Publications:

Alberto, R. A., Bakker, A., Walker-van Aalst, O., Boon, P., & Drijvers, P. (2019). Networking theories in design research: An embodied instrumentation case study in trigonometry. In U. T. Jankvist, M. H. A. M. v. d. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11) (pp. 3088–3095). Utrecht, The Netherlands: Utrecht University.

Drijvers, P. (2020). Embodied instrumentation: combining different views on using digital technology in mathematics education. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. XX-XX). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Ou, L., Andrade, A., Alberto, R., van Helden, G., & Bakker, A. (2020, March). Using a cluster-based regime-switching dynamic model to understand embodied mathematical learning. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 496-501).

Ou, L., Andrade, A., Alberto, R. A., Bakker, A. & Bechger, T. (in press). Identifying qualitative between-subject and within-subject variability: A method for clustering regime-switching dynamics. Frontiers in Psychology

Shvarts, A., Alberto, R., Bakker, A., Doorman M., Drijvers P., (in press) Embodied instrumentation: Reification of sensorimotor activity into a mathematical artifact. (XXX eds) Proceedings of the 14th International Conference on Technology in Mathematics Teaching

Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2019). Embodied collaboration to foster instrumental genesis in mathematics. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 660–663). Lyon, France: International Society of the Learning Sciences.

Shvarts, A., & Abrahamson, D. (2019). 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, 22, 100316. https://doi.org/10.1016/J.LCSI.2019.05.003

Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. (2016). Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action. Human Development, 58(4-5), 218–224. doi:10.1159/000443153

Duijzer, C. A. C. G., Shayan, S., Bakker, A., Van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen tablets: Coordinating action and perception for mathematical cognition. Frontiers in Psychology, 8, 1–19. doi:10.3389/fpsyg.2017.00144

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (2017). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In C. A. Was, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research (pp. 166-194). Hershey, PA: IGI Global.

Master Thesis from previous students in the project:

Duijzer, Carolien. (2015). How Perception Guides Cognition: Insights from Embodied Interaction with a Tablet Application for Proportions – An Eye-Tracking Study. (Unpublished Master Thesis). Utrecht University.

Cuiper, Anne-Ciska. (2015). Vocational students’  search patterns while solving a digital proportion task of the Mathematical Imagery Trainer For Proportions application. (Unpublished Master Thesis). Utrecht University.

Veugen, Marijke. (2016). Defining Mathematical Proportional Embodied Learning Within Eye Tracking Measurements. (Unpublished Master Thesis). Utrecht University.

Boven, Loes. (2017). Coordination of Action and Perception Processes in an Orthogonal Proportion Tablet Task. (Unpublished Master Thesis). Utrecht University.