Key research publications on Embodied Design

Abrahamson, D., Shayan, S., Bakker, A., & Van der Schaaf, M. (2016). Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action. Human Development, 58(4-5), 218–224. doi:10.1159/000443153

Alberto, R., Shvarts, A., Drijvers, P., & Bakker, A. (2022). Action-based embodied design for mathematics learning: A decade of variations on a theme. International Journal of Child-Computer Interaction, 32, 100419. https://doi.org/10.1016/j.ijcci.2021.100419

Alberto, R., van Helden, G., & Bakker, A. (2022). Action-Based Embodied Design for Proportions: From the Laboratory to the Classroom. Implementation and Replication Studies in Mathematics Education, 2(2), 174-207. https://doi.org/10.1163/26670127-bja10008

Bos, R., Doorman, M., Drijvers, P., Shvarts, A. (2022) Embodiment through augmented reality: the case of the gradient. Teaching Mathematics and its Applications, 41(2), 125–141.

Duijzer, C. A. C. G., 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, 1–19. doi:10.3389/fpsyg.2017.00144

Boels, L., & Shvarts, A. (2023). Introducing density histograms to Grades 10 and 12 students. Design and tryout of an intervention inspired by embodied instrumentation. In G. F. Burrill, L. de Oliveria Souza & E. Reston (Eds.) Research on reasoning with data and statistical thinking: International perspectives. Advances in Mathematics Education (pp. 143–167). Springer. https://doi.org/10.1007/978-3-031-29459-4_14

Boonstra K, Kool M, Shvarts A and Drijvers P (2023) Theories and practical perspectives on fostering embodied abstraction in primary school geometry education. Frontiers in Education,  8, 1162681. https://doi.org/10.3389/feduc.2023.1162681

Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning. ZDM – Mathematics Education, 52, 1307–1331.

Flood, V. J., Shvarts, A., & Abrahamson, D. (2022). Responsive Teaching for Embodied Learning with Technology. In Movement Matters (pp. 179–196). The MIT Press. https://doi.org/10.7551/mitpress/13593.003.0020

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, 11,  1136. https://doi.org/10.3389/fpsyg.2020.01136

Shayan, S., Abrahamson, D., Bakker, A., Duijzer, A. C. G., & Van der Schaaf, M. F. (2017). Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity. In C. A. Was, F. J. Sansosti, & B. J. Morris (Eds.), Eye-tracking technology applications in educational research (pp. 166-194). Hershey, PA: IGI Global.

Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2021). Embodied instrumentation in mathematics learning as the genesis of a body-artifact functional system. Educational Studies in Mathematics, 107, 447–469. https://doi.org/10.1007/s10649-021-10053-0

Shvarts, A., & Abrahamson, D. (2023). Coordination Dynamics of Semiotic Mediation: A Functional Dynamic Systems Perspective on Mathematics Teaching/Learning. Constructivist Foundations, 18(2), 220–234. https://constructivist.info/18/2/220.shvarts

Shvarts, A., & Abrahamson, D. (2023). Authors’ Response: From 20th-Century Dialectics and Deconstruction to 21st-Century Transformative Monism. Constructivist Foundations, 18(2), 253–258. https://constructivist.info/18/2/253.shvarts

Shvarts, A., & Abrahamson, D. (2019). Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture and Social Interaction, 22, 100316. https://doi.org/10.1016/J.LCSI.2019.05.003

Shvarts, A., van Helden, G. (2023) Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph Mathematical Thinking and Learning, 25(4), 409–437, https://doi.org/10.1080/10986065.2021.1983691

Wei, H., Bos, R., & Drijvers, P. (2023). An embodied approach to abstract functional thinking using digital technology: A systematic literature review. The International Journal for Technology in Mathematics Education, 20(2), 75–92. https://doi.org/10.1564/tme_v30.2.2

Wei, H., Bos, R., & Drijvers, P. (in press). Developing functional thinking: From concrete to abstract through an embodied design. Digital Experiences in Mathematics Education.

Professional publications:

Alberto R., Bos R. (2019) Het FIzier gericht op… Embodied cognition in wiskundeonderwijs Euclides,  95(5), 4–6. (link)

Shvarts, A. (2022). Leer wiskunde zoals je leert fietsen – Een embodied benadering van onderwijstechnologieën. Euclides, 97(4), 48–52 (link)

van Leendert, A. J. M., & Doorman, L. M. (2016). Het FIzier gericht op… Wiskundige expressies voor braille-afhankelijke leerlingen. Euclides, 91(7), 22–24 (link)

Conference contributions:

Alberto, R. A., Bakker, A., Walker-van Aalst, O., Boon, P., & Drijvers, P. (2019). 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). Utrecht, The Netherlands: Utrecht University.

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 11^th Congress of the European Society for Research in Mathematics Education (CERME). Utrecht: Utrecht University.

Boels, L. (2021). Designing embodied tasks in statistics education for Grade 10–12.  Extended paper presented at: The 14th International Congress on Mathematical Education, Shanghai, China. (8 p.)

Boels, L., Alberto, R. & Shvarts, A. (2023). Actions behind mathematical concepts: A logical-historical analysis. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 5083–5090). Alfréd Rényi Institute of Mathematics and ERME. https://hal.science/hal-04420753/document

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). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02436279v1

Johnson, H. L., Shvarts, A., & Smith, A. (2021). A joint embodied and simulation design for graphing: coordinating distances that change together. Paper presented at 14th International Congress on Mathematical Education, Shanghai, China.

Ou, L., Andrade, A., Alberto, R., van Helden, G., & Bakker, A. (2020, March). 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).

Palatnik, A., Abrahamson, D., Baccaglini-Frank, A., Ng, O., Shvarts, A., & Swidan, O. (2023). Theory and practice of designing embodied mathematics learning. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, pp. 159–189). PME 46. (link)

Shvarts A., Zenger L., Dynamic visualization and embodied design for trigonometry learning: looking or doing? In M. Ayalon, B. Koichu, R. Leikin, L. Rubel., & M. Tabach (Eds.). (2023). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 4, pp. 211-219). PME 46. (link)

Shvarts, A., van Helden, G. (2021) Embodied design versus dynamic visualization: Benefits for a far transfer problem solving in trigonometry. In Reflecting the Past and Embracing the Future. Proceedings of ISLS Annual Meeting on Learning Sciences, 7-11^th of of June, 2021, Bochum, Germany. (link)

Shvarts A., Doorman, M., Alberto, R. (2022) Concrete-abstract-new-concrete: Freudenthal and Davydov in advancing embodied design framework. In: Twelfth Congress of the European Society for Research in Mathematics Education (CERME12_, Bozen-Bolzano, Italy. https://hal.science/hal-03749358/document

Shvarts A., Alberto A., (2021) Melting cultural artifacts back to personal actions: embodied design for a sine graph, In Inprasitha, M, Changsri, N., & Boonsena, N. (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 38-46. Khon Kaen, Thailand: PME.

Shvarts, A., Alberto, R., Bakker, A., Doorman M., Drijvers P., (2020) Embodied instrumentation: Reification of sensorimotor activity into a mathematical artifact. Proceedings of the 14th International Conference on Technology in Mathematics Teaching (ICTMT), Germany, Essen

Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2019). Embodied collaboration to foster instrumental genesis in mathematics. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 660–663). Lyon, France: International Society of the Learning Sciences.

Shvarts A. (2019) Theory, methodology and design as an insightful bundle: A case of dual eye-tracking the student-tutor collaboration on an embodied mathematical task. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds), Proceedings of the 11^th Congress of the European Society for Research in Mathematics Education (CERME). Utrecht: Utrecht University.

Other related publications:

Boels, L. (2023). Histograms. An educational eye [Dissertation]. Utrecht University. https://dspace.library.uu.nl/handle/1874/430641

Boels, L. (2023). Reflections on gaze data in statistics education. Teaching Statistics, 45, S40–S51. https://doi.org/10.1111/test.12340

Boels, L., & Van Dooren, W. (2023). Secondary school students interpreting and comparing dotplots: An eye-tracking study. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, (pp. 123–130). PME. Haifa, Israel.

Boels, L., Bakker, A., & Drijvers, P. (2019). Eye tracking secondary school students’ strategies when interpreting statistical graphs. In M. Graven, H. Venkat, A.A. Essien, & P. Vale (Eds.). Proceedings of the Forty-third Conference of the International Group for the Psychology of Mathematics Education, 2, (pp. 113–120). Pretoria, South-Africa: PME.  http://www.igpme.org/publications/

Boels, L., Bakker, A., & Drijvers, P. (2019). Unravelling teachers’ strategies when interpreting histograms: an eye-tracking study. 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. 888–895). Utrecht, The Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf (or: https://hal.archives-ouvertes.fr/hal-02411575/document )

Boels, L., Bakker, A., Van Dooren, W., & Drijvers, P. (2019). Conceptual difficulties when interpreting histograms: A review. Educational Research Review, 28, Article 100291, 26 p. https://doi.org/10.1016/j.edurev.2019.100291

Boels, L., Ebbes, R., Bakker, A., Van Dooren, W., & Drijvers, P. (2018). Revealing conceptual difficulties when interpreting histograms: an eye-tracking study. Invited paper, refereed. In M. A. Sorto, A. White, & L. Guyot (Eds.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics, pp. ­1­­–4, Kyoto, Japan. Voorburg, The Netherlands: International Statistical Institute. https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_8E2.pdf

Van Leendert, A., Boonstra L. G., Doorman, M., Drijvers, P., van der Steen, J., & Pel. J. (2021). An Exploratory Study to Improve Reading and Comprehending Mathematical Expressions in Braille. British Journal of Visual Impairment.

Van Leendert, A., Doorman, M., Drijvers, P., Pel, J., & Van der Steen, J. (2021). Teachers’ Skills and Knowledge in Mathematics Education for Braille Readers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09525-2.

Van Leendert, A. J. M., Doorman, L. M. Drijvers, P. H. M. Pel, J., & Van der Steen, J. (2019). An Exploratory Study of Reading Mathematical Expressions by Braille Readers. Journal of Visual Impairment and Blindness, 113(1), 68–80. https://doi.org/10.1177/0145482X18822024.

Van Leendert, A. J. M., Doorman, L. M., Drijvers, P. H. M., Pel, J., & Steen, J. V. D. (2021). Supporting braille readers in mathematical practices using the braille display in coordination with the speech synthesizer. Journal of the International Association of Special Education, 20(1), 20–31.

Van Leendert, A. J. M., Doorman, L. M., Drijvers, P. H. M., Pel, J., & Van der Steen, J. (2022). Towards a universal mathematical braille notation. Journal of Visual Impairment and Blindness.

Master Thesis from previous students in the project:

Duijzer, Carolien. (2015). How Perception Guides Cognition: Insights from Embodied Interaction with a Tablet Application for Proportions – An Eye-Tracking Study. (Unpublished Master Thesis). Utrecht University.

Cuiper, Anne-Ciska. (2015). Vocational students’  search patterns while solving a digital proportion task of the Mathematical Imagery Trainer For Proportions application. (Unpublished Master Thesis). Utrecht University.

Veugen, Marijke. (2016). Defining Mathematical Proportional Embodied Learning Within Eye Tracking Measurements. (Unpublished Master Thesis). Utrecht University.

Boven, Loes. (2017). Coordination of Action and Perception Processes in an Orthogonal Proportion Tablet Task. (Unpublished Master Thesis). Utrecht University.