Forthcoming

+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.  Download article

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  Download article

2016

Alibali, M. W., Nathan, M. J., 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. Download article

Clinton, V., Alibali, M. W., & Nathan, M. J. (2016). Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help? The Journal of Experimental Education, 84(3), 1-21. doi: 10.1080/00220973.2015.1048847  Download article

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  Download article

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.  Download article

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.  Download article

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.  Download article

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.  Download article

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.  Download article

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.  Download article

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. Download here.

2015

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 to article.

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.

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.

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 print copies.

        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 to article

            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 to article

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 to article.

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.

            NB. This article won Best Student 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.  Download

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.  Download

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 to the article

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 to the article.

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 to the article.

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 to the article.

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 to the article.

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 to the article.

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 to the article.

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 to the article.

            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 to the article.

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. Nathan - jee20000.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.  Link to the article.

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.  Download here

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 to the article.

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.x Download here.

Nathan, M. J. (2012). Rethinking formalisms in formal education. Educational Psychologist, 47(2), 125-148. DOI:10.1080/00461520.2012.667063. 2012_Nathan EP Rethinking Formalisms FF.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. In_Press_WilliamsEtAl-PME-Invisible Proof-Action-Geometry.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.  2011_Alibali&Nathan_Dev-Cog_Gestures.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. 2011_Nathan&Alibali_Stam_Chapt_Gesture_Intersubjectivity.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. Download here.

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. 2011_Nathan_EtAl_ASEE_AWAKEN_Counselors_Beliefs.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). Download here.

Nathan, M. J., Kim, S., & Grant, T. (2011). Tracking changes in classroom discourse structure using human and computer-based motif analyses. Working paper. In_Prep_NathanEtAl_IDE_Motif_FINAL.pdf

Nathan, M. J., Rummel, N., & Hay, K. E. (2011). Growing the Learning Sciences: Brand or Big Tent? Working paper. In_Prep_NathanRummelHay_GrowingLearningSciences.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. 2011_Nathan_EtAl_ASEE_STEM_Integration_Modal_Engagements.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).  Download article here.

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. 2011_Prevost_EtAl_ASEE_Digital Electronics Enacted Curriculum.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. 2010_Alibali&Nathan_JCD_ToolsTrade.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.  2010_Havas_Jenvey_Shilling_Nathan_CogSci_Collaboration.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. 2010_Nathan_EncyclOfEd_MathTech-00735.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. 2010_NathanAlibali_WIREs_LS.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. 2010_Nathan_ASEE_Teacher_Belief_Change.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.  2010_NathanRummelHay_ICLS2010_GrowLS.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. 2010_NathanEtAl_JEE_EEBEI.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. 2010_Prevost_ASEE_Enacted_Curriculum.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. 2010_Tran&Nathan_JEE_PLTW.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. 2010_TranNathan_IJEE_PLTW.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.] 2009_Bieda&Nathan_ZDM_Bounded_Gestures.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. 2009_Felton&Nathan_JRME_Sfard_Review.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. 2009_Nathan_Human_Dev_Howe_Comment.pdf

Nathan, M. J. & Kim, S. (2009). Regulation of teacher elicitations in the mathematics classroom. Cognition and Instruction, 27(2), 91-120. 2009_Nathan&Kim_C&I_TeacherRegulation.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. 2009_Nathan_ASEE_AC 2009-1577 Classroom Learning.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. 2009_Nathan_ASEE_AC 2009-1715 Teachers Beliefs.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. 2009_Prevost_ASEE_AC 2009-1790 Curriculum Integration.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. 2008_Koedinger_CogSci_SymAdv.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.  2008_Nathan_EmbodiedCogDebate_Chap18.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. 2008_Nathan_ASEE_AC2008-2566_EngCurric.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. 2008_OteroNathan_JRST_PSTs.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.  2007_Alibali&Nathan_Chapt_VideoResLS_Gesture.pdf 

Nathan, M. J. (2007). Enriching the Brain: How to Maximize Every Learner's Potential (book review). Science Education, 91, 341-344. 2009_Nathan_ScienceEducation_Jensen_Review.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. 2007_NathanEilamKim_JLS_IS.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. 2007_Nathan&Kim_MTL_RepFluency.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. 2007_Nathan&Koellner_MTL_STAAR_Framework.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. 2006_French&Nathan_Chapt_NCTM_Microscope.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. 2006_HostetterEtAl_CogSci07_TeacherGesture.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. 2006_Nathan_MCA_Rose_Mind_At_Work.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. 2006_Nathan&Jackson_ICLS06_Boolean.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. 2004_Alibali&Nathan_ICLS04_TeacherGesture.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. 2004_Koedinger&Nathan_JLS_Story.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. 2004_Nathan_PME2004_TPDforBeliefChange.pdf

2003

Nathan, M. J. & Petrosino, A. J. (2003). Expert blind spot among preservice teachers. American Educational Research Journal. 40(4), 905-928. 2003_Nathan&Petrosino_AERJ_EBS.PDF

Nathan, M. J. & Knuth, E. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction. 21(2), 175-207. 2003_Nathan&Knuth_C&I_ClassroomDiscourse.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. (2002). Mathematics Learning: Algebra. In James W. Guthrie (Ed.) Encyclopedia of Education, Second Edition (Vol. 5, pp. 1542-1545). New York: Macmillan Reference USA.

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. 2002_Nathan_DPv33_Textbooks.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. 2002_Nathan_PME2002_RepFluency.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. 2001_NathanEtAl_ICCS_EBS.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). 2001_Nathan&Robinson_JILR_MediaEffects.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. 2000_Nathan&Koedinger_C&I_AllTeacherBeliefs_Story.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. 2000_Nathan&Koedinger_JRME_HSTeacherBeliefs_2000-03-168a.pdf

Nathan, M. J., and Koedinger, K. R. (2000). Moving beyond teachers' intuitive beliefs about algebra learning. Mathematics Teacher, 93, 218-223.  2000_Nathan&Koedinger_MT_TeacherBeliefsStory.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. 1998_Nathan_ILE_ANIMATE.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. 1992_Nathan_C&I_ANIMATE.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. http://www.aois.org/99/laufmann.html

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.  1991_Nathan_Nwana_Chapt_ANIMATE.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 to article.

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 to article.

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 to article.

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 to article.

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 to article.

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.