The Center for Connected Learning and Computer-Based Modeling

• Abrahamson, D., & Cendak, R. M. (in press). The odds of understanding the law of large numbers: A design for grounding intuitive probability in combinatorial analysis. In J. Novotná (Ed.), Proceedings of the Thirtieth Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic, July 16-21, 2006.
  

• Abrahamson, D. (in press). "Because in the world, there are more blocks of this type": The real-worldness of immersive combinatorial analysis as a grounding of simulated probability experiments. In D. Abrahamson (symp. org.), What's a situation in situated cognition? -- A constructionist critique of authentic inquiry. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences. Bloomington, IN: ICLS. Final draft in preparation.
  

• Abrahamson, D. (in press). The shape of things to come: The computational pictograph as a bridge from combinatorial space to outcome distribution. International Journal of Computers for Mathematics Learning.
  

• Abrahamson, D., Janusz, R., & Wilensky, U. (2006). There once was a 9-Block... -- A middle-school design for probability and statistics. Journal of Statistics Education, 14(1).
  

• Abrahamson, D. (in press). Learning chance: Lessons from a learning-axes and bridging-tools perspective. In A. Rossman & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics. Salvador, Bahia, Brazil.
  

• Abrahamson, D., & Wilensky, U. (2005). Understanding chance: From student voice to learning supports in a design experiment in the domain of probability. In G. M. Lloyd, M. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the Twenty Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Roanoke, VA -- Virginia Tech: PME-NA
  

• Abrahamson, D. (2006, May). Grabbing randomness by the marbles: Bridging tools for understanding the Law of Large Numbers. In D. Uttal (Chair), Concrete and abstract: Perspectives from psychology and education. Paper presented at the seventy-eighth annual meeting of the Midwestern Psychological Association, Chicago, May 4-6.
  

• Abrahamson, D. (2006, May). Mathematical intuition -- what is it good for? Reflections from design research on young student understanding of the binomial function. In P. Blikstein & R. Lerner, Colloquium Series at the School of Education and Social Policy. Northwestern University, Evanston, IL.
  

• Abrahamson, D. (2006, April). Bottom-up stats: Toward an agent-based "unified" probability and statistics. In D. Abrahamson (Org.), U. Wilensky (Chair), and M. Eisenberg (Discussant), Small steps for agents... Giant steps for students?: Learning with agent-based models. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.
  

• Abrahamson, D., & Wilensky, U. (2005, April). Collaboration and equity in classroom activities using Statistics As Multi-Participant Learning-Environment Resource (S.A.M.P.L.E.R.). In W. Stroup and U. Wilensky (Chairs) & C. D. Lee (Discussant), Patterns in group learning with next-generation network technology. The annual meeting of the American Educational Research Association, Montreal, Canada.
  

• Abrahamson, D., & Wilensky, U. (2005, April). The stratified learning zone: Examining collaborative-learning design in demographically-diverse mathematics classrooms. In D. Y. White (Chair) & E. H. Gutstein (Discussant), Equity and diversity studies in mathematics learning and instruction. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  

• Abrahamson, D., & Wilensky, U. (2005). Understanding chance: From student voice to learning supports in a design experiment in the domain of probability. To appear in S. Wilson (Ed.), Proceedings of the Twenty Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Manuscript in press.
  

• Abrahamson, D., Blikstein, P., Lamberty, K. K., & Wilensky, U. (2005). Mixed-media learning environments. In the Proceedings of the annual meeting of Interaction Design and Children 2005. Boulder, Colorado.
  

• Abrahamson, D., & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multi-agent interactive computer models. In D. Pratt, R. Biehler, M. B. Ottaviani, & M. Meletiou (Eds.), the Proceedings of the Fourth Conference of the European Society for Research in Mathematics Education. San Feliu De Guixols, Spain. (Manuscript in press)
  

• Abrahamson, D., & Wilensky, U. (2004). The stratified learning zone: Examining collaborative-learning design in demographically-diverse mathematics classrooms. In D. Y. White (Chair) & E. H. Gutstein (Discussant), Equity and diversity studies in mathematics learning and instruction. The annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15, 2005.


• Abrahamson, D., & Wilensky, U. (2004). Collaboration and equity in classroom activities using Statistics As Multi-Participant Learning-Environment Resource (S.A.M.P.L.E.R.). Paper accepted for presentation in W. Stroup and U. Wilensky (Chairs) & C. D. Lee (Discussant), Patterns in group learning with next-generation network technology. The annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15, 2005.


• Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. In D. E. McDougall and J. A. Ross (Eds.), Proceedings of the Twenty Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Vol. 2 (pp. 791 - 797). Windsor, Ontario: Preney.


• Abrahamson, D., & Wilensky, U. (2004). SAMPLER: Collaborative interactive computer-based statistics learning environment. Proceedings of the 10th International Congress on Mathematical Education, Copenhagen, July 4 - 11, 2004.


• Abrahamson, D., & Wilensky (2004). ProbLab: A computer-supported unit in probability and statistics. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education Vol. 1 (p. 369). Bergen University College.


• Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. (2004). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, F. Herrera (Eds.), Proceedings of The Sixth International Conference of the Learning Sciences (pp. 28 - 35). Mahwah NJ: Lawrence Erlbaum Associates.


• Abrahamson, D., & Wilensky (2004). ProbLab: A computer-supported unit in probability and statistics. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education, Bergen, Norway, July 11 - 14, 2004. (Manuscript in press)


• Abrahamson, D., & Wilensky, U. (2004). S.A.M.P.L.E.R.: Statistics As Multi-Participant Learning-Environment Resource. In U. Wilensky (Chair) & S. Papert (Discussant) Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture. The annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16, 2004.


• Abrahamson, D., & Wilensky, U. (2003). The quest of the bell curve: A constructionist approach to learning statistics through designing computer-based probability experiments. In M. Allessandra, C. Battanero, R. Biehler, M. Henry, & D. Pratt (Eds.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education.



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