Works matching AU Nathan, Mitchell J.

Results: 41

Navigating Spatial Ability for Mathematics Education: a Review and Roadmap.

Published in:

Educational Psychology Review, 2024, v. 36, n. 3, p. 1, doi. 10.1007/s10648-024-09935-5

By:

Schenck, Kelsey E.;
Nathan, Mitchell J.

Publication type:

Article

Middle School Students' Conceptual Understanding of Equations: Evidence from Writing Story Problems.

Published in:

International Journal of Educational Psychology, 2014, v. 3, n. 3, p. 235, doi. 10.4471/ijep.2014.13

By:

Alibali, Martha W.;
Stephens, Ana C.;
Brown, Alayna N.;
Kao, Yvonne S.;
Nathan, Mitchell J.

Publication type:

Article

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive-user Interface Help?

Published in:

Applied Cognitive Psychology, 2016, v. 30, n. 3, p. 440, doi. 10.1002/acp.3223

By:

Clinton, Virginia;
Morsanyi, Kinga;
Alibali, Martha W.;
Nathan, Mitchell J.

Publication type:

Article

Expert Blind Spot Among Preservice Teachers.

Published in:

American Educational Research Journal, 2003, v. 40, n. 4, p. 905, doi. 10.3102/00028312040004905

By:

Nathan, Mitchell J.;
Petrosino, Anthony

Publication type:

Article

Learning from an avatar video instructor: The role of gesture mimicry.

Published in:

Gesture, 2020, v. 19, n. 1, p. 128, doi. 10.1075/gest.18019.ves

By:

Vest, Nicholas A.;
Fyfe, Emily R.;
Nathan, Mitchell J.;
Alibali, Martha W.

Publication type:

Article

Teachers' attitudes about gesture for learning and instruction.

Published in:

Gesture, 2019, v. 18, n. 1, p. 31, doi. 10.1075/gest.00032.nat

By:

Nathan, Mitchell J.;
Yeo, Amelia;
Boncoddo, Rebecca;
Hostetter, Autumn B.;
Alibali, Martha W.

Publication type:

Article

Students learn more when their teacher has learned to gesture effectively.

Published in:

Gesture, 2013, v. 13, n. 2, p. 210, doi. 10.1075/gest.13.2.05ali

By:

Alibali, Martha W.;
Young, Andrew G.;
Crooks, Noelle M.;
Yeo, Amelia;
Wolfgram, Matthew S.;
Ledesma, Iasmine M.;
Nathan, Mitchell J.;
Breckinridge Church, Ruth;
Knuth, Eric J.

Publication type:

Article

How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis.

Published in:

Cognition & Instruction, 2014, v. 32, n. 1, p. 65, doi. 10.1080/07370008.2013.858161

By:

Alibali, Martha W.;
Nathan, Mitchell J.;
Wolfgram, Matthew S.;
Church, R. Breckinridge;
Jacobs, Steven A.;
Johnson Martinez, Chelsea;
Knuth, Eric J.

Publication type:

Article

Regulation of Teacher Elicitations in the Mathematics Classroom.

Published in:

Cognition & Instruction, 2009, v. 27, n. 2, p. 91, doi. 10.1080/07370000902797304

By:

Nathan, Mitchell J.;
Kim, Suyeon

Publication type:

Article

A Study of Whole Classroom Mathematical Discourse and Teacher Change.

Published in:

Cognition & Instruction, 2003, v. 21, n. 2, p. 175, doi. 10.1207/S1532690XCI2102_03

By:

Nathan, Mitchell J.;
Knuth, Eric J.

Publication type:

Article

An Investigation of Teachers' Beliefs of Students' Algebra Development.

Published in:

Cognition & Instruction, 2000, v. 18, n. 2, p. 209, doi. 10.1207/S1532690XCI1802_03

By:

Nathan, Mitchell J.;
Koedinger, Kenneth R.

Publication type:

Article

A Theory of Algebra-Word-Problem Comprehension and Its Implications for the Design of Learning Environments.

Published in:

Cognition & Instruction, 1992, v. 9, n. 4, p. 329, doi. 10.1207/s1532690xci0904_2

By:

Nathan, Mitchell J.;
Kintsch, Walter;
Young, Emilie

Publication type:

Article

Preservice Elementary Teachers' Views of Their Students' Prior Knowledge of Science.

Published in:

Journal of Research in Science Teaching, 2008, v. 45, n. 4, p. 497, doi. 10.1002/tea.20229

By:

Otero, Valerie K.;
Nathan, Mitchell J.

Publication type:

Article

Unresolved Contradiction as a Condition for Promoting Socially Mediated Learning.

Published in:

2009

By:

Nathan, Mitchell J.

Publication type:

Opinion

Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help?

Published in:

Journal of Experimental Education, 2016, v. 84, n. 3, p. 579, doi. 10.1080/00220973.2015.1048847

By:

Clinton, Virginia;
Alibali, Martha W.;
Nathan, Mitchell J.

Publication type:

Article

Action Predictions Facilitate Embodied Geometric Reasoning.

Published in:

Cognitive Science, 2025, v. 49, n. 3, p. 1, doi. 10.1111/cogs.70055

By:

Xia, Fangli;
Nathan, Mitchell J.;
Schenck, Kelsey E.;
Swart, Michael I.

Publication type:

Article

The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning.

Published in:

Cognitive Science, 2022, v. 46, n. 9, p. 1, doi. 10.1111/cogs.13180

By:

Walkington, Candace;
Nathan, Mitchell J.;
Wang, Min;
Schenck, Kelsey

Publication type:

Article

Trade-Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving.

Published in:

Cognitive Science, 2008, v. 32, n. 2, p. 366, doi. 10.1080/03640210701863933

By:

Koedinger, Kenneth R.;
Alibali, Martha W.;
Nathan, Mitchell J.

Publication type:

Article

Multimodal analysis of interaction data from embodied education technologies.

Published in:

Educational Technology Research & Development, 2024, v. 72, n. 5, p. 2565, doi. 10.1007/s11423-023-10254-9

By:

Walkington, Candace;
Nathan, Mitchell J.;
Huang, Wen;
Hunnicutt, Jonathan;
Washington, Julianna

Publication type:

Article

Materialist epistemology lends design wings: educational design as an embodied process.

Published in:

Educational Technology Research & Development, 2021, v. 69, n. 4, p. 1925, doi. 10.1007/s11423-020-09856-4

By:

Nathan, Mitchell J.;
Swart, Michael I.

Publication type:

Article

Your body tells how you engage in collaboration: Machine‐detected body movements as indicators of engagement in collaborative math knowledge building.

Published in:

British Journal of Educational Technology, 2024, v. 55, n. 5, p. 1950, doi. 10.1111/bjet.13473

By:

Sung, Hanall;
Nathan, Mitchell J.

Publication type:

Article

Unraveling temporally entangled multimodal interactions: investigating verbal and nonverbal contributions to collaborative construction of embodied math knowledge.

Published in:

International Journal of Educational Technology in Higher Education, 2025, v. 22, n. 1, p. 1, doi. 10.1186/s41239-025-00504-6

By:

Sung, Hanall;
Nathan, Mitchell J.

Publication type:

Article

Unraveling temporally entangled multimodal interactions: investigating verbal and nonverbal contributions to collaborative construction of embodied math knowledge.

Published in:

International Journal of Educational Technology in Higher Education, 2025, v. 22, n. 1, p. 1, doi. 10.1186/s41239-025-00504-6

By:

Sung, Hanall;
Nathan, Mitchell J.

Publication type:

Article

Coordinating modalities of mathematical collaboration in shared VR environments.

Published in:

International Journal of Computer-Supported Collaborative Learning, 2023, v. 18, n. 2, p. 163, doi. 10.1007/s11412-023-09397-x

By:

Huang, Wen;
Walkington, Candace;
Nathan, Mitchell J.

Publication type:

Article

'Your comments are meaner than your score': score calibration talk influences intra- and inter-panel variability during scientific grant peer review.

Published in:

Research Evaluation, 2017, v. 26, n. 1, p. 1, doi. 10.1093/reseval/rvw025

By:

Pier, Elizabeth L.;
Raclaw, Joshua;
Kaatz, Anna;
Brauer, Markus;
Carnes, Molly;
Nathan, Mitchell J.;
Ford, Cecilia E.

Publication type:

Article

Making "concreteness fading" more concrete as a theory of instruction for promoting transfer.

Published in:

Educational Review, 2019, v. 71, n. 4, p. 403, doi. 10.1080/00131911.2018.1424116

By:

Fyfe, Emily R.;
Nathan, Mitchell J.

Publication type:

Article

Inference making and learning from text via embodied situation models: extending Kintsch's legacy.

Published in:

Discourse Processes, 2024, v. 61, n. 6/7, p. 319, doi. 10.1080/0163853X.2024.2362030

By:

Nathan, Mitchell J.

Publication type:

Article

The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks.

Published in:

Discourse Processes, 2002, v. 33, n. 1, p. 1, doi. 10.1207/S15326950DP3301_01

By:

Nathan, Mitchell J.;
Long, Scott D.;
Alibali, Martha W.

Publication type:

Article

Learning sciences.

Published in:

WIREs: Cognitive Science, 2010, v. 1, n. 2/3, p. 329, doi. 10.1002/wcs.54

By:

Nathan, Mitchell J.;
Wagner Alibali, Martha

Publication type:

Article

BOOK REVIEW: Reflecting on the Role of the Hand, Head, and Soul of America: The Mind at Work.

Published in:

2006

By:

Nathan, Mitchell J.

Publication type:

Book Review

Enriching the brain: How to maximize every learner's potential.

Published in:

2007

By:

Nathan, Mitchell J.

Publication type:

Book Review

Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration.

Published in:

Journal of Educational Research, 2017, v. 110, n. 3, p. 272, doi. 10.1080/00220671.2017.1287046

By:

Nathan, Mitchell J.;
Wolfgram, Matthew;
Srisurichan, Rachaya;
Walkington, Candace;
Alibali, Martha W.

Publication type:

Article

INTRODUCTION: A Framework for Understanding and Cultivating the Transition from Arithmetic to Algebraic Reasoning.

Published in:

Mathematical Thinking & Learning, 2007, v. 9, n. 3, p. 179, doi. 10.1080/10986060701360852

By:

Nathan, Mitchell J.;
Koellner, Karen

Publication type:

Article

Pattern Generalization with Graphs and Words: A Cross-Sectional and Longitudinal Analysis of Middle School Students' Representational Fluency.

Published in:

Mathematical Thinking & Learning, 2007, v. 9, n. 3, p. 193, doi. 10.1080/10986060701360886

By:

Nathan, Mitchell J.;
Sunae Kim

Publication type:

Article

Multimedia Journal Articles: Promises, Pitfalls and Recommendations.

Published in:

Educational Media International, 1994, v. 31, n. 4, p. 265, doi. 10.1080/0952398940310412

By:

Nathan, Mitchell J.;
Bransford, John;
Brophy, Sean;
Garrison, Steven;
Goldman, Susan R.;
Kantor, Ronald J.;
Vye, Nancy;
Williams, Susan

Publication type:

Article

Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures.

Published in:

Journal of the Learning Sciences, 2012, v. 21, n. 2, p. 247, doi. 10.1080/10508406.2011.611446

By:

Alibali, Martha W.;
Nathan, Mitchell J.

Publication type:

Article

To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom.

Published in:

Journal of the Learning Sciences, 2007, v. 16, n. 4, p. 523, doi. 10.1080/10508400701525238

By:

Nathan, Mitchell J.;
Eilam, Billie;
Kim, Suyeon

Publication type:

Article

The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning.

Published in:

Journal of the Learning Sciences, 2004, v. 13, n. 2, p. 129, doi. 10.1207/s15327809jls1302_1

By:

Koedinger, Kenneth R.;
Nathan, Mitchell J.

Publication type:

Article

Building Cohesion Across Representations: A Mechanism for STEM Integration.

Published in:

Journal of Engineering Education, 2013, v. 102, n. 1, p. 77, doi. 10.1002/jee.20000

By:

Nathan, Mitchell J.;
Srisurichan, Rachaya;
Walkington, Candace;
Wolfgram, Matthew;
Williams, Caro;
Alibali, Martha W.

Publication type:

Article

Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers.

Published in:

Journal of Engineering Education, 2010, v. 99, n. 4, p. 409, doi. 10.1002/j.2168-9830.2010.tb01071.x

By:

NATHAN, MITCHELL J.;
TRAN, NATALIE A.;
ATWOOD, AMY K.;
PREVOST, AMY;
PHELPS, L. ALLEN

Publication type:

Article

Pre-College Engineering Studies: An Investigation of the Relationship Between Pre-college Engineering Studies and Student Achievement in Science and Mathematics.

Published in:

Journal of Engineering Education, 2010, v. 99, n. 2, p. 143, doi. 10.1002/j.2168-9830.2010.tb01051.x

By:

TRAN, NATALIE A.;
NATHAN, MITCHELL J.

Publication type:

Article