Author D. Abrahamson
Dor Abrahamson earned a PhD in Learning Sciences from Northwestern University, 2004. He is Professor at the Graduate School of Education, University of California Berkeley, where he runs the Embodied Design Research Laboratory, A design-based researcher of mathematics cognition, teaching, and learning, Abrahamson develops and evaluates theoretical models of conceptual learning by analyzing empirical data collected during technological implementations of his innovative pedagogical design for intersectionally diverse mathematics students. Drawing on enactivist philosophy, dynamic systems theory, and sociocultural perspectives, the lab employs multimodal learning-analytics, cognitive-anthropology

Publications Found: 7 · Show All Abstracts

Abrahamson D. (2021) Enactivist How? Rethinking Metaphorizing as Imaginary Constraints Projected on Sensorimotor Interaction Dynamics. Constructivist Foundations 16(3): 275–278. Fulltext at
Abrahamson D. (2021) Grasp actually: An evolutionist argument for enactivist mathematics education. Human Development, online first. Fulltext at
Abrahamson D. & Trninic D. (2015) Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. ZDM Mathematics Education 47(2): 295–306. Fulltext at
Abrahamson D., Dutton E. & Bakker A. (2021) Towards an enactivist mathematics pedagogy. In: Stolz S. A. (ed.) The body, embodiment, and education: An interdisciplinary approach. Routledge, New York: in press.
Abrahamson D., Nathan M. J., Williams-Pierce C., Walkington C., Ottmar E. R., Soto H. & Alibali M. W. (2020) The future of embodied design for mathematics teaching and learning. Frontiers in Education 5: 147. Fulltext at
Hutto D. D., Kirchhoff M. D. & Abrahamson D. (2015) The enactive roots of STEM: Rethinking educational design in mathematics. Educational Psychology Review 27(3): 371–389. Fulltext at
Morgan P. & Abrahamson D. (2016) Cultivating the ineffable: The role of contemplative practice in enactivist learning. For the Learning of Mathematics 36(3): 31–37. Fulltext at
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