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Integrated Simulation and Modeling Environment (ISME)
Using Participatory Simulations to Investigate the Complementarity of AgentBased and Aggregate Reasoning for Making Sense of Complexity 
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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 913. 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 multiagent 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 preservice teachers: Mathematical decisions, preference, efficacy, and participation. In W. Stroup and U. Wilensky (Chairs) & C. D. Lee (Discussant), Patterns in group learning with nextgeneration 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 MultiParticipant LearningEnvironment Resource (S.A.M.P.L.E.R.). In W. Stroup and U. Wilensky (Chairs) & C. D. Lee (Discussant), Patterns in group learning with nextgeneration 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 collaborativelearning design in demographicallydiverse 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 computerbased 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 computerbased statistics learning environment. Proceedings of the 10th International Congress on Mathematical Education, Copenhagen, July 4  11, 2004. Abrahamson, D., & Wilensky (2004). ProbLab: A computersupported 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 computerbased 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). GroupLevel 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 TechnologyMediated 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 MultiAgent 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 BellCurve. 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: NetworkBased Design for Systems Learning in Classrooms Computer Supported Collaborative Learning (CSCL '99). Stanford University: December 1215, 1999. Wilensky, U., & Stroup, W. (1999). Participatory Simulations: Networkedbased Design for Systems Learning in Classrooms. Presented at the PI meeting of the National Science Foundation, EHR division, June 3 & 4, 1999.
Abrahamson, D., & Wilensky, U. (2004). Learning axes and bridging tools in a technologybased 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 NetworkMediated Classroom Activities. Berland, M., & Wilensky, U. (2004). Virtual robotics in a collaborative constructionist learning environment. Levy, S.T., & Wilensky, U. (2004). Inventing a "midlevel" to make ends meet: Reasoning through the levels of complexity. 