Publications and Related Work
Shvarts, A., & van Helden, G. (2022). Embodied learning at a distance: From sensory-motor experience to constructing and understanding a sine graph. Mathematical Thinking and Learning, 1-29.
Shvarts, A., Doorman, M., & Alberto, R. (2022). Concrete-abstract-new-concrete: Freudenthal and Davydov in advancing embodied design framework. The Twelfth Congress of the European Society for Research in Mathematics Education.
Bos, R., Doorman, M., Drijvers, P., & Shvarts, A. (2022). Embodied design using augmented reality: the case of the gradient. Teaching Mathematics and its Applications: An International Journal of the IMA, 41(2), 125-141.
Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (2021). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, 100419.
Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2021). Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system. Educational Studies in Mathematics, 107(3), 447–469.
Shvarts, A., & Alberto, R. (2021). Melting cultural artifacts back to personal actions: Embodied design for a sine graph. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 38–46). PME.
Abdu, R., van Helden, G., Alberto, R., & Bakker, A. (2021). Multimodal dialogue in small-group mathematics learning. Learning, Culture and Social Interaction, 29, 100491.
Ou, L., Andrade, A., Alberto, R. A., Bakker, A. & Bechger, T. (2020). Identifying qualitative between-subject and within-subject variability: A method for clustering regime-switching dynamics. Frontiers in Psychology.
Ou, L., Andrade, A., Alberto, R., van Helden, G., & Bakker, A. (2020). Using a cluster-based regime-switching dynamic model to understand embodied mathematical learning. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (pp. 496-501).
Alberto, R., & Bos, R.D. (2020). Het FIzier gericht op … Embodied cognition in wiskundeonderwijs. Euclides, 95(5), 4–6.
Alberto, R. A., Bakker, A., Walker-van Aalst, O., Boon, P., & Drijvers, P. (2020). Networking theories in design research: An embodied instrumentation case study in trigonometry. In U. T. Jankvist, M. H. A. M. v. d. Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11) (pp. 3088–3095). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Shvarts, A., Alberto, R., Bakker, A., Doorman M., Drijvers P. (2020). Embodied instrumentation: Reification of sensorimotor activity into a mathematical artifact. In B. Barzel, R. Bebernik, L. Göbel, M. Pohl, H. Ruchniewicz, F. Schacht, & D. Thurm (Eds.), Proceedings of the 14th International Conference on Technology in Mathematics Teaching (pp. 127–128). Universität Duisburg-Essen.
Drijvers, P. (2019). Embodied instrumentation: combining different views on using digital technology in mathematics education. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 8–28). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Bakker, A., Shvarts, A., & Abrahamson, D. (2019). Generativity in design research: The case of developing a genre of action-based mathematics learning activities. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3096–3103). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
van Helden, G., Alberto, R., & Bakker, A. (2019). Verhoudingen doorgronden. Belichaamd ontwerp in de rekenles. Volgens Bartjens, 39(2),4-7.
Shvarts, A.Y., Alberto, R.A., Bakker, A., Doorman, L.M. & Drijvers, P.H.M. (2019). Embodied collaboration to foster instrumental genesis in mathematics. International Conference on Computer Supported Collaborative Learning, 660-663.
Bakker, A., Abrahamson, D., & Alberto, R. A. (August 2018). The interplay of theory and methods in embodied design research. In Bikner-Ahsbahs, A., & (Chair), R. Lehrer (Discussant), Bakker, A. (Organizer). How methodology and theory push each other forward [symposium]. EARLI SIG 17&25 conference, Cambridge, UK.
Abrahamson, D., & Bakker, A. (2018). An ecological dynamics view on movement-based mathematics learning: on the emergence of sensorimotor schemes in sociocultural settings. In D. Abrahamson (Chair), O. Lindwall (Discussant), & A. Andrade (Org.), Moving forward: In search of synergy across diverse views on the role of physical movement in design for STEM education [symposium]. In J. Kay & R. Luckin (Eds.), “Rethinking learning in the digital age: Making the Learning Sciences count,” Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018). London: International Society of the Learning Sciences.
Van der Schaaf, M. F., Bakker, A., & Ten Cate, O. (2018). When I say…embodied cognition. Medical Education.
Duijzer, C. A., Shayan, S., Bakker, A., Van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition. Frontiers in Psychology, 8.
Abrahamson, D., & Bakker, A. (2016). Making sense of movement in embodied design for mathematics learning. Cognitive Research: Principles and Implications, 1(1), 33.
Abrahamson, D., Shayan, S., Bakker, A., & Van Der Schaaf, M. (2015). Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action. Human Development, 58(4-5), 218-244.
‘An enactive approach to language and mathematics‘ (‘Woorden en getallen zonder franjes. Een enactieve benadering van taal en wiskunde’) is a FWO/NWO research project of prof. dr. E. Myin (University of Antwerp) and prof. dr. F.A. Muller (Erasmus University Rotterdam). The aim of this project is to extend the Enactivist approach by showing how symbolic activities, in particular language and mathematics, can arise from embodied active engagement with the social environment, which currently presents the greatest challenge to Embodied and Embedded Cognition (EEC). More information in English…, in Dutch…
Numworx is a digital mathematics platform for learning mathematics using different interactive techniques and based on the principles of Realistic Mathematics Education (RME). More information…
Embodied Design Research Laboratory (EDRL) is a design-based research lab of the University of California Berkeley studying mathematical cognition and instruction by creating and evaluating theory-driven educational innovation using both traditional and cutting-edge media. More information…
TouchCounts is a research-and-development project of the Tangible Mathematics Learning Group at Simon Fraser University (Burnaby, Canada). In TouchCounts software, children use their fingers, eyes and ears to learn to count, add and subtract. By using simple gestures to create and manipulate their own numbers, children develop a strong number sense. More information…
Research project MAL (‘Multimodale Algebra Lernen’, learning algebra multimodally) is a joint project lead-managed by the University of Bremen’s TZI, with partners from Didactics in Mathematics at the University of Bremen, publishing house Westermann and Ubimax. The project aims to help students by allowing them to experience and grasp concepts with various senses. More information in English…, in German…