The Center for Connected Learning and Computer-Based Modeling

| In Press | | In Progress | | 2015 | | 2014 | | 2013 | | 2012 | | 2011 | | 2010 |

| 2009 | | 2008 | | 2007 | | 2006 | | 2005 | | 2004 | | 2003 | | 2002 | | 2001 |

| 2000 | | 1999 | | 1998 | | 1997 and earlier |

In Press

• Abrahamson, D. (in press). Reinventing learning: a design-research 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., & Sánchez-García, R. (in press). A call to action: Towards an ecological-dynamics theory of mathematics learning, teaching, and design. In T. Bartell & K. Bieda (Eds.), Proceedings of the 37th Conference of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). East Lansing, MI: PME-NA.



• 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). Reverse-scaffolding 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.

In Progress

• 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 computer-based modeling: A guide for teachers and parents.



• Holbert, N. & Wilensky, U. Thinking with the Game: Designing educational video games to be objects-to-think-with.



• Ottino, J., Stonedahl, F., & Wilensky, U. Concerning Stability in Competition: An Agent-Based 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 Multi-Agent-Based Models: Lowering the Learning Threshold through connecting the micro-level with flow rate.



• Unterman, J. Hazzard, E. & Wilensky, U. Learning to construct multi-agent 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 agent-based computer modeling.



• Wilensky, U. & Papert, S. Restructurations: Reformulations of Knowledge Disciplines through new representational forms . Center for Connected Learning and Computer-Based Modeling. Northwestern University.



• Wilensky, U. & Stroup, W. Embodied Science Learning: Students enacting participatory Simulations with the HubNet architecture.

2015

• Abrahamson, D., & Chase, K. (2015). Interfacing practices: Domain theory emerges via collaborative reflection. Reflective Practice, 16(3), 372-389.



• 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 Model-Based Inquiry. Journal of Science Education and Technology, 24(2). 265-286.

• Chase, K., & Abrahamson, D. (2015). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design and Children (IDC 2015). (Vol. "Full papers", pp. 189-198). Tufts University, Boston: ACM.

• 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. 94-101) 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 16-20.



• 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. 1020-1038). Oxford, UK: Oxford University Press.



• Hjorth, A., Brady, C., Head, B. and Wilensky, U. (2015). LevelSpaceGUI - Scaffolding Novice Modelers’ Inter-Model 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 Multi-Level 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 eye-tracking 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. 5732-5741). Madrid: IATED.



• Weintrop, D. (2015). Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools. In Proceedings of the 11th annual International Computing Education Research (ICER) conference. New York, NY, USA: ACM.



• Weintrop, D. (2015). Minding the Gap Between Blocks-Based and Text-Based 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 Text-based Programming in a Blocks-based 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 Blocks-based Programming. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 199–208). New York, NY, USA: ACM.



• Wilkerson-Jerde, 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), 465-499.



• Wilensky, U., & Rand, W. (2015). An introduction to agent-based modeling: Modeling natural, social and engineered complex systems with NetLogo. Cambridge, MA: MIT Press.

2014

• Abrahamson, D. (2014). Building educational activities for understanding: an elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction, 2, 1-16.



• Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. In E. J. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: presenting plural perspectives (pp. 339-360) 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. 23-30). 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), 79-93.



• 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 SIG-CSE 2014.



• Brady, C., Holbert, N. R., Soylu, F., Novak, M., F., & Wilensky, U. (2014). Sandboxes for Model-Based 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 SIG-CSE 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. 1593-1594). 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 19-23.



• Hjorth, A., & Wilensky, U. (2014). Redesigning Your City–A Constructionist Environment for Urban Planning Education. Informatics in Education-An International Journal, (Vol13_2), 197-208. Chicago



• Hjorth, A. & Wilensky, U. (2014). Re-grow 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. 1553-1555). Boulder, CO: International Society of the Learning Sciences.



• Hjorth, A., Wilensky, U., Villamar, J., Hendricks Brown, C. (2014). Using Agent-Based 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. Johnson-Glenberg (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 In-Game to Reason About Science. Technology, Knowledge and Learning, 1-27. doi:10.1007/s10758-014-9214-8



• 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 (CT-STEM). Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 8-9, 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 Street-Level Implementation of Innovation. Journal of Public Administration Research and Theory.



• Ochsner, A., Johnson-Stempson, R., Steinkuehler, C., & Berland, M. (2014). Studio K: A Game Development Environment Designed for Gains in Computational Thinking. Proceedings of ACM SIG-CSE 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 Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems. Technology, Knowledge and Learning, 19(1-2).



• 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 19-23.



• 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. 22-25). Springer International Publishing.



• Weintrop, D., & Wilensky, U. (2014). Program-to-play 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 program-to-play 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 8-9, 2014.



• Wilensky, U., Brady, C., & Horn, M. (2014). Fostering Computational Literacy in Science Classrooms. Communications of the ACM. 57(8): pp 17-21.



• 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.



• Wilkerson-Jerde, M.H. (2014). Construction, categorization, and consensus: student generated computational artifacts as a context for disciplinary reflection. Educational Technology Research & Development, 62(1), 99-121. doi: 10.1007/s11423-013-9327-0.



• Wilkerson-Jerde, 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/s10956-014-9497-5.



• Wilkerson-Jerde, 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 15-21, 2014.

2013

• Abrahamson, D. (2013). Toward a taxonomy of design genres: fostering mathematical insight via perception-based and action-based 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. 218-227). 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), 564-599.



• Berland, M., Petrick Smith, C., & Davis, D. (2013). Visualizing Live Collaboration in the Classroom with AMOEBA. Proceedings of the Tenth International Conference on Computer-Supported 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), 51-69.



• 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 knowledge-in-pieces approach to science learning in museums. Curator, 56(1), 31-46.



• Duarte Olson, I. (2013). Cultural Differences Between Favela and Asfalto in Complex Systems Thinking. Journal of Cognition and Culture, 13(1-2), 145–157. doi:10.1163/15685373-12342089



• 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. (Co-chairs). Capitalizing on Knowledge Co-Constructed 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 location-based micro-blogging. In Proc. Extended Abstracts on Human Factors in Computing Systems (CHI'13), ACM Press, 2179-2188.



• 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, 120-127.



• 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), 301-328. Chesapeake, VA: AACE.



• Negrete, A.G., Lee, R.G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: rethinking activity sequences vis-a-vis digital practices. In M. Martinez & A. Castro Superfine (Eds.), Broadening Perspectives on Mathematics Thinking and Learning - Proceedings of the 35th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 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, 1-8.



• Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multi-agent 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 multi-level evolutionary processes accessible through participatory simulations. Proceedings of CSCL, Madison, Wisconsin, June 15-19



• Weintrop, D., & Wilensky, U. (2013). Know your enemy: Learning from in-game 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 multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria.



• Wilkerson-Jerde, 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. 379-381). Madison, WI, USA.



• Wilkerson-Jerde, 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., & Martinez-Moldonado, R. (Orgs.) CSCL 2013 Pre-Conference Workshop on Human-Computer Interaction and the Learning Sciences.



• Wilkerson-Jerde, 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 20-21, 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 6-8, 2013.

2012

• 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), 8-15.



• Abrahamson, D. (2012). Rethinking intensive quantities via guided mediated abduction. The Journal of the Learning Sciences. 21(4), 626-649. 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 (1-2), 61-86. doi: 10.1007/s10758-012-9192-7.



• 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. 99-109). Sydney: University of Sydney / ISLS.



• Abrahamson, D., & Charoenying, T. (2012, April). Doing-for-seeing, seeing-for-doing: demonstration and imitation as critical opportunities for schema development in embodied-interaction mathematics learning. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, April 13-17.



• 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), 55-80.



• 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 13-17.



• 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 13-17. Abrahamson-et-al-AERA2012f



• 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.



• Beheshti, E., Van Devender, A., & Horn, M.S. (2012). Touch, click, navigate: Comparing tabletop and desktop interaction for map navigation tasks. In Proc. Interactive Tabletops and Surfaces ITS'12. ACM Press.



• Berland, M. (2012). Becoming an Expert Boardgamer: A Quantitative Exploration. Proceedings of Games, Learning, & Society 8.0.



• Berland, M., Duncan, S., & Boecking, M. (2012). Supporting computational thinking by modding strategic board games. International Conference of the Learning Sciences (ICLS-12).



• Berland, M., Martin, T., Benton, T., & Petrick, C. (2012). AMOEBA: Mining how students learn to program together. Proceedings of the International Conference of the Learning Sciences (ICLS-12).



• Berland, M., Martin, T., Benton, T., & Petrick, C. (2012). IPRO: A mobile, social programming game for iOS. Proceedings of Games, Learning, & Society 8.0.



• Block, F., Wigdor, D., Phillips, B.C., Horn, M.S., & Shen, C. (2012). FlowBlocks: A Multi-Touch UI for Crowd Interaction. In Proc. ACM Symposium on User Interface Software and Technology (UIST'12), ACM Press, 497-508.



• Block, F., Horn, M.S., Phillips, B.C., Diamond, J., Evans, E.M., & Shen, C. (2012). The DeepTree Exhibit: Visualizing the Tree of Life to Facilitate Informal Learning. IEEE Transactions on Visualization and Computer Graphics, 18(12), 2789-2798.



• Colyvas, J., & Maroulis, S . (2012). "Academic Laboratories and the Reproduction of Proprietary Science: Modeling Organizational Rules through Autocatalytic Networks" in Padgett, J. and Powell.



• Davis, D., & Berland, M. (2012). Leveraging English Learners' Identities in Game Design. Proceedings of Games, Learning, & Society 8.0.



• Duncan, S., & Berland, M. (2012). Triangulating Learning in Board Games: Computational Thinking at Multiple Scales of Analysis. Proceedings of Games, Learning, & Society 8.0.



• Duarte Olson, I (2012). Drawing and Talking about Social Systems: Cultural Differences between Favela and Asfalto. Society for Cross Cultural Research Newsletter (pp.6). Las Vegas, NV.



• Duarte Olson, I. (February, 2012). Drawing and talking about Social Systems: Cultural Differences Between Favela and Asfalto. Poster presented at the 2012 Society for Cross Cultural Research Conference and Society for Anthropological Sciences Joint Conference: Las Vegas, NV.



• Duarte Olson, I. (May, 2012). Favela dwellers construal of their social environment and implications for complex systems thinking. Poster presented at the Association for Psychological Sciences: Chicago, IL.



• Dyer, E.B. (2012, November). Exploring classroom discourse through an agent-based model. Poster presented at the 34th Annual Conference of PME-NA: Kalamazoo, MI: PME.



• Hickey, D.T., Soylu, F. (2012). Wikifolios, reflections, and exams for online engagement, understanding, and achievement. Journal of Teaching and Learning with Technology : 64-71.



• Hjorth, A., & Wilensky, U. (2012). Acting like a Turtle: A NetLogo Kinect Extension. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug 21-25.



• Holbert, N.R., & Wilensky, U. (2012). Designing video games that encourage players to integrate formal representations with informal play. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.) The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) - Volume 1, Full papers . International Society of the Learning Sciences: Sydney, NSW, Australia.



• Holbert, N.R., & Wilensky, U. (2012). Representational congruence: Connecting video game experiences to the design and use of formal representations. In Kynigos, C., Clayson, J. E., & Yiannoutsou, N. (Ed.), Constructionism Theory, Practice, and Impact: Proceedings of Constructionism 2012. Athens, Greece.



• Horn, M.S., Leong, Z.A., Block, F., Diamond, J., Evans, E.M., Phillips, B., & Shen, C. (2012). Of BATs and APEs: An interactive tabletop game for natural history museums. In Proc. ACM Conference on Human Factors in Computing Systems CHI'12, ACM Press.



• Horn, M.S., Weintrop, D., Beheshti, E., & Olson, I.C. (2012). Spinners, Dice, and Pawns: Using Board Games to Prepare for Agent-Based Modeling Activities. Presented at the AERA, Vancouver, Canada.



• Horn, M.S., & Wilensky, U. (2012). NetTango: A mash-up of NetLogo and Tern . In Moher, T. (chair) and Pinkard, N. (discussant), When systems collide: Challenges and opportunities in learning technology mashups. Symposium presented at the annual meeting of the American Education Research Association,Vancouver, British Columbia.



• Kahn, K., Noble, H., Hjorth, A., & Sampaio, F. (2012). Three-minute Constructionist Experiences. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug-21-25.



• Sengupta, P., & Wilensky, U. (2012). Lowering the Learning Threshold: Multi-Agent-Based Models and Learning Electricity . In Khine, M.S., & Saleh, I.M (Eds.). Dynamic Modeling: Cognitive Tool for Scientific Inquiry . Springer, New York, NY.



• Trninic, D., & Abrahamson, D. (2012, May/June). Body of knowledge: rethinking mathematical concepts as signified embodied procedures. Paper presented at "Rethinking Cognitive Development," the 42nd annual meeting of the Jean Piaget Society, Toronto, May 31-June 2.



• Trninic, D., & Abrahamson, D. (2012). Embodied artifacts and conceptual performances. 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. 1: Full papers, pp. 283-290). Sydney: University of Sydney / ISLS.



• Wagh, A., & Wilensky, U. (2012). Evolution in blocks: Building models of evolution using blocks. Proceedings of Constructionism, Athens, Greece, Aug 21-25.



• Wagh. A., & Wilensky, U. (2012). Breeding birds to learn about artificial selection: Two birds with one stone ? Proceedings of ICLS, Sydney, Australia, July 2-6.



• Wagh, A., & Wilensky, U. (2012). Mechanistic Explanations of evolutionary change facilitated by agent-based models. Paper presented at AERA, Vancouver, April 13-17.



• Weintrop, D., Holbert, N., Wilensky, U., & Horn, M. S. (2012). Redefining Constructionist Video Games: Marrying Constructionism and Video Game Design. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug 21-25.



• Weintrop, D., & Wilensky, U. (2012). RoboBuilder: A Program-to-Play Constructionist Video Game. Proceedings of the Constructionism 2012 Conference . Athens, Greece, Aug 21-25.



• Wilkerson-Jerde, M., & Maldonis, J. (2012). Toward a data expression toolkit: Identifying the elements of a dynamic representational competence in young learners. In Proceedings of Constructionism 2012.



• Wilkerson-Jerde, M. (2012). The Category Creator: An Interactive Online Gallery for Bridging Student-Generated Artifacts and Whole-Classroom Reflection. Poster presented at the 2012 Annual Meeting of AERA, Vancouver, BC.



• Yalvac, B., Ayar, M.C., & Soylu, F. (2012). Teaching Engineering with Wikis. International Journal of Engineering Education , 28(3), 701.



• Yang, C.K., & Wilensky, U. (2012). Problem Solving and its Relationship to Students’ Epistemology of Mathematics: A Case Study in South Korea. Paper published in the Proceedings of the 12th International Congress on Mathematical Education,Seoul, Korea, July 8-15, 2012.



• Yang, C.K., & Wilensky, U. (2012). Mathematical Problem Solving and its Relationship to Students’ Epistemology of Mathematics in Korean Students . Poster presented at the American Education Research Association, Vancouver, BC, April 13-17, 2012.



• Yang, C.K. (2012). Understanding Cultural Differences in Mathematical Cognitive Strategies and Learning Cultures in Korea and the United States. Paper presented at the American Education Research Association, Vancouver BC, April 13-17, 2012.

2011

• Abrahamson, D., Trninic, D., Gutierrez, J.F., Huth, J., & Lee, R.G. (2011). Hooks and shifts: A dialectical study of meditated discovery. Technology, Knowledge & Learning 16:55-85.



• Berland, M. (2011). Understanding Strategic Board Games as Computational Thinking Training Machines. In Davidson, D. (Ed.), Tabletop Game Design. Pittsburgh, PA: ETC Press.



• Berland, M., Benton, T., Petrick, C., & Martin, T. (2011). Programming on the Move: Design Lessons from IPRO. Proceedings of the ACM SIGCHI 2011, Vancouver, BC



• Berland, M., & Lee, V.R. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning, 1(2), 65-81.



• Frank, K., Maroulis, S ., Belman, D., & Kaplowitz, M. (2011). "The Social Embeddedness of Natural Resource Extraction and Use in Small Fishing Communities." in Taylor, W. and Schechter, M. (eds.), Sustainable Fisheries: Multi-level Approaches to a Global Problem.



• Gobert, J., O'Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T., & Wilensky, U. (2011). Examining the relationship between students' epistemologies of models and conceptual learning in three science domains: Biology, Physics, & Chemistry. International Journal of Science Education, 33(5), 653-684.



• Holbert, N.R., & Wilensky, U. (2011) FormulaT Racing: Designing a game for kinematic exploration and computational thinking. Proceedings of the 7th Games, Learning, & Society Conference. Madison, WI.



• Holbert, N.R., & Wilensky, U. (2011). Racing games for exploring kinematics: A computational thinking approach. Paper presented at AERA 2011, New Orleans, LA.



• Holbert, N.R., & Wilensky, U. (2011). Putting the turtle on the racetrack: Investigating a constructionist racing game for exploring kinematics . Paper presented at NARST 2011, Orlando, FL.



• Horn, M.S., Crouser, R.J., & Bers, M.U. (2011). Tangible interaction and learning: The case for a hybrid approach. Personal and Ubiquitous Computing, 16(4), 379-389.



• Horn, M.S., Davis P., Hubbard, A., Keifert, Leong, Z.A., & Olson, I.C. (2011). Learning sustainability: Children, learning, and next generation eco-feedback technology. Proceedings of Interaction Design and Children Ann Arbor, MI. June, 2011



• Leong, Z.A., & Horn, M.S. (2011). Representing Equality: A Tangible Balance Beam for Early Algebra Education. In Proc. Interaction Design and Children IDC'11, ACM Press, 173-176.



• Levy, S.T., & Wilensky, U. (2011). Mining students inquiry actions for understanding of complex systems . ScienceDirect Alert: Computers & Education, Vol. 56, Iss. 3, 2011. pp. 556-573.



• Olson, I.C., & Horn, M. (2011). Modeling on the Table: Agent-Based Modeling in Elementary School with NetTango. Proceedings of 10th International Conference on Interaction Design and Children (short paper), Ann Arbor, MI. June, 2011



• Olson, I.C., Leong, Z.A., Wilensky, U., & Horn, M.S. (2011). “It’s just a toolbar!” Using tangibles to help children manage conflict around a multi-touch tabletop. In Proc. of the fifth international conference on Tangible, Embedded and Embodied Interaction (TEI’11) , Funchal, Portugal. ACM New York. pp. 29-36.



• Petrick, C., Berland, M., & Martin, T. (2011). Allocentrism and computational thinking. In G. Stahl, H. Spada, & N. Miyake (Eds.), Proceedings of the Ninth International Conference on Computer-Supported Collaborative Learning, Hong Kong, China.



• Stonedahl, F., & Wilensky, U. (2011). Finding Forms of Flocking: Evolutionary Search in ABM Parameter-Spaces. In Multi-Agent-Based Simulation XI, T. Bosse, A. Geller, & C. M. Jonker (Eds). Lecture Notes in Computer Science. Springer Berlin / Heidelberg. Vol. 6532. pp. 61-75.



• Stonedahl, F., Wilkerson-Jerde, M., & Wilensky, U. (2011). MAgICS: Toward a Multi-Agent Introduction to Computer Science. In M.Beer, M.Fasli, and D. Richards (Eds.) Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience. IGI Global. pp.1-25.



• Wagh, A., & Wilensky, U. (2011). Giraffes don't stretch their necks anymore: Useful pieces of knowledge about natural selection . Proceedings of epiSTEME 2011, Mumbai, Jan 4- 9.



• Wilkerson-Jerde, M., & Wilensky, U. (2011). How do mathematicians learn math?: Resources and acts for constructing and understanding mathematics. Educational Studies in Mathematics, 78 (1), 21-43.



• Yalvac, B., Soylu, F., & Arikan, A. (2011). Embodied cognition and education. ETHOS: Dialogues in Philosophy and Social Science 4(1), 1-20.

2010

• Abrahamson, D. (2010). A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoning. In K. Gomez, L. Lyons & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 [Full Papers], pp. 492-499). International Society of the Learning Sciences: Chicago, IL.



• Berland, M., Lee, V., & DuMont, M. (2010). Small Groups, Big Mistakes: The Emergence of Faulty Rules During a Collaborative Board Game. Proceedings of the International Conference of the Learning Sciences (ICLS-10).



• Berland, M., Martin, T., & Benton, T. (2010). Programming Standing Up: Embodied Computing with Constructionist Robotics. Proceedings of Constructionism 2010, Paris



• Blikstein, P., & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education. In M. J. Jacobson & P. Reimann, (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences. New York: Springer.



• Blikstein, P., Buechley, L., Horn, M.S., & Raffle, H. (2010). A new age in tangible computational interfaces for learning. In Proc. International Conference of the Learning Sciences ICLS'10, Chicago, IL.



• Holbert, N., Penney, L., & Wilensky, U. (2010). Bringing Constructionism to Action Gameplay . In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.



• Holbert, N., & Wilensky, U. (2010). Feeling fast: The role of intuitive thinking in video games . Poster presented at the annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4.



• Holbert, N., & Wilensky, U. (2010). FormulaT Racing: Combining gaming culture and intuitive sense of mechanism for video game design . In K. Gomez & J. Radinsky (Ed.), Proceedings of the 9th International Conference of the Learning Sciences. Chicago, IL.



• Holbert, N., & Wilensky, U. (2010). FormulaT Racing: Bringing kinematics to the bean bag chair. Worked Example presented at Games, Learning, & Society 6.0. Madison, WI, June 9 - 11.



• Lerner, R., Levy, S.T., & Wilensky, U. (2010). Encouraging Collaborative Constructionism: Principles Behind the Modeling Commons . In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.



• Levy, S.T., & Wilensky, U. (2010). Mining students' actions for understanding of complex systems: Students' explorations of gas models in the Connected Chemistry curriculum . Paper presented at AERA 2010, Denver, CO.



• Maroulis, S., Guimera, R., Petry, H., Stringer, M., Gomez, L., Amaral, L., & Wilensky, U. (2010).A complex systems approach to Educational Policy Research. Science 1 October 2010: Vol. 330. no. 6000, pp. 38 .



• Mioduser, D. & Levy S.T. (2010). Making Sense by Building Sense: Kindergarten Children's Construction and Understanding of Adaptive Robot Behaviors. International Journal of Computers for Mathematical Learning, 15 (2), 99-127.



• Olson, I., Horn, M., & Wilensky, U. (2010). NetLogo Tango: Supporting Student Programming with Tangible Objects and Multi-Touch Displays. In K. Gomez & J. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning Sciences . Chicago, IL.



• Russell, E., Buzby, C., & Wilensky, U. (2010). Watershed Modeling For Education . Paper presented at the First International Conference for Geospatial Research & Application, Washington, DC.



• Sengupta, P., & Wilensky, U. (2010). Balancing Electrons & Learning Electricity in 5th Grade: Emergence, Electric Current and Multi- Agent Based Models. Cognition and Instruction.



• Stonedahl, F., & Stonedahl, S. (2010). Heuristics for Sampling Repetitions in Noisy Landscapes with Fitness Caching. Proceedings of the 12th Annual Conference on Genetic and Evolutionary Computation . Portland, OR.



• Stonedahl, F., & Wilensky, U. (2010). Finding Forms of Flocking: Evolutionary Search in ABM Parameter-Spaces. Proceedings of the MABS workshop at the Ninth International Conference on Autonomous Agents and Multi-Agent Systems . Toronto, Canada.



• Stonedahl, F., & Wilensky, U. (2010). Evolutionary Robustness Checking in the Artificial Anasazi Model. Proceedings of the AAAI Fall Symposium on Complex Adaptive Systems: Resilience, Robustness, and Evolvability. November 11-13, 2010. Arlington, VA.



• Stonedahl, F., Rand, W., & Wilensky, U. (2010). Evolving Viral Marketing Strategies. Proceedings of the 12th Annual Conference on Genetic and Evolutionary Computation . Portland, OR.



• Stonedahl, F., Rand, W., & Wilensky, U. (2010). Discovering Viral Marketing Strategies for Social Networks. Poster presented at the Workshop on Information in Networks (WIN 2010). Sept. 24-25. New York University, Stern School of Business, New York, NY, USA.



• Wagh, A., & Wilensky, U. (2010). Agent-based and aggregate level reasoning elicited by problem scenarios and an agent-based model . Poster presented at the annual meeting of the American Education Research Association, Denver, CO, April 30-May 4.



• Wagh, A., & Wilensky, U. (2010). Ideas-to-think-with: Useful pieces of knowledge about natural selection . In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.



• Wilensky, U., & Novak, M. (2010). Understanding evolution as an emergent process: learning with agent-based models of evolutionary dynamics. In R.S. Taylor & M. Ferrari (Eds.), Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy. New York: Routledge.



• Wilensky, U., & Papert, S. (2010). Restructurations: Reformulations of Knowledge Disciplines through new representational forms. In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14. p. 97.



• Wilkerson-Jerde, M., & Wilensky, U. (2010). NetLogo HotLink Replay: A Tool for Exploring, Analyzing and Interpreting Mathematical Change in Complex Systems . Poster presented at K. Gomez & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, IL, Jun 29 - Jul 2. Vol 2, pp. 374-375



• Wilkerson-Jerde, M., & Wilensky, U. (2010). Qualitative Calculus of Systems: Exploring Students' Understanding of Rate of Change and Accumulation in Multiagent Systems . Paper presented at AERA 2010, Denver, CO.



• Wilkerson-Jerde, M., & Wilensky, U. (2010). Seeing Change in the World from Different Levels: Understanding the Mathematics of Complex Systems. In M. Jacobson (Org.), U. Wilensky (Chair), and Peter Reimann (Discussant), Learning about Complexity and Beyond: Theoretical and Methodological Implications for the Learning Sciences. Vol 2, pp. 187-194 . In K. Gomez & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) , Chicago, IL, Jun 29 - Jul 2.



• Wilkerson-Jerde, M., & Wilensky, U. (2010). Reflected abstraction and knowledge reconstruction in expertise: Tracking mathematicians’ sensemaking around unfamiliar mathematical ideas . Paper presented at the 40th Annual Meeting of the Jean Piaget Society, St Louis, MO, June 3-5.



• Wilkerson-Jerde, M., & Wilensky, U. (2010). Restructuring Change, Interpreting Changes:The DeltaTick Modeling and Analysis Toolkit . Paper presented at J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.



• Yang, C.K. (2010). Analyzing school effects: Comparing School Effects on Achievement Gains versus Achievement Status. Poster presented at the IES conference, Washington DC. June 28-30, 2010.



• Yang, C.K. & Wilensky, U. (2010). Reinterpreting school effects from the bottom up: Merging statistical analysis and a complex systems perspective. Poster presented at the Constructionism conference. Paris, France. August 16-20, 2010.

2009

• Abrahamson, D. (2009, April). Appropriate tools: On grounding mathematical procedures in perceptual intuitions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.



• Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27-47. [PDF] [Electronic Supplementary Materials]



• Abrahamson, D. (2009). Orchestrating semiotic leaps from tacit to cultural reasoning-the case of anticipating experimental outcomes of a quasi-binomial random generator. Cognition and Instruction, 27(3), 175-224.



• Abrahamson, D. (2009). A student's synthesis of tacit and mathematical knowledge as a researcher's lens on bridging learning theory. In M. Borovcnik & R. Kapadia (Eds.), Research and developments in probability education [Special Issue]. International Electronic Journal of Mathematics Education, 4(3), 195 - 226.



• An, G., & Wilensky, U. (2009). From artificial life to in silico medicine: NetLogo as a means of translational knowledge representation in biomedical research. In A. Adamatzky & M. Komosinski (Eds.), Artificial Life Models in Software (2nd Ed.). Berlin: Springer-Verlag.



• Berland, M., & Rand, W. (2009). Participatory simulation as a tool for agent-based simulation. Proceedings of the International Conference on Agents and Artificial Intelligence (ICAART-09), Porto, Portugal, 553-557.



• Bers, M.U., & Horn, M.S. (2009). Tangible programming in early childhood: Revisiting developmental assumptions through new technologies. In I. R. Berson & M. J. Berson (Eds.), High-tech tots: Childhood in a digital world. Greenwich, CT: Information Age Publishing.



• Blikstein, P., & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using multi-agent simulation. International Journal of Computers for Mathematical Learning, 14(1), 81-119.



• Blikstein, P., Wilensky, U., & Abrahamson, D. (2009, April). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Chair), M. Kapur (Organizer) & N. Sabelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.



• Holbert, N. (2009). Learning Newton while crashing cars. Poster presented at Games, Learning, and Society 2009, Madison, WI, June 10-12.



• Horn, M.S., & Shen, C. (2009). Frogs and Toads Memory: A Voronoi Twist on the Classic Children's Game. In Proc. Intl. Symposium on Voronoi Diagrams in Science and Engineering ISVD'09, Copenhagen, Denmark.



• Horn, M.S., Solovey, E.T., Crouser, J.R., & Jacob, R.J.K. (2009). Comparing Tangible and Graphical Programming Interfaces for use in Informal Science Education. In Proc. ACM Conference on Human Factors in Computing Systems CHI'09, ACM Press, 975-984.



• Horn, M.S., Tobiasz, M., & Shen, C. (2009). Visualizing Biodiversity with Voronoi Treemaps. In Proc. International Symposium on Voronoi Diagrams in Science and Engineering ISVD'09, Copenhagen, Denmark.



• Kornhauser, D., Wilensky, U., & Rand, W. (2009). Design guidelines for agent based model visualization. Journal of Artificial Societies and Social Simulation, JASSS, 12(2), 1.



• Lerner, R., Levy S.T., & Wilensky, U. (2009). Design of the Modeling Commons. Chais Conference, Tel Aviv, Israel.



• Levy, S.T., & Wilensky, U. (2009). Students' learning with the Connected Chemistry (CC1) curriculum: Navigating the complexities of the particulate world . Journal of Science Education and Technology, 18(3), 243-254.



• Levy, S.T., & Wilensky, U. (2009). Crossing levels and representations: The Connected Chemistry (CC1) curriculum . Journal of Science Education and Technology, 18(3), 224-242.



• Mauks-Koepke, K.P., Buchanan, K., Relaford-Doyle, J., Souchkova, D., & Abrahamson, D. (2009, April). The double-edged sword of constructivist design. Paper presented at the annual meeting of the American Educational Research Association, San Dieo, CA.



• Shaer, O., Horn, M.S., & Jacob, R.J.K. (2009). Tangible User Interface Laboratory: Teaching Tangible Interaction Design in Practice, AIEDAM Special Issue on Tangible Interaction for Design, Spring 2009, 23(2), 251-261.



• Sengupta, P., & Wilensky, U. (2009). Learning electricity with NIELS: Thinking with electrons and thinking in levels. International Journal of Computers for Mathematical Learning, 14(1), 21-50.



• Stonedahl, F., Wilkerson-Jerde, M., & Wilensky, U. (2009). Re-conceiving introductory computer science curricula through agent-based modeling. In Proceedings of the AAMAS 2009 Workshop on Educational Uses of Multi-Agent Systems (EduMAS '09) (pp. 63-70). Budapest, Hungary.



• Veeragoudar, S., & Abrahamson, D. (2009). At-risk voices speak, theory is all ears: Toward an empirically-based model of agency for STEM learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.



• Wilkerson-Jerde, M., & Wilensky, U. (2009, April). Complementarity in agent-based and equation-based models. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.



• Wilkerson-Jerde, M., & Wilensky, U. (2009, May). Understanding proof: Tracking experts' developing understanding of an unfamiliar proof. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 268-274). Taipei, Taiwan: National Taiwan Normal University.



• Wilkerson, M. (2009). Agents with attitude: Exploring Coombs Unfolding technique with agent-based models. International Journal of Computers for Mathematical Learning, 14(1), 51-60.



• Zolkower, B., & Abrahamson, D. (2009, April). Studying paradigmatic didactical-mathematical situations: Design and implementation of an experimental graduate level course for pre-service mathematics teachers and doctoral students. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

2008

• Blikstein, P., & Wilensky, U. (2008). Implementing multi-agent modeling in the classroom: Lessons from empirical studies in undergraduate engineering education. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 266-273). Utrecht, The Netherlands: ISLS.



• Blikstein, P., Abrahamson, D., & Wilensky, U. (2008, March). Groupwork as a complex adaptive system: A methodology to model, understand, and design classroom strategies for collaborative learning. Paper presented at the annual conference of the American Education Research Association, New York, NY.



• Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). The classroom as a complex adaptive system: An agent-based framework to investigate students' emergent collective behaviors. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 312-313). Utrecht, The Netherlands: ISLS.



• Goldstone, R.L., & Wilensky, U. (2008). Promoting transfer by grounding complex systems principles. Journal of the Learning Sciences, 26(1), 465-516.



• Horn, M.S., Solovey, E.T., & Jacob, R.J.K. (2008). Tangible programming and informal science learning: making TUIs work for museums. In Proc. Interaction Design and Children IDC'08, ACM Press, 194-201.



• Jacob, R.J.K., Girouard, A., Hirshfield, L.M., Horn, M.S., Shaer, O., Treacy, E.S., and Zigelbaum, J. (2008). Reality-Based Interaction: A Framework for Post-WIMP Interfaces. In Proc. ACM Conference on Human Factors in Computing Systems CHI'08, ACM Press, 201-210.



• Levy, S.T., & Wilensky, U. (2008). Inventing a "mid-level" to make ends meet: Reasoning through the levels of complexity. Cognition and Instruction, 26(1), 1-47.



• Maroulis, S., & Gomez, L. (2008).Does 'connectedness' matter? Evidence from a social network analysis of a small school reform. Teachers College Record, 110(9), 1901-1929.



• Rand, W., Blikstein, P., & Wilensky, U. (2008). GoGoBot: Group collaboration, multi-agent modeling and robots. In L. Padgham, D. Parkes, J. Müller & S. Parsons (Eds.), Proceedings of the 7th International Conference on Autonomous Agents and Multi-Agent Systems, AAMAS (Vol. 3, pp. 1717-1722). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).



• Reiter, S., & Maroulis, S. (2008). "Stable Processes of Exchange." Journal of Mathematical Economics, Volume 44, Issue 12.



• Russell, E., & Wilensky, U. (2008, May). Consuming spatial data in NetLogo using the GIS Extension n . Paper presented at the annual meeting of the Swarm Development Group, Chicago, IL.



• Sengupta, P., & Wilensky, U. (2008, March). Designing across ages: On the low-threshold-high-ceiling nature of NetLogo-based 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 NetLogo-based 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 multi-agent 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. 383-391). Utrecht, The Netherlands: ISLS.



• Sengupta, P., & Wilensky, U. (2008). On learning electricity in 7th grade with multi-agent 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. 123-125). 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. 258-264). 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 network-based chromosomal representations. Paper presented at the 2008 Genetic and Evolutionary Computation Conference (GECCO), Atlanta, GA.



• Stonedahl, F., Rand, W., & Wilensky, U. (2008, May). Multi-agent learning with a distributed genetic algorithm: Exploring innovation diffusion on networks. Paper presented at the Seventh International Conference on Autonomous Agents and Multi-agent 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), 29-45.



• Wilkerson-Jerde, 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.



• Wilkerson-Jerde, 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, PME-32 and PME-NA XXX (Vol. 4, pp. 409-416). Morelia, Mexico: PME.



• Wilkerson-Jerde, M., Sengupta, P., & Wilensky, U. (2008). Perceptual supports for sense-making: A case study using multi-agent 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. 151-152). Utrecht, The Netherlands: ISLS.

2007

• Abrahamson, D., & Wilensky, U. (2007). Learning Axes and Bridging Tools in a Technology-Based Design for Statistics. International Journal of Computers for Mathematical Learning. 12(1), 23-55.



• Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom Model, Model Classroom: Computer-Supported Methodology for Investigating Collaborative-Learning Pedagogy. Proceedings of the Computer-Supported Collaborative Learning conference, New Brunswick, NJ.



• Abrahamson, D., Wilensky, U., & Levin, J. (2007).Agent-Based Modeling as a Bridge Between Cognitive and Social Perspectives on Learning . In D. Abrahamson (Org.), Learning Complexity: Agent-Based 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 9-13.



• 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. 147-158). IL: Argonne National Laboratory and Northwestern University.



• Blikstein, P., & Wilensky, U. (2007). Bifocal modeling: a framework for combining computer modeling, robotics and real-world sensing. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.



• Blikstein, P., & Wilensky, U. 2007). Modeling manifold epistemological stances with agent-based computer simulation. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.



• Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multi-agent simulation as a tool for investigating cognitive-developmental theory. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.



• 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. 159-172). 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 domain-specific and domain-general inquiry skills: Co-evolution, bootstrapping, or separate paths? Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.



• 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, 159-162.



• Kornhauser, D., Rand, W., & Wilensky, U. (2007). Visualization Tools for Agent-Based Modeling in NetLogo. Proceedings of Agent2007, Chicago, November 15-17.



• Levy, S.T., & Wilensky, U. (2007). How do I get there...straight, oscillate or inch? High-school students' exploration patterns of Connected Chemistry. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.



• 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.



• Ottino-Loffler, 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 7-11.



• 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. 71-86). IL: Argonne National Laboratory and Northwestern University.



• Rand, W., & Wilensky, U. (2007). Full-Spectrum 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 9-13.



• Stonedahl, F., & Rand, W. (2007). Evolution of Non-Uniform 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). Multi-agent 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 multi-agent modeling. Paper presented at the Evolution Challenges Conference. Phoenix, AZ. November 3, 2007.



• Wilensky, U., & Rand, W. (2007). Making models match: Replicating agent-based 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, 43-46.

2006

• Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. (2006). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. For the Learning of Mathematics, 26(3), 39-55.



• Abrahamson, D., Janusz, R.M., & Wilensky, U. (2006). There once was a 9-Block... -- A middle-school 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 multi-agent simulation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 7-11.



• Blikstein, P., & Wilensky, U. (2006). From inert to generative modeling: Case studies of multi-agent-based 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 real-world sensing. Paper presented at the Seventh International Conference of the Learning Sciences, Bloomington, IL, June 27-July 1.



• Blikstein, P., & Wilensky, U. (2006). A case study of multi-agent-based simulation in undergraduate materials science education. Paper presented at the Annual Conference of the American Society for Engineering Education, Chicago, IL, June 18-21.



• Blikstein, P., & Wilensky, U. (2006). The Missing Link: A Case Study of Sensing-and-Modeling Toolkits for Constructionist Scientific Investigation. Proceedings of the International Conference for Advanced Learning Technologies (ICALT 2006) (pp. 980-982). Kerkrade, The Netherlands.



• Blikstein, P., Rand, W., & Wilensky, U. (2006). Participatory, embodied, multi-agent 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. 261-265). 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. 11-34.



• 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: High-school 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 agent-based 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 Agent-Based 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 agent-based 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. 5-16). 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 7-11.



• 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. 171-209.



• 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 Computer-Based Modeling. Northwestern University.

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". 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: Agent-based modeling for psychology research. Paper presented at the annual meeting of the Jean Piaget Society. Vancouver, Canada, June 1-3.



• Abrahamson, D., & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multi-agent 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 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.



• 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). Mixed-media 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: Agent-based 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 20-23.



• Hillis, T., Stroup, W., & Wilensky, U. (2005). Patterns of Risk Seeking and Aversion Among Pre-Service Teachers: Mathematical Decisions, Preference, Efficacy, and Participation. Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 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 market-based reform. Paper presented at the 3rd Lake Arrowhead Conference on Human Complex Systems. Lake Arrowhead, CA, May 18-22.



• Maroulis, S., & Wilensky, U. (2005). Leave no turtle behind: An agent-based 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 13-14.



• Sengupta, P., & Wilensky, U. (2005). N.I.E.L.S: An emergent multi-agent based modeling environment for learning physics. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.

2004

• 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 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: Bergen University College.



• Abrahamson, D., & Wilensky, U. (2004). SAMPLER: Collaborative interactive computer-based statistics learning environment. In the Proceedings of the 10th International Congress on Mathematical Education, Copenhagen, July 4 – 11, 2004. http://www.icme-organisers.dk/tsg11/ .



• Abrahamson, D., & Wilensky, U. (2004). S.A.M.P.L.E.R.: Statistics As Multi-Participant Learning-Environment 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 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.



• 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 agent-based 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). Model-based 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), 23-41.



• Levy, S.T., Kim, H., & Wilensky, U. (2004). Connected Chemistry - A study of secondary students using agent-based 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 NWU-CS-04-38. 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), 73-81.



• Two versions of the original "Design and implementation" paper:



• Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multi-agent 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 multi-agent 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.

2003

• 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. 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 Twenty-Fifth 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), 285-302.



• 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 object-based 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 1-5.



• Wilensky, U., & Stroup, W. (2003). Participatory Simulations guide for Computer-HubNet. 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 agent-based modeling]. 8(1), 1-41.

2002

• 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 phenomenological-mathematical 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. 451-458), 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 Calculator-HubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2003, 2004, 2005)

2001

• Wilensky, U. (2001). Embodied Learning: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture. Paper presented at the annual meeting of the American Educational Research Association. Seattle, WA.



• Wilensky, U. (2001). Emergent Entities and Emergent Processes: Constructing Emergence through Multi-agent programming. Paper presented at the annual meeting of the American Educational Research Association. Seattle, WA.



• Two versions of "Modeling nature's..." paper:



• Wilensky, U. (2001) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria



• Wilensky, U. (2001, updated 2013) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria..

2000

• 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 multi-level evolution through multi-agent 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 hands-on modeling approach to evolution: Learning about the evolution of cooperation and altruism through multi-agent modeling - The EACH Project. Proceedings of the Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI, June 14-17.



• 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 11-13, 2000.



• Wilensky, U., Stroup, W. (2000) Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth Annual International Conference for the Learning Sciences (pp. 282-289). Mahwah, NJ: Erlbaum. June 14 - 17.

1999

• Berland, M., & Charniak, E. (1999). Finding parts in very large corpora. Proceedings of the 37th Annual Meeting of the Association for Computational Linguistics (ACL-99), College Park, MD, 57-64.



• Stroup, W., & Wilensky, U. (1999). Assessing learning as emergent phenomena: Moving constructivist statistics before the individual and beyond the Bell-curve. 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: Networked-based 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: Network-based 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:



• Book version - Wilensky, U. (1999).GasLab: An extensible modeling toolkit for exploring micro- and macro-views of gases (HTML). In N. Roberts, W. Feurzeig, & B. Hunter (Eds.), Computer modeling and simulation in science education (pp. 151-178). Berlin: Springer Verlag.



• Journal version - Wilensky, U. (2003). Statistical mechanics for secondary school: The GasLab Modeling Toolkit. International Journal of Computers for Mathematical Learning, 8(1), 1-41. (special Issue on agent-based modeling).

1998

• Jacobson, M.J., Brecher, K., Clemens, M., Farrell, W., Kaput, J., Reisman, K., & Wilensky, U. (1998). Education in complex systems. In Y. Bar-Yam (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 role-playing activities. Journal of Learning Sciences, 7(2), 153-171.



• 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), 171-209.



• Short version - Wilensky, U., & Reisman, K.(1998)Learning biology through constructing and testing computational theories - An embodied modeling approach. In Y. Bar-Yam (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. Bar-Yam (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.

1997 and earlier

• Wilensky, U. (1997). What is normal anyway? Therapy for epistemological anxiety. Educational Studies in Mathematics, 33(2), 171-202. (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).Paradox, programming and learning probability. Journal of Mathematical Behavior, 14(2).



• Wilensky, U. (1996). Making sense of probability through paradox and programming. In Y. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world.. Mahwah, NJ: Lawrence Erlbaum Associates.



• 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 two-dimensional self-avoiding 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:

• Wilensky, U. (1993). Thesis - Connected Mathematics: Building Concrete Relationships with Mathematical Knowledge (Printable PDF)



• Wilensky, U. (1991). Abstract meditations on the concrete and concrete implications for mathematics education. In I. Harel & S. Papert (Eds.), Constructionism. Norwood, MA: Ablex Publishing.



• Brandes, A., & Wilensky, U. (1991). Treasureworld: An Environment for the Study and Exploration of Feedback. In I. Harel & S. Papert (Eds.), Constructionism. Norwood, MA: Ablex Publishing.