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Integrated Simulation and Modeling Environment (ISME)
 
Using Participatory Simulations to Investigate the Complementarity of
Agent-Based and Aggregate Reasoning for Making Sense of Complexity

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Papers and Presentations

Wilensky, U., & Abrahamson, D. (2006). Is a disease like a lottery?: Classroom networked technology that enables student reasoning about complexity. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 9-13.

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., & Wilensky, U. (2005) ProbLab goes to school: Design, teaching, and learning of probability with multi-agent interactive computer models. Proceedings of the Fourth Conference of the European Society for Research in Mathematics Education. (Manuscript in press)

Hills, T., Stroup, W., & Wilensky, U. (2005) Patterns of risk seeking and aversion in pre-service teachers: Mathematical decisions, preference, efficacy, and participation. 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. & Wilensky, U. (2005). 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, April 11 - 15, 2005.

Abrahamson, D. & Wilensky, U. (2005). 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, 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., 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., Berland, M., Hills, T., Hurford, A., Levy, S. T., Stroup, W., & Wilensky, U. (2004). Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture (U. Wilensky, Chair; S. Papert, Discussant). The annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16, 2004.

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, Bergen, Norway, July 11 - 14, 2004. (Manuscript in press)

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.

Ares, N., Stroup, W., & Schademan, A. (2004). Group-Level Development of Powerful Discourses in Mathematics: Networked Classroom Technologies as Mediating Artifacts. Paper presented at the American Educational Research Association, San Diego, CA, April 12 - 16, 2004.

Ares, N. & Stroup, W. (2004). Drawing on Diverse Social, Cultural, and Academic Resources in Technology-Mediated Classrooms. Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education Annual Conference. Toronto, Ontario, Canada. October 21 - 24, 2004.

Stroup, W. (in press) (2004). Learning the basics with calculus. Journal of Computers in Mathematics and Science Teaching

Stroup, W., Ares, N., & Hurford, A. (2004) A Dialectic analysis of generativity: Issues ofnetwork supported design in mathematics and science. Mathematical Thinking and Learning, An International Journal. Mahwah, NJ: Lawrence Erlbaum Associates.

Wilensky, U. (2001) . Modeling Nature's Emergent Patterns with Multi-Agent Languages. In proceedings of the EuroLogo 2001Linz, Austria.

Stroup, W., & Wilensky, U. (2000) . Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve. In R. Lesh & E. Kelly (Eds.), Handbook of Methods for Research in Learning and Teaching Science and Mathematics. Kluwer Publishing.

Wilensky, U., Stroup, W. (2000). Networked Gridlock: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture Proceedings of The Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI, June 14 through 17, 2000.

Stroup, W., & Wilensky, U. (1999). Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Before the Individual and Beyond the Bell-Curve. In Kelly, A.E. & Lesh, R. (ED.) Research in Mathematics and Science Education. Englewood, NJ: Erlbaum.

Wilensky, U., & Stroup, W. (1999). Learning through Participatory Simulations: Network-Based Design for Systems Learning in Classrooms Computer Supported Collaborative Learning (CSCL '99). Stanford University: December 12-15, 1999.

Wilensky, U., & Stroup, W. (1999). Participatory Simulations: Networked-based Design for Systems Learning in Classrooms. Presented at the PI meeting of the National Science Foundation, EHR division, June 3 & 4, 1999.

Working Papers

Abrahamson, D., & Wilensky, U. (2004). Learning axes and bridging tools in a technology-based design for statistics.

Abrahamson, D., & Wilensky, U. (2004). The combinations tower: A design for probability. Manuscript submitted for review

Ares, N. (2004). Researching Patterns of Participation in Network-Mediated Classroom Activities.

Berland, M., & Wilensky, U. (2004). Virtual robotics in a collaborative constructionist learning environment.

Levy, S.T., & Wilensky, U. (2004). Inventing a "mid-level" to make ends meet: Reasoning through the levels of complexity.

Funded by the National Science Foundation

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