Sanjay Chandrasekharan
2023.
Proceedings of the 2023 Symposium on Learning, Design and Technology,
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Yeung, Wing-Leung & Oi-Lam Ng
2023.
Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023).
Computers & Education 205
► pp. 104881 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Robutti, Ornella, Cristina Sabena, Christina Krause, Carlotta Soldano & Ferdinando Arzarello
2022.
Gestures in Mathematics Thinking and Learning. In
Handbook of Cognitive Mathematics,
► pp. 685 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Robutti, Ornella, Cristina Sabena, Christina Krause, Carlotta Soldano & Ferdinando Arzarello
2022.
Gestures in Mathematics Thinking and Learning. In
Handbook of Cognitive Mathematics,
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie, Mariam Haspekian, Ornella Robutti & Alison Clark-Wilson
2022.
Revisiting Theories That Frame Research on Teaching Mathematics with Digital Technology. In
The Mathematics Teacher in the Digital Era [
Mathematics Education in the Digital Era, 16],
► pp. 391 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie & Eva Jablonka
2022.
Mathematics Learning: Structured Ways of Moving With. In
The Palgrave Handbook of Embodiment and Learning,
► pp. 419 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Tucker, Stephen I. & Teri N. Johnson
2022.
Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game.
Mathematics Education Research Journal 34:2
► pp. 393 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Bairral, Marcelo
2021.
Interacciones, toques en pantalla y aprendizaje de cuadriláteros.
Revista Venezolana de Investigación en Educación Matemática 1:2
► pp. e202107 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Billion, Lara Kristina
2021.
Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -<br /> A Semiotic Perspective on Actions.
International Electronic Journal of Mathematics Education 16:3
► pp. em0650 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Forte, Magali
2021.
Identités sociomatérielles et création d’histoires plurilingues et numériques.
The Canadian Modern Language Review 77:4
► pp. 332 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Güneş, Canan
2021.
A Quantitative Shift Towards Multiplicative Thinking.
Digital Experiences in Mathematics Education 7:3
► pp. 361 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Karnam, DurgaPrasad, Harshit Agrawal, Pranay Parte, Saurabh Ranjan, Priyanka Borar, Prasanna Prakash Kurup, Amose Jebin Joel, Pattamadai Sankaran Srinivasan, Uddhav Suryawanshi, Aniket Sule & Sanjay Chandrasekharan
2021.
Touchy feely vectors: A compensatory design approach to support model‐based reasoning in developing country classrooms.
Journal of Computer Assisted Learning 37:2
► pp. 446 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Pande, Prajakt
2021.
Learning and expertise with scientific external representations: an embodied and extended cognition model.
Phenomenology and the Cognitive Sciences 20:3
► pp. 463 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Shvarts, Anna, Rosa Alberto, Arthur Bakker, Michiel Doorman & Paul Drijvers
2021.
Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system.
Educational Studies in Mathematics 107:3
► pp. 447 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Tancredi, Sofia, Rotem Abdu, Dor Abrahamson & Ramesh Balasubramaniam
2021.
Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis.
International Journal of Child-Computer Interaction 29
► pp. 100297 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Tucker, Stephen I. & Patricia S. Moyer-Packenham
2021.
Exploring the phenomenon of distance in children’s interactions with touchscreen digital mathematics games.
International Journal of Mathematical Education in Science and Technology 52:10
► pp. 1447 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Bakos, Sandy & David Pimm
2020.
Beginning to Multiply (with) Dynamic Digits: Fingers as Physical–Digital Hybrids.
Digital Experiences in Mathematics Education 6:2
► pp. 145 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Janßen, Thomas, Estela Vallejo-Vargas, Angelika Bikner-Ahsbahs & David A. Reid
2020.
Design and Investigation of a Touch Gesture for Dividing in a Virtual Manipulative Model for Equation-solving.
Digital Experiences in Mathematics Education 6:2
► pp. 166 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Kelleher, William
2020.
Digital media, the body and agency in a South African education institution from the perspective of narrative research.
The Journal for Transdisciplinary Research in Southern Africa 16:1
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Moon, Sung-Jae & Kyeong-Hwa Lee
2020.
Deleuzian actualizations of the multiplicative concept: a study of perceptual flow and the transformation of learning assemblages.
Educational Studies in Mathematics 104:2
► pp. 221 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie & Alf Coles
2020.
Affect and Ritualisation in Early Number Work. In
Theorizing and Measuring Affect in Mathematics Teaching and Learning,
► pp. 77 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Abrahamson, Dor, Virginia J. Flood, Joshua A. Miele & Yue-Ting Siu
2019.
Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students.
ZDM 51:2
► pp. 291 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Karnam, DurgaPrasad, Harshit Agrawal, Pranay Parte, Saurabh Ranjan, Aniket Sule & Sanjay Chandrasekharan
2019.
2019 IEEE Tenth International Conference on Technology for Education (T4E),
► pp. 114 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Mikulan, Petra & Nathalie Sinclair
2019.
Stratigraphy as a method for studying the different modes of existence arising in the mathematical classroom.
ZDM 51:2
► pp. 239 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie
2019.
Role of the Senses in Mathematical Thinking and Learning. In
Encyclopedia of Educational Philosophy and Theory,
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie
2024.
Knowing as Remembering: Methodological Experiments in Embodied Experiences of Number.
Digital Experiences in Mathematics Education 10:1
► pp. 29 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie & Elizabeth de Freitas
2019.
Body studies in mathematics education: diverse scales of mattering.
ZDM 51:2
► pp. 227 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Menz, Petra & Nathalie Sinclair
2018.
Diagramming and Gesturing During Mathematizing: Kinesthetic and Haptic Interactions Support Mathematical Ideation. In
Signs of Signification [
ICME-13 Monographs, ],
► pp. 315 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Ng, Oi-Lam & Nathalie Sinclair
2018.
Drawing in Space: Doing Mathematics with 3D Pens. In
Uses of Technology in Primary and Secondary Mathematics Education [
ICME-13 Monographs, ],
► pp. 301 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Pimm, David
2018.
On Number Language: A Commentary on Chapter 3. In
Building the Foundation: Whole Numbers in the Primary Grades [
New ICMI Study Series, ],
► pp. 71 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Rahaman, Jeenath, Harshit Agrawal, Nisheeth Srivastava & Sanjay Chandrasekharan
2018.
Recombinant Enaction: Manipulatives Generate New Procedures in the Imagination, by Extending and Recombining Action Spaces.
Cognitive Science 42:2
► pp. 370 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Jackiw, Nicholas & Nathalie Sinclair
2017.
TouchCounts and Gesture Design. In
Frontiers in Pen and Touch [
Human–Computer Interaction Series, ],
► pp. 51 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Ng, Oi-Lam
2016.
Comparing Calculus Communication across Static and Dynamic Environments Using a Multimodal Approach.
Digital Experiences in Mathematics Education 2:2
► pp. 115 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Ng, Oi-Lam
2019.
Examining Technology-Mediated Communication Using a Commognitive Lens: the Case of Touchscreen-Dragging in Dynamic Geometry Environments.
International Journal of Science and Mathematics Education 17:6
► pp. 1173 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Sinclair, Nathalie, Maria G. Bartolini Bussi, Michael de Villiers, Keith Jones, Ulrich Kortenkamp, Allen Leung & Kay Owens
2016.
Recent research on geometry education: an ICME-13 survey team report.
ZDM 48:5
► pp. 691 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 2 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.