
CCL Papers

CCL Papers


In Press
In Progress
2015
2014
2013
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2011
2010
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2008
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2005
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1997 and earlier
 Abrahamson, D. (in press). Reinventing learning: a designresearch odyssey. In S. Prediger, K. Gravemeijer, & J. Confrey (Eds.), Design research with a focus on learning processes [Special issue]. ZDM—The international Journal on Mathematics Education, 2015(6).
 Abrahamson, D., & SánchezGarcía, R. (in press). A call to action: Towards an ecologicaldynamics theory of mathematics learning, teaching, and design. In T. Bartell & K. Bieda (Eds.), Proceedings of the 37th Conference of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (PMENA). East Lansing, MI: PMENA.
 Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (in press). The enactive roots of STEM: Rethinking educational design in mathematics. In F. Paas & A. Tricot (Eds.), Human movement, physical and mental health, and learning [Special issue]. Educational Psychology Review.
 Chase, K., & Abrahamson, D. (in press). Reversescaffolding algebra: Empirical evaluation of design architecture. In J. Smit, A. Bakker, & R. Wegerif (Eds.), Scaffolding and dialogic teaching in mathematics education [Special issue]. ZDM Mathematics Education.
 Sirer, I., Maroulis, S., Guimera, R, Wilensky, U. & Amaral, L.A.N.. (in press). The Currents Beneath the "Rising Tide" of School Choice: An Analysis of Student Enrollment Flows in the Chicago Public Schools. Journal of Policy Analysis and Management.
 Weintrop, D., & Wilensky, U. (in press). Designing for Computational Expression: Four Principles for the Design of Learning Environments Towards Computational Literacy. In D. J. Loveless, B. Griffith, M. Berci, E. Ortlieb, P. Sullivan (Eds.), Academic Knowledge Construction and Multimodal Curriculum Development. Hershey, PA: IGI Global.
 Weintrop, D., & Wilensky, U. (in press). Situating Programming Abstractions in a Constructionist Video Game. Informatics in Education.
 Abrahamson, D., & Wilensky, U. Is a disease like a lottery?: Classroom networked technology that enables student reasoning about complexity.
 Crain, M., & Wilensky, U. Learning through computerbased modeling: A guide for teachers and parents.
 Holbert, N. & Wilensky, U. Thinking with the Game: Designing educational video games to be objectstothinkwith.
 Ottino, J., Stonedahl, F., & Wilensky, U. Concerning Stability in Competition: An AgentBased Exploration of Hotelling’s Law.
 Sengupta, P., & Wilensky, U. Balancing Electrons & Learning Electricity in 5th Grade: Emergence, Electric Current and Multi Agent Based Models.
 Sengupta, P. & Wilensky, U. Developing an Understanding of Electric Current with MultiAgentBased Models: Lowering the Learning Threshold through connecting the microlevel with flow rate.
 Unterman, J. Hazzard, E. & Wilensky, U. Learning to construct multiagent models: analysis of a NetLogo workshop.
 Weintrop, D., Hobert, N., Horn, M., & Wilensky, U. Computational Thinking in Constructionist Video Games.
 Wilensky, U., & Abrahamson, D. Fostering Complexity Reasoning.
 Wilensky, U., Hazzard, E. & Longenecker, S. A Bale of Turtles: A case study of a middle school science class studying complexity using StarLogoT.
 Wilensky, U., Novak, M., & Horn, M.S. BEAGLE: Understanding evolution as an emergent process through agentbased computer modeling.
 Wilensky, U. & Papert, S. Restructurations: Reformulations of Knowledge Disciplines through new representational forms . Center for Connected Learning and ComputerBased Modeling. Northwestern University.
 Wilensky, U. & Stroup, W. Embodied Science Learning: Students enacting participatory Simulations with the HubNet architecture.
 Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372389.
 Abrahamson, D., & Trninic, D. (2015). Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action. In D. Reid, L. Brown, A. Coles, & M.D. Lozano (Eds.), Enactivist methodology in mathematics education research [Special issue]. ZDM Mathematics Education, 47(2), 295–306.
 Abrahamson, D. (2015). The monster in the machine, or why educational technology needs embodied design. In V. R. Lee (Ed.), Learning technologies and the body: integration and implementation in formal and informal learning environments (pp. 21 – 38). New York: Routledge.
 Beheshti, E., Weintrop, D., Orton, K., Horn, M.S. , Jona, K., Trouille, L., & Wilensky, U. (2015). Bringing Expert Computational Practices into High School Science Classrooms. Poster presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.
 Berland, M., & Wilensky, U. (2015). Comparing Virtual and Physical Robotics Environments for Teaching Complex Systems and Computational Literacies. Journal of Science Education and Technology.
 Brady, C., Holbert, N., Soylu, F., Novak, M., & Wilensky, U. (2015). Sandboxes for ModelBased Inquiry. Journal of Science Education and Technology, 24(2). 265286.
 Flood, V. J., Neff, M., & Abrahamson, D. (2015). Boundary interactions: Resolving interdisciplinary collaboration challenges using digitized embodied performances. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference (Vol. 1, pp. 94101) Gothenburg, Sweden: ISLS.
 Flood, V. J., Schneider, A., & Abrahamson, D. (2015, April). Moving targets: representing and simulating choreographies of multimodal pedagogical tactics for virtual agent mathematics tutors. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1620.
 Fuson, K. C., Murata, A., & Abrahamson, D. (2015). Mathematics education arrives at the balanced middle: an overview of the growing importance of research on numerical cognition. In R. Cohen Kadosh & A. Dowker (Eds.), The Oxford handbook of numerical cognition (pp. 10201038). Oxford, UK: Oxford University Press.
 Hjorth, A., Brady, C., Head, B. and Wilensky, U. (2015). LevelSpaceGUI  Scaffolding Novice Modelers’ InterModel Explorations. In proceedings for Interaction Design & Children 2015. Boston, MA.
 Hjorth, A., Brady, C., Head, B., Wilensky, U. (2015). Thinking Within and Between Levels: Exploring Reasoning with MultiLevel Linked Models. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CCL) Conference Gothenburg, Sweden: ISLS.
 Holbert, N., Brady, C., Soylu, F., Novak, M., & Wilensky, U. (2015). The Model Gallery:
Supporting Idea Diffusion in Computational Modeling Activities. Poster presented at the AERA Annual Meeting, Chicago, IL: April, 2015.
 Shayan, S., Abrahamson, D., Bakker, A., Duijzer, C., & van der Schaaf, M. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: an eyetracking study. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 9th International Technology, Education, and Development Conference (INTED 2015) (pp. 57325741). Madrid: IATED.
 Weintrop, D. (2015). Minding the Gap Between BlocksBased and TextBased Programming. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 720–720). New York, NY, USA: ACM. (Winner of the Student Research Competition)
 Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2015). Outcomes of Bringing Computational Thinking into STEM Classrooms. Paper to be presented at the Annual Meeting of the American Educational Research Association (AERA 2015), Chicago, USA.
 Weintrop, D., Wilensky, U., Roscoe, J., & Law, D. (2015). Teaching Textbased Programming in a Blocksbased World. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 678–678). New York, NY, USA: ACM
 Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2015). Computational Thinking in the Science Classroom: Preliminary Findings from a Blended Curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.
 Weintrop, D., & Wilensky, U. (2015). Keeping it Old School: Classic Video Games as Inspiration for Modern Student Programs. In Proceedings of the 11th Games, Learning, & Society Conference. Madison, WI.
 Weintrop, D., & Wilensky, U. (2015). To Block or Not to Block, That is the Question: Students’ Perceptions of Blocksbased Programming. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 199–208). New York, NY, USA: ACM.
 WilkersonJerde, M. H., Wagh, A. & Wilensky, U. (2015). Balancing curricular and pedagogical needs in computational construction kits: Lessons from the DeltaTick project. Science Education, 99(3), 465499.
 Wilensky, U., & Rand, W. (2015). An introduction to agentbased modeling: Modeling natural, social and engineered complex systems with NetLogo. Cambridge, MA: MIT Press.
 Abrahamson, D. (2014). Building educational activities for understanding: an elaboration on the embodieddesign framework and its epistemic grounds. International Journal of ChildComputer Interaction, 2, 116.
 Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. In E. J. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: presenting plural perspectives (pp. 339360) New York: Springer.
 Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 2330). Boulder, CO: International Society of the Learning Sciences.
 Abrahamson, D., Lee, R. G., Negrete, A. G., & Gutiérrez, J. F. (2014). Coordinating visualizations of polysemous action: values added for grounding proportion. In F. Rivera, H. Steinbring, & A. Arcavi (Eds.), Visualization as an epistemological learning tool [Special issue]. ZDM: The international Journal on Mathematics Education, 46(1), 7993.
 Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, UK: Cambridge University Press.
 Anton, G. & Berland, M. (2014). Mission Critical: Building Community to Engage Young Women in Computer Science. Proceedings of ACM SIGCSE 2014.
 Brady, C., Holbert, N. R., Soylu, F., Novak, M., F., & Wilensky, U. (2014). Sandboxes for ModelBased Inquiry. Science Teaching and Learning with Models," Journal of Science Education and Technology (JOST) [Special Issue].
 Brady, C., Horn, M., Wilensky, U., Wagh, A., Hjorth, A., & Bannerjee, A. (2014). Getting your Drift  Activity designs for grappling with evolution. In Penuel, W., Jurow, S., & O'Connor, K. (Eds.) Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences (ICLS 2014)  Volume 2, Short Papers, Symposia, and Selected Abstracts. International Society of the Learning Sciences: Boulder, CO.
 Davis, D., Berland, M., & Yuen, T. (2014). Multiple Case Study of Nerd Identity in a CS1 Class. Proceedings of ACM SIGCSE 2014.
 Flood, V.J., Schneider, A., & Abrahamson, D. (2014). Gesture Enhancement of a Virtual Tutor via Investigating Human Tutor Discursive Strategies: Forms and Functions for Proportions. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 15931594). Boulder, CO: International Society of the Learning Sciences.
 Guo, Y., & Wilensky, U. (2014) Beesmart: a microworld for swarming behavior and for learning complex systems concepts. Proceedings of the Constructionism 2014 Conference. Vienna, Austria. August 2014.
 Hjorth, A & Wilensky, U. (2014). Redesigning Your City  A Constructionist Environment for Urban Planning Education. Proceedings of Constructionism 2014, Vienna, Aug 1923.
 Hjorth, A., & Wilensky, U. (2014). Redesigning Your City–A Constructionist Environment for Urban Planning Education. Informatics in EducationAn International Journal, (Vol13_2), 197208. Chicago
 Hjorth, A. & Wilensky, U. (2014). Regrow Your City – a NetLogo curriculum unit on Regional Development. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 15531555). Boulder, CO: International Society of the Learning Sciences.
 Hjorth, A., Wilensky, U., Villamar, J., Hendricks Brown, C. (2014). Using AgentBased Modeling to Explore and Visualize the Effects of Prevention Implementation Strategies for Policy. In Computational and Technical Approaches to Improve the Implementation of Prevention Programs. Panel chaired by Dr, Hendricks Brown at 7th Annual Conference on the Science of Dissemination and Implementation. Bethesda, MD.
 Holbert, N. (2014). Exploring the Particulate Nature of Matter in a Constructionist Video Game. In M. JohnsonGlenberg (Org & Chair), Science Sims and Games: Best Design Practices and Fave Flops. In J. Poleman, E. Kyza, I. Tabak & K. O'Neill (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS 2014). University of Colorado at Boulder: ISLS.
 Holbert, N.R., & Wilensky, U. (2014). Constructible Authentic Representations: Designing Video Games that Enable Players to Utilize Knowledge Developed InGame to Reason About Science. Technology, Knowledge and Learning, 127. doi:10.1007/s1075801492148
 Holbert, N., Weintrop, D. & Wilensky, U. (2014). Constructionist video games: Creating educational video games that empower players to construct new knowledge. In N. Holbert & D. Weintrop (Org), N. Holbert (Chair), and Y. Kafai (Discussant), Combining Video Games and Constructionist Design to Support Deep Learning in Play. In J. Poleman, E. Kyza, I. Tabak & K. O'Neill (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS 2014). University of Colorado at Boulder: ISLS.
 Horn, M.S., Brady, C., Hjorth, A., Wagh, A., & Wilensky, U. (2014). Frog Pond: A code first learning environment on natural selection and evolution. Proceedings of IDC 2014.
 Horn, M.S., Weintrop, D., & Routman, E. (2014). Programming in the Pond: A Tabletop Computer Programming Exhibit. In Proceedings of the Extended Abstracts of the 32nd Annual ACM Conference on Human Factors in Computing Systems (pp. 1417–1422). New York, NY, USA: ACM.
 Jona, K., Wilensky, U., Trouille, L., Horn, M. S., Orton, K., Weintrop, D., & Beheshti, E. (2014). Embedding Computational Thinking in Science, Technology, Engineering, and Math (CTSTEM). Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 89, 2014.
 Maroulis, S., Bakshy, E., Gomez, L. & Wilensky, U. (2014). Modeling the Transition to Public School Choice. Journal of Artificial Societies and Social Simulation.
 Maroulis, S., & Wilensky, U. (2014). Social and Task Interdependencies in the StreetLevel Implementation of Innovation. Journal of Public Administration Research and Theory.
 Ochsner, A., JohnsonStempson, R., Steinkuehler, C., & Berland, M. (2014). Studio K: A Game Development Environment Designed for Gains in Computational Thinking. Proceedings of ACM SIGCSE 2014.
 Soylu, F., Brady, C., Holbert, N., Wilensky, U. (2014) The thinking hand: Embodiment of tool use, social cognition and metaphorical thinking and implications for learning design. Paper presented at the AERA Annual Meeting (SIG: Brain, Neurosciences, and Education), Philadelphia, PA: April, 2014
 Stroup, W. & Wilensky, U. (2014). On the Embedded Complementarity of AgentBased and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems. Technology, Knowledge and Learning, 19(12).
 Wagh, A., & Wilensky, U. (2014). EvoBuild: Programming models of evolutionary change using blocks. Poster presented at the 2014 Annual Meeting of the AERA, Philadelphia.
 Wagh, A., & Wilensky, U. (2014). Seeing patterns of change: Supporting student noticing in building models of natural selection. Proceedings of 2014 Constructionism, Vienna, Aug 1923.
 Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2014). Defining Computational Thinking for Science, Technology, Engineering, and Math. Poster presented at the Annual Meeting of the American Educational Research Association (AERA 2014), Philadelphia, USA.
 Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Trouille, L., Jona, K., & Wilensky, U. (2014) Interactive Assessment Tools for Computational Thinking in High School STEM Classrooms. In D. Reidsma, I. Choi, & R. Bargar (Eds.), Proceedings of Intelligent Technologies for Interactive Entertainment: 6th International Conference, INTETAIN 2014, Chicago, IL, USA (pp. 2225). Springer International Publishing.
 Weintrop, D., & Wilensky, U. (2014). Programtoplay videogames: Developing computational literacy through gameplay. Paper presented at Games, Learning, & Society 10. Madison, WI.
 Weintrop, D., & Wilensky, U. (2014). Situating programming abstractions in a programtoplay game. Proceedings of Constructionism 2014. Vienna, Austria.
 Wilensky, U. (2014). Computational Thinking through Modeling and Simulation. Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 89, 2014.
 Wilensky, U., Brady, C., & Horn, M. (2014). Fostering Computational Literacy in Science Classrooms. Communications of the ACM. 57(8): pp 1721.
 Wilensky, U., & Jacobson, M. (2014). Complex Systems in the Learning Sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, UK: Cambridge University Press.
 WilkersonJerde, M.H. (2014). Construction, categorization, and consensus: student generated computational artifacts as a context for disciplinary reflection. Educational Technology Research & Development, 62(1), 99121. doi: 10.1007/s1142301393270.
 WilkersonJerde, M.H., Gravel, B.E., & Macrander, C.A. (2014). Exploring shifts in middle school learners' modeling activity while generating drawings, animations, and simulations of molecular diffusion. Online First in Journal of Science Education and Technology. doi: 10.1007/s1095601494975.
 WilkersonJerde, M. H. & Wilensky, U. (2014). Patterns, probabilities, and people: Making sense of quantitative change in complex systems. Online First in Journal of the Learning Sciences. doi:10.1080/10508406.2014.976647
 Yang, C.K., & Wilensky, U. (2014). Easing Epistemological Anxiety with Models: A Case Study in South Korea and the U.S. Paper presented at the Proceedings of the 38th Meeting of the International Group for Psychology of Mathematics Education (joint meeting with the North American Chapter), Vancouver, Canada, July 1521, 2014.
 Abrahamson, D. (2013). Toward a taxonomy of design genres: fostering mathematical insight via perceptionbased and actionbased experiences. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. "Full Papers", pp. 218227). New York: The New School & Sesame Workshop.
 Berland, M., Davis, D., & Yuen, T. (2013). Monsterismus: Recursively Relevant Computer Science Game Design. Proceedings of Games, Learning, & Society 9.0.
 Berland, M., Martin, T., Benton, T., Petrick Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564599.
 Berland, M., Petrick Smith, C., & Davis, D. (2013). Visualizing Live Collaboration in the Classroom with AMOEBA. Proceedings of the Tenth International Conference on ComputerSupported Collaborative Learning. Madison, WI.
 Bowers, A.J., & Berland, M. (2013). Does recreational computer use affect high school achievement? Educational Technology Research and Development, 61(1), 5169.
 Davis, P., Horn, M.S., Schrementi, L., Block, F., Phillips, B., Evans, E.M., Diamond, J., Shen, C. (2013). Going Deep: Supporting collaborative exploration of evolution in natural history museums. International Conference on Computer Supported Collaborative Learning (CSCL'13), Madison, Wisconsin.
 Davis, P., Horn, M.S., & Sherin, B.L. (2013). The right kind of wrong: A knowledgeinpieces approach to science learning in museums. Curator, 56(1), 3146.
 Duarte Olson, I. (2013). Cultural Differences Between Favela and Asfalto in Complex Systems Thinking. Journal of Cognition and Culture, 13(12), 145–157. doi:10.1163/1568537312342089
 Duarte Olson, I. (2013). Inequality in Levels: Navigating Everyday Complexity. In Ojalehto,B., Medin, D. Conceptualizing Complex Systems: How People Navigate Social and Ecological Systems. Symposium accepted to the Society for Anthropological Sciences Meeting.
 Duarte Olson, I. (2013).“It’s like an epidemic, it catches on…”: Community Knowledge of Everyday Complex Phenomena. In C. Lee and G. Saxe. (Cochairs). Capitalizing on Knowledge CoConstructed via the Praxis of Historically Nondominant Groups. Symposium accepted to the American Educational Research Association Conference.
 Frank, K.A., Maroulis, S., Duong, M., & Kelcey, B. (2013) What Would it Take to Change an Inference? Using Rubin's Causal Model to Interpret the Robustness of Causal Inferences. Education Evaluation and Policy Analysis , Volume 35, Issue 4.
 Friedman, J., & Horn, M.S. (2013). StallTalk: Graffiti, toilets, and anonymous locationbased microblogging. In Proc. Extended Abstracts on Human Factors in Computing Systems (CHI'13), ACM Press, 21792188.
 Horn, M.S. (2013). The role of cultural forms in tangible interaction design. In Proc. Tangible, Embedded, and Embodied Interaction (TEI'13), ACM Press.
 Horn, M.S., AlSulaiman, S., & Koh, J. (2013). Translating Roberto to Omar: Computational literacy, stickerbooks, and cultural forms. In Proc. Interaction Design and Children (IDC'13), ACM Press, 120127.
 Martin, T., Berland, M., Benton, T., & Smith, C.P. (2013). Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment. Journal of Interactive Learning Research, 24(3), 301328. Chesapeake, VA: AACE.
 Negrete, A.G., Lee, R.G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: rethinking activity sequences visavis digital practices. In M. Martinez & A. Castro Superfine (Eds.), Broadening Perspectives on Mathematics Thinking and Learning  Proceedings of the 35th Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (PMENA 35) (Chap. 10: Technology, p. 1205). Chicago, IL: University of Illinois at Chicago.
 Newman, S.D., & Soylu, F. (2013). The impact of finger counting habits on arithmetic in adults and children. Psychological research, 18.
 Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multiagent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.
 Trouille, L., Beheshti, E., Horn, M., Jona, K., Kalogera, V., Weintrop, D., & Wilensky, U. (2013). Bringing Computational Thinking into the High School Science and Math Classroom. In American Astronomical Society, AAS Meeting #221, #201.09
 Wagh, A. & Wilensky, U. (2013). Leveling the playing field: Making multilevel evolutionary processes accessible through participatory simulations. Proceedings of CSCL, Madison, Wisconsin, June 1519
 Weintrop, D., & Wilensky, U. (2013). Know your enemy: Learning from ingame opponents. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 408–411). New York, NY, USA: ACM. doi:10.1145/2485760.2485789
 Weintrop, D., & Wilensky, U. (2013). Learning by Leveling: An Incremental Introduction to Programming. . Presented at the 43rd Annual Meeting of the Jean Piaget Society Annual Meeting, Chicago, IL, USA.
 Weintrop, D., & Wilensky, U. (2013). Supporting Computational Expression: How Novices Use Programming Primitives in Achieving a Computational Goal. Presented at AERA, San Francisco, CA, USA.
 Weintrop, D., & Wilensky, U. (2013). RoboBuilder: A Computational Thinking Game. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 736–736). Denver, CO: ACM.
 Weintrop, D, Hjorth, A., & Wilensky, U. (2013). Know Your Network: Learning Social Networks Analysis Through Meaningful Manipulation. Poster presented at InfoSocial 2013. Evanston, IL, USA.
 Wilensky, U. (2001, updated 2013)Modeling nature's emergent patterns with multiagent languages. Proceedings of EuroLogo 2001. Linz, Austria.
 WilkersonJerde, M., Gravel, B., & Macrander, C. (2013). SiMSAM: An integrated toolkit to bridge student, scientific, and mathematical ideas using computational media. In Proceedings of the International Conference of Computer Supported Collaborative Learning (CSCL 2013) (Vol. 2, pp. 379381). Madison, WI, USA.
 WilkersonJerde, M., Gravel, B., Macrander, C., Bell, A., & Krouwer, M. (2013). Grain of sand strand: Developing SiMSAM, an integrated animation, simulation, and data analysis toolkit. Presented at Rick, J., Horn, M., & MartinezMoldonado, R. (Orgs.) CSCL 2013 PreConference Workshop on HumanComputer Interaction and the Learning Sciences.
 WilkersonJerde, M., & Maldonis, J. (2013). Patterns in students' processes for representing quantitative change across multiple scenarios with multiple media. Poster presented at the 2013 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
 Yang, C.K., & Wilensky, U. (2013). Mathematical Epistemologies and Modeling: A Case Study in South Korea. Invited Lecture at the 10th Korean Women in Mathematical Sciences International Conference, Seoul, Korea, June 2021, 2013.
 Yang, C.K., & Wilensky, U. (2013). Unpacking Student Mathematical Epistemologies: A Case Study in South Korea. Presentation at the Fulbright Conference, Jeju, Korea, April 68, 2013.
 Abrahamson, D. (2012). Seeing Chance: perceptual reasoning as an epistemic resource for grounding compound event spaces.In R. Biehler & D. Pratt (Eds.), Probability in reasoning about data and risk [Special issue]. ZDM: The international Journal on Mathematics Education, 44 (7), 869–881.
 Abrahamson, D. (2012). Discovery reconceived: product before process. For the Learning of Mathematics , 32(1), 815.
 Abrahamson, D. (2012). Rethinking intensive quantities via guided mediated abduction. The Journal of the Learning Sciences. 21(4), 626649. doi: 10.1080/10508406.2011.633838
 Abrahamson, D., Gutierrez, J.F., Charoenying, T., Negrete, A.G., & Bumbacher, E. (2012). Fostering hooks and shifts: tutorial tactics for guided mathematical discovery. Technology, Knowledge, and Learning, 17 (12), 6186. doi: 10.1007/s1075801291927.
 Abrahamson, D. (Chair & Organizer). (2012). You're it! Body, action, and object in STEM learning (M. Eisenberg, Discussant). In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 2: Symposia, pp. 99109). Sydney: University of Sydney / ISLS.
 Abrahamson, D., & Charoenying, T. (2012, April). Doingforseeing, seeingfordoing: demonstration and imitation as critical opportunities for schema development in embodiedinteraction mathematics learning. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, April 1317.
 Abrahamson, D., Gutierrez, J.F., & Baddorf, A.K. (2012). Try to see it my way: the discursive function of idiosyncratic mathematical metaphor. Mathematical Thinking and Learning , 14(1), 5580.
 Abrahamson, D., Gutierrez, J.F., Charoenying, T., Negrete, A.G., & Bumbacher, E. (2012, April). Fostering mathematical discovery: one tutor's strategies for ushering the construction of proportional schemas via mediated embodied interaction. In J. Radinsky (Chair) & J. Lemke (Discussant), Emergent methods for studying spatial and embodied dimensions of learning. Symposium presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), Vancouver, April 1317.
 Abrahamson, D., Negrete, A.G., & Gutierrez, J.F. (2012, April). Adding up to multiplicative concepts: the role of embodied reasoning. Paper presented at the annual meeting of the American Educational Research Association (SIG Research in Mathematics Education), Vancouver, April 1317. AbrahamsonetalAERA2012f
 Bao, P., Hecht, B., Carton, S., Quaderi, M., Horn, M.S., & Gergle, D. (2012). Omnipedia: Bridging the Wikipedia Language Gap. In Proc. ACM Conference on Human Factors in Computing Systems CHI'12, ACM Press.
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 Sengupta, P., & Wilensky, U. (2008, March). Designing across ages: On the lowthresholdhighceiling nature of NetLogobased learning environments. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
 Sengupta, P., & Wilensky, U. (2008, March). On the representational and epistemological affordances of NetLogobased science curricula. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
 Sengupta, P., & Wilensky, U. (2008). Learning activities as tools for formative assessment  Case study of a computational multiagent based electricity curriculum (NIELS: NetLogo Investigations In Electromagnetism). In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 383391). Utrecht, The Netherlands: ISLS.
 Sengupta, P., & Wilensky, U. (2008). On learning electricity in 7th grade with multiagent based computational models (NIELS). In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 123125). Utrecht, The Netherlands: ISLS.
 Sengupta, P., & Wilensky, U. (2008). On the learnability of electricity as a complex system. In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 258264). Utrecht, The Netherlands: ISLS.
 Stonedahl, F., Kornhauser, D., Russell, E., Brozefsky, C., Verreau, E., Tisue, S., & Wilensky, U. (2008, May). Tinkering with turtles: An overview of NetLogo's Extensions API. Paper presented at the annual meeting of the Swarm Development Group, Chicago, IL.
 Stonedahl, F., Rand, W., & Wilensky, U. (2008, July). CrossNet: A framework for crossover with networkbased chromosomal representations. Paper presented at the 2008 Genetic and Evolutionary Computation Conference (GECCO), Atlanta, GA.
 Stonedahl, F., Rand, W., & Wilensky, U. (2008, May). Multiagent learning with a distributed genetic algorithm: Exploring innovation diffusion on networks. Paper presented at the Seventh International Conference on Autonomous Agents and Multiagent Systems (AAMAS), Estoril, Portugal.
 Wang, J., Dam, G., Yildrim, S., Rand, W., Wilensky, U., & Houk, J.C. (2008). Reciprocity between the cerebellum and the cerbral cortex: Nonlinear dynamics in microscopic modules. Complexity, 14(2), 2945.
 WilkersonJerde, M., & Wilensky, U. (2008, March). Embedding environments as a mechanism for mathematical reasoning: An expert study. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
 WilkersonJerde, M., & Wilensky, U. (2008). How do mathematicians learn mathematics? . In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Eds.), Proceedings of the 2008 Joint Meeting of the International Group for the Psychology of Mathematics Education, PME32 and PMENA XXX (Vol. 4, pp. 409416). Morelia, Mexico: PME.
 WilkersonJerde, M., Sengupta, P., & Wilensky, U. (2008). Perceptual supports for sensemaking: A case study using multiagent based computational learning environments. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the Eighth International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 151152). Utrecht, The Netherlands: ISLS.
 Abrahamson, D., & Wilensky, U. (2007). Learning Axes and Bridging Tools in a TechnologyBased Design for Statistics. International Journal of Computers for Mathematical Learning. 12(1), 2355.
 Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom Model, Model Classroom: ComputerSupported Methodology for Investigating CollaborativeLearning Pedagogy. Proceedings of the ComputerSupported Collaborative Learning conference, New Brunswick, NJ.
 Abrahamson, D., Wilensky, U., & Levin, J. (2007).AgentBased Modeling as a Bridge Between Cognitive and Social Perspectives on Learning . In D. Abrahamson (Org.), Learning Complexity: AgentBased Modeling Supporting Education Research on Student Cognition in Social Contexts. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Bakshy, E., & Wilensky, U. (2007). Turtle Histories and Alternate Universes; Exploratory Modeling with NetLogo and Mathematica. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 147158). IL: Argonne National Laboratory and Northwestern University.
 Blikstein, P., & Wilensky, U. (2007). Bifocal modeling: a framework for combining computer modeling, robotics and realworld sensing. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Blikstein, P., & Wilensky, U. 2007). Modeling manifold epistemological stances with agentbased computer simulation. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multiagent simulation as a tool for investigating cognitivedevelopmental theory. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Blikstein, P., Rand, W., & Wilensky, U. (2007). Just a Cog in the Machine: Participatory Robotics as a Powerful Tool for Understanding Collaborative Learning. Computer Supported Collaborative Learning (CSCL), Rutgers University, Rutgers, NJ, USA.
 Blikstein, P., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using ABM and robots. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 159172). IL: Argonne National Laboratory and Northwestern University.
 Felsen, M. (2007). "Complex Populations," in MODELS, 306090 Books, Volume 11, Emily Abruzzo, Jonathan D. Solomon, Eric Ellingsen(Eds.).
 Gobert, J., Buckley, B., Levy, S., & Wilensky, U. (2007). Teasing apart domainspecific and domaingeneral inquiry skills: Coevolution, bootstrapping, or separate paths? Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Horn, M.S., & Jacob, R.J.K. (2007). Designing Tangible Programming Languages for Classroom Use. In Proc. Tangible and Embedded Interaction TEI'07, ACM Press, 159162.
 Kornhauser, D., Rand, W., & Wilensky, U. (2007). Visualization Tools for AgentBased Modeling in NetLogo. Proceedings of Agent2007, Chicago, November 1517.
 Levy, S.T., & Wilensky, U. (2007). How do I get there...straight, oscillate or inch? Highschool students' exploration patterns of Connected Chemistry. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Levy, S.T., & Wilensky, U. (2007). Action across levels (AAL): A multiple levels perspective on what it means to make sense of complex systems. Paper presented at the EARLI 2007 conference, Budapest, Hungary, September 2007.
 OttinoLoffler, J., Rand, W., & Wilensky, U. (2007). Coevolution of Predators and Prey in a Spatial Model. Paper presented at the GECCO 2007 Conference. London, England. July 711.
 Rand, W., & Stonedahl, F. (2007) The El Farol Bar Poblem and Computational Effort: Why People Fail to Use Bars Efficiently. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 7186). IL: Argonne National Laboratory and Northwestern University.
 Rand, W., & Wilensky, U. (2007). FullSpectrum Modeling: From Simplicity to Elaboration and Realism in Urban Pattern Formation. Proceedings of the North American Association Computational Social and Organization Sciences conference (NAACSOS), Atlanta, GA.
 Sengupta, P., Wilkerson, M., & Wilensky, U. (2007). On The Relationship Between Spatial Knowledge And Learning Electricity: Comparative Case Studies of Students Using 2D And 3D Emergent, Computational Learning Environments. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 913.
 Stonedahl, F., & Rand, W. (2007). Evolution of NonUniform Cellular Automata using a Genetic Algorithm: Diversity and Computation. Paper presented at the 2007 Genetic and Evolutionary Computation Conference Conference (GECCO), London, UK.
 Stonedahl, F., & Rand, W. (2007). Multiagent Communication Disorders: Dynamic Breeding Networks in Genetic Algorithms. Paper presented at the Swarmfest 2007 Conference, DePaul University, Chicago, IL, July 2007.
 Wilensky, U., & Centola, D. (2007). Simulated evolution: Facilitating students' understanding of the multiple levels of fitness through multiagent modeling. Paper presented at the Evolution Challenges Conference. Phoenix, AZ. November 3, 2007.
 Wilensky, U., & Rand, W. (2007). Making models match: Replicating agentbased models. Journal of Artificial Societies and Social Simulation (JASSS), 10(4).
 Zigelbaum, J., Horn, M.S., Shaer, O., & Jacob, R.J.K. (2007). The Tangible Video Editor: Collaborative Video Editing with Active Tokens. In Proc. Tangible and Embedded Interaction TEI'07, ACM Press, 4346.
 Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. (2006). Leveraging epistemological diversity through computerbased argumentation in the domain of probability. For the Learning of Mathematics, 26(3), 3955.
 Abrahamson, D., Janusz, R.M., & Wilensky, U. (2006). There once was a 9Block...  A middleschool design for probability and statistics. Journal of Statistics Education, 14(1).
 Berland, M., & Wilensky, U. (2006). Constructionist collaborative engineering: Results from an Implementation of PVBOT.. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
 Blikstein, P., & Wilensky, U. (2006). An atom is known by the company it keeps: A constructionist learning environment for Materials Science using multiagent simulation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 711.
 Blikstein, P., & Wilensky, U. (2006). From inert to generative modeling: Case studies of multiagentbased simulation in undergraduate engineering education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
 Blikstein, P., & Wilensky, U. (2006). 'Hybrid modeling': Advanced scientific investigation linking computer models and realworld sensing. Paper presented at the Seventh International Conference of the Learning Sciences, Bloomington, IL, June 27July 1.
 Blikstein, P., & Wilensky, U. (2006). A case study of multiagentbased simulation in undergraduate materials science education. Paper presented at the Annual Conference of the American Society for Engineering Education, Chicago, IL, June 1821.
 Blikstein, P., & Wilensky, U. (2006). The Missing Link: A Case Study of SensingandModeling Toolkits for Constructionist Scientific Investigation. Proceedings of the International Conference for Advanced Learning Technologies (ICALT 2006) (pp. 980982). Kerkrade, The Netherlands.
 Blikstein, P., Rand, W., & Wilensky, U. (2006). Participatory, embodied, multiagent simulation. Paper presented at AAMAS 2006.
 Felsen, M., Watson, B., & Wilensky, U. (2006). Urban Complexity + Emergence: Procedural Modeling of City Activity and Form. In Surfacing Urbanisms: Recent Approaches to Metropolitan Design (pp. 261265). Pasadena, CA: Woodbury University.
 Jacobson, M., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15(1), pp. 1134.
 Lechner, T., Watson, B., Ren, P., Wilensky, U., Tisue, S., & Felsen, M. (2006). Procedural modeling of urban land use. ACM SIGGRAPH 2006 conference.
 Levy, S.T, Novak, M., & Wilensky, U. (2006). Students' foraging through the complexities of the particulate world: Scaffolding for independent inquiry in the connected chemistry (MAC) curriculum. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
 Levy, S.T., & Wilensky, U. (2006). Gas laws and beyond: Strategies in exploring models of the dynamics of change in the gaseous state. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
 Levy, S.T., & Wilensky, U. (2006). Emerging knowledge through an emergent perspective: Highschool students' inquiry, exploration and learning in the Connected Chemistry curriculum. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
 Maroulis, S., & Wilensky, U. (2006). Using agentbased modeling to understand the social dynamics of schools. Paper presented at the Teacher Networks conference, Northwestern University, Evanston,IL, November 8.
 Rand, W. (2006). Machine Learning Meets AgentBased Modeling: When Not to Go to a Bar. Paper presented at Agent 2006, Chicago, IL.
 Rand, W., & Wilensky, U. (2006). Verification and Validation through Replication: A Case Study Using Axelrod and Hammond's Ethnocetnrism Model. Paper presented at NAACSOS 2006, South Bend, IN, June 2006.
 Rand, W., & Wilensky, U. (2006). NetLogo 3.1: Low Threshold, No Ceiling. Proceedings of the annual conference of the North American Association for Computational Social and Organizational Sciences (NAACSOS). Notre Dame, IN.
 Rand, W., Blikstein, P., & Wilensky, U. (2006). Widgets, Planets, and Demons: the Case for the Integration of Human, Embedded, and Virtual Agents via Mediation. Paper presented at Swarmfest 2006, South Bend, IN, June 2006.
 Sengupta, P., & Wilensky, U. (2006) NIELS: An agentbased modeling environment for learning electromagnetism. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
 Stonedahl, F., Tisue, S., & Wilensky, U. (2006). Breeding faster turtles: Progress towards a NetLogo compiler. In D. L. Sallach, C. M. Macal & M. J. North (Eds.), Proceedings of the Agent 2006 Conference on Social Agents: Results and Prospects (pp. 516). Chicago, IL: Argonne National Laboratory and the University of Chicago.
 Unterman, J., & Wilensky, U. (2006). Dynamic Geometry Meets Participatory Simulations: The Design of PANDA BEAR (originally titled: "PANDA BEAR: Perimeter and area by embodied agent reasoning.") . Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
 Wilensky, U. (2006). Complex systems and restructuration of scientific disciplines: Implications for learning, analysis of social systems, and educational policy. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 711.
 Wilensky, U. (2006). Promoting ABM literacy: implications for design, scientific content and education. Paper presented at Agent 2006, Chicago, IL.
 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.
 Wilensky, U., & Reisman, K. (2006). Thinking Like a Wolf, a Sheep or a Firefly: Learning Biology through Constructing and Testing Computational Theories  an Embodied Modeling Approach (PDF). Cognition & Instruction, 24(2), pp. 171209.
 Wilensky, U., & Papert, S. (2006).Restructurations: Reformulations of Knowledge Disciplines through a change in representational forms. Unpublished working paper. Evanston, IL. Center for Connected Learning and ComputerBased Modeling. Northwestern University.
 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". Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11  15.
 Abrahamson, D., & Wilensky, U. (2005). Piaget? Vygotsky? I'm game: Agentbased modeling for psychology research. Paper presented at the annual meeting of the Jean Piaget Society. Vancouver, Canada, June 13.
 Abrahamson, D., & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multiagent interactive computer models. Paper presented at the Fourth Conference of the European Society for Research in Mathematics Education, San Feliu de Guixols, Spain.
 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.
 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.
 Abrahamson, D., Blikstein, P., Lamberty, K. K. & Wilensky, U. (2005). Mixedmedia learning environments. Paper presented at the annual meeting of Interaction Design and Children 2005, Boulder, Colorado.
 Berland, M., & Wilensky, U. (2005). Complex play systems  Results from a classroom implementation of VBOT. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11  15.
 Blikstein, P., Abrahamson, D. & Wilensky, U. (2005). NetLogo: Where we are, where we're going. Paper presented at the annual meeting of Interaction Design and Children. Boulder, Colorado.
 Blikstein, P., & Wilensky, U. (2005). Less is more: Agentbased simulation as a powerful learning tool in materials science. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.
 Gobert, J., Buckley, B., Dede, C., Levy, S., Slotta, J., & Wilensky, U. (2005). Technology features that support research through logging of student interactions with models. Paper presented at the Winter Text Conference, Jackson Hole, WY, January 2023.
 Hillis, T., Stroup, W., & Wilensky, U. (2005). Patterns of Risk Seeking and Aversion Among PreService Teachers: Mathematical Decisions, Preference, Efficacy, and Participation. Annual Meeting of the American Educational Research Association, Montreal, Canada, April 1115, 2005.
 Levy, S.T., & Wilensky, U. (2005). Students' patterns in exploring NetLogo models, embedded in the Connected Chemistry curriculum. In J. Gobert (Chair) and J. Pellegrino (Discussant), "Logging students' learning in complex domains: Empirical considerations and technological solutions." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11  15.
 Maroulis, S., & Wilensky, U. (2005). Modeling school districts as complex adaptive systems: A simulation of marketbased reform. Paper presented at the 3rd Lake Arrowhead Conference on Human Complex Systems. Lake Arrowhead, CA, May 1822.
 Maroulis, S., & Wilensky, U. (2005). Leave no turtle behind: An agentbased simulation of school choice dynamics. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11  15.
 Rand, W., Brown, D., Riolo, R., & Robinson, D. (2005). Toward a graphical ABM toolkit with GIS integration. Paper presented at the Agent2005 Conference, Chicago, IL, October 1314.
 Sengupta, P., & Wilensky, U. (2005). N.I.E.L.S: An emergent multiagent based modeling environment for learning physics. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.
 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). 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 Vol. 1 (p. 369). Bergen: Bergen University College.
 Abrahamson, D., & Wilensky, U. (2004). SAMPLER: Collaborative interactive computerbased statistics learning environment. In the Proceedings of the 10th International Congress on Mathematical Education, Copenhagen, July 4 – 11, 2004. http://www.icmeorganisers.dk/tsg11/ .
 Abrahamson, D., & Wilensky, U. (2004). S.A.M.P.L.E.R.: Statistics As MultiParticipant LearningEnvironment Resource. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12  16.
 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.
 Berland, M., & Wilensky, U. (2004). Virtual robotics in a collaborative constructionist learning environment. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12  16.
 Blikstein, P., & Wilensky, U. (2004) MaterialSim: an agentbased simulation toolkit for Materials Science learning. Paper presented at the International Conference on Engineering Education, Gainesville, Florida.
 Buckley, B.C., Gobert, J.D., Kindfield, A., Horwitz, P., Tinker, R., Gerlits, B., Wilensky, U., Dede, C., & Willett, J. (2004). Modelbased Teaching and Learning with BioLogica™: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology, 13(1), 2341.
 Levy, S.T., Kim, H., & Wilensky, U. (2004). Connected Chemistry  A study of secondary students using agentbased models to learn chemistry. In J. Gobert (Chair) and N. H. Sabelli (Discussant), "Modeling Across the Curriculum (MAC): Technology, Pedagogy, Assessment, & Research." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12  16.
 Levy, S.T., & Wilensky, U. (2004). Making sense of complexity: Patterns in forming causal connections between individual agent behaviors and aggregate group behaviors. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12  16.
 Lechner, T., Watson, B., Wilensky, U., & Felsen, M. (2004). Procedural modeling of land use in cities. Technical report NWUCS0438. Evanston, IL: Northwestern University, Computer Science department.
 Ratto, M., Shapiro, R.B., Truong, T., & Griswold, W. (2004). The ActiveClass Project: Experiments in encouraging classroom participation . Computer Support for Collaborative Learning , 37(10), 7381.
 Two versions of the original "Design and implementation" paper:
 Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multiagent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.
 Tisue, S., & Wilensky, U. (2004). NetLogo: Design and implementation of a multiagent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.(This is a combined, revised, and updated version of our ICCS and SwarmFest papers from earlier that year.).
 Tisue, S., & Wilensky, U. (2004). NetLogo: A simple environment for modeling complexity. Proceedings of the International Conference on Complex Systems, Boston, May 16  21.
 Abrahamson, D., & Wilensky, U. (2003). The quest of the bell curve: A constructionist approach to learning statistics through designing computerbased probability experiments. In M. A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education. Pisa, Italy: University of Pisa. Retrieved June 1, 2009, from http://www.dm.unipi.it/didattica/CERME3/proceedings/Groups/TG5/TG5_abrahamson_cerme3.pdf.
 Gobert, J., Horwitz, P., Tinker, R., Buckley, B., Wilensky, U., Levy, S.T., & Dede, C. (2003). Modeling across the curriculum: Scaling up modeling using technology. Paper presented at the TwentyFifth Annual Meeting of the Cognitive Science Society, Boston, MA, July 31  August 2.
 Horwitz, P., Gobert, J., Wilensky, U., & Dede, C. (2003). MAC: A longitudinal study of modeling technology in science classrooms. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.
 Stieff, M., & Wilensky, U. (2003). Connected Chemistry  incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285302.
 Wilensky, U., & Shapiro, B. (2003). Networked Participatory Simulations: Classroom Collaboration in Exploring the Dynamics of Complex Systems. Proceedings of the International Conference of the Learning Sciences, Oslo, Norway.
 Wilensky, U., & Stroup, W. (2003). Embedded complementarity of objectbased and aggregate reasoning in students developing understanding of dynamic systems. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 15.
 Wilensky, U., & Stroup, W. (2003). Participatory Simulations guide for ComputerHubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2004, 2005)
 Wilensky, U. (2003). Statistical mechanics for secondary school: The GasLab modeling toolkit. International Journal of Computers for Mathematical Learning,[Special Issue on agentbased modeling]. 8(1), 141.
 Abrahamson, D., & Wilensky, U. (2002). Statistics as situated probability: The design and implementation of S.A.M.P.L.E.R. Unpublished manuscript.
 Abrahamson, D., Berland, M., Shapiro, R.B., Unterman, J., & Wilensky, U. (2002). Collaborative interpretive argumentation as a phenomenologicalmathematical negotiation: A case of statistical analysis of a computer simulation of complex probability. Unpublished manuscript.
 MSCP Project Summary (HTML)
 Stieff, M., & Wilensky, U. (2002). ChemLogo: An emergent modeling environment for teaching and learning chemistry. Proceedings of the fifth biannual International Conference of the Learning Sciences(ILCS) , October 2002, (pp. 451458), Seattle, WA.
 Stroup, W., Kaput, J., Ares, N., & Wilensky, U. (2002). The nature and future of classroom connectivity: The dialectics of mathematics in the social space. Paper presented at the Psychology of Mathematics Education conference, Atlanta, GA, October.
 Wilensky, U., & Stroup, W. (2002). Participatory Simulations: Envisioning the networked classroom as a way to support systems learning for all. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 13.
 Wilensky, U., & Stroup, W. (2002). Participatory Simulations guide for CalculatorHubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2003, 2004, 2005)
 Two versions of the original "Survival of the Groupiest" paper:
 Centola D., McKenzie E., & Wilensky U. (2000). Survival of the groupiest: Facilitating students' understanding of multilevel evolution through multiagent modeling  The EACH Project. In Proceedings of the Fourth International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute, and InterJournal Complex Systems, 377
 Centola D., Wilensky U., & McKenzie E. (2000). A handson modeling approach to evolution: Learning about the evolution of cooperation and altruism through multiagent modeling  The EACH Project. Proceedings of the Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI, June 1417.
 Wilensky, U. (2000) Modeling Emergent Phenomena with StarLogoT. @CONCORD.org, Winter 2000.
 Wilensky, U., Hazzard, E., & Longenecker, S. (2000). A Bale of Turtles: A Case Study of a middle school science class studying complexity using StarLogoT. Paper presented at the meeting of the Spencer Foundation, New York, New York, October 1113, 2000.
 Wilensky, U., Stroup, W. (2000) Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture. In B. Fishman & S. O'ConnorDivelbiss (Eds.), Proceedings of the Fourth Annual International Conference for the Learning Sciences (pp. 282289). Mahwah, NJ: Erlbaum. June 14  17.
 Berland, M., & Charniak, E. (1999). Finding parts in very large corpora. Proceedings of the 37th Annual Meeting of the Association for Computational Linguistics (ACL99), College Park, MD, 5764.
 Stroup, W., & Wilensky, U. (1999). Assessing learning as emergent phenomena: Moving constructivist statistics before the individual and beyond the Bellcurve. In A.E. Kelly & R. Lesh (Eds.), Research in Mathematics and Science Education. Englewood, NJ: Lawrence Erlbaum Associates.
 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.
 Wilensky, U., & Stroup, W. (1999). Learning through participatory simulations: Networkbased design for systems learning in classrooms. Proceedings of Computer Supported Collaborative Learning (CSCL'99). Stanford, CA, December 12  15.
 Wilensky, U., Hazzard, E., & Froemke, R. (1999). GasLab: An Extensible Modeling Toolkit for Exploring Statistical Mechanics. Paper presented at the Seventh European Logo Conference  EUROLOGO '99, Sofia, Bulgaria.
 Wilensky, U., & Resnick, M. (1999). Thinking in Levels: A Dynamic Systems Perspective to Making Sense of the World (html) (pdf). Journal of Science Education and Technology, 8(1).
 Two versions of the original "GasLab" paper:
 Jacobson, M.J., Brecher, K., Clemens, M., Farrell, W., Kaput, J., Reisman, K., & Wilensky, U. (1998). Education in complex systems. In Y. BarYam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute.
 Resnick, M., & Wilensky, U.(1998).Diving into complexity: Developing probabilistic decentralized thinking through roleplaying activities. Journal of Learning Sciences, 7(2), 153171.
 Westbury, C., & Wilensky, U. (1998). Knowledge representation in cognitive science: Implications for education (HTML). Paper presented at the First International conference on the Learning sciences and the challenges of the information era. Lima, Peru.
 Two versions of "Learning Biology" paper:
 Long version  Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories  An embodied modeling approach. Cognition & Instruction, 24(2), 171209.
 Short version  Wilensky, U., & Reisman, K.(1998)Learning biology through constructing and testing computational theories  An embodied modeling approach. In Y. BarYam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute.
 Wilensky, U., & Reisman, K. (1998).ConnectedScience: Learning Biology through Constructing and Testing Computational Theories  an Embodied Modeling Approach. In Y. BarYam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute. Also reprinted in: InterJournal of Complex Systems, 234, pp. 1  12.
 Wilensky, U. (1997). What is normal anyway? Therapy for epistemological anxiety. Educational Studies in Mathematics, 33(2), 171202. (Special Issue on Computational Environments in Mathematics Education)
 Wilensky, U. (1996). Modeling rugby: Kick first, generalize later?. International Journal of Computers for Mathematical Learning, 1(1).
 Two versions of "Paradox and programming" paper:
 Wilensky, U. (1995). Learning probability through building computational models (HTML). Paper presented at the Nineteenth International Conference on the Psychology of Mathematics Education. Recife, Brazil.
 Wilensky, U. (1995). Making sense of place value: A case of capital numbers. Unpublished manuscript.
 Wilensky, U., & Resnick, M. (1995). New thinking for new sciences: Constructionist approaches for exploring complexity. Paper presented at the annual meeting of theAmerican Educational Research Association, San Francisco, CA.
 Resnick, M., & Wilensky, U. (1993). Beyond the deterministic, centralized mindsets: A new thinking for new science. Paper presented at the annual meeting of the American Educational Research association, Atlanta, GA.
 Masand, B., Wilensky, U., Massar, J.P., & Redner, S. (1992). An extension of the twodimensional selfavoiding walk series on the square lattice. Journal of Physics, A(Gen25).
Earlier work described in my thesis (and several previous papers) forms the theoretical backdrop for this project:



