Citations (79)
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Hortensia Soto. (2022) Acting Out Euclidean Transformations. PRIMUS 32:8, pages 902-916.
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Kevin A. Nguyen, Flávio S. Azevedo & Adam Papendieck. (2021) No longer an imaginary case: Community, plans, and actions in canoeing rapids. Journal of the Learning Sciences 30:4-5, pages 529-575.
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Molly L. Kelton & Jasmine Y. Ma. (2020) Assembling a Torus: Family Mobilities in an Immersive Mathematics Exhibition. Cognition and Instruction 38:3, pages 318-347.
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Rolf Steier & Magdalena Kersting. (2019) Metaimagining and Embodied Conceptions of Spacetime. Cognition and Instruction 37:2, pages 145-168.
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Flávio S. Azevedo & Michele J. Mann. (2018) Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice. Journal of the Learning Sciences 27:1, pages 89-136.
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Mina Sedaghatjou. (2018) Advanced mathematics communication beyond modality of sight. International Journal of Mathematical Education in Science and Technology 49:1, pages 46-65.
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Marki Dittman, Hortensia Soto-Johnson, Scott Dickinson & Tim Harr. (2017) Game Building with Complex-Valued Functions. PRIMUS 27:8-9, pages 869-879.
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Laurie H. Rubel, Maren Hall-Wieckert & Vivian Y. Lim. (2017) Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice. Journal of the Learning Sciences 26:4, pages 643-687.
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Elizabeth de Freitas. (2016) Number sense and the calculating child: Measure, multiplicity and mathematical monsters. Discourse: Studies in the Cultural Politics of Education 37:5, pages 650-661.
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Andrea Young & Kathryn Bruhns. (2016) Chalk it up to experience: using chalkboard paint to create mathematical manipulatives. International Journal of Mathematical Education in Science and Technology 47:6, pages 961-971.
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Elizabeth de Freitas. (2016) The moving image in education research: Reassembling the body in classroom video data. International Journal of Qualitative Studies in Education 29:4, pages 553-572.
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Lindsey Engle Richland. (2015) Linking Gestures: Cross-Cultural Variation During Instructional Analogies. Cognition and Instruction 33:4, pages 295-321.
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Hunter G. Close & Rachel E. Scherr. (2015) Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy. International Journal of Science Education 37:5-6, pages 839-866.
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Tamer G. Amin, Fredrik Jeppsson & Jesper Haglund. (2015) Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue. International Journal of Science Education 37:5-6, pages 745-758.
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MarthaW. Alibali, MitchellJ. Nathan, MatthewS. Wolfgram, R.
Breckinridge Church, StevenA. Jacobs, Chelsea Johnson Martinez & EricJ. Knuth. (2014) How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction 32:1, pages 65-100.
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Reed Stevens. (2012) The Missing Bodies of Mathematical Thinking and Learning Have Been Found. Journal of the Learning Sciences 21:2, pages 337-346.
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Rafael Núñez. (2012) On the Science of Embodied Cognition in the 2010s: Research Questions, Appropriate Reductionism, and Testable Explanations. Journal of the Learning Sciences 21:2, pages 324-336.
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Rogers Hall & Ricardo Nemirovsky. (2012) Introduction to the Special Issue: Modalities of Body Engagement in Mathematical Activity and Learning. Journal of the Learning Sciences 21:2, pages 207-215.
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Ali Bicer & Aysenur Bicer. (2022) Understanding young students’ mathematical creative thinking processes through eye-tracking-stimulated recall interview. Mathematics Education Research Journal.
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