Embodiment and embodied design D Abrahamson, R Lindgren | 210 | 2014 |

Embodied design: Constructing means for constructing meaning D Abrahamson Educational Studies in Mathematics 70 (1), 27-47, 2009 | 167 | 2009 |

The Mathematical Imagery Trainer: from embodied interaction to conceptual learning M Howison, D Trninic, D Reinholz, D Abrahamson Proceedings of the SIGCHI Conference on Human Factors in Computing Systems …, 2011 | 146 | 2011 |

Learning is moving in new ways: The ecological dynamics of mathematics education D Abrahamson, R Sánchez-García Journal of the Learning Sciences 25 (2), 203-239, 2016 | 130 | 2016 |

Orchestrating semiotic leaps from tacit to cultural quantitative reasoning—the case of anticipating experimental outcomes of a quasi-binomial random generator D Abrahamson Cognition and Instruction 27 (3), 175-224, 2009 | 96 | 2009 |

Learning axes and bridging tools in a technology-based design for statistics D Abrahamson, U Wilensky International Journal of Computers for Mathematical Learning 12 (1), 23-55, 2007 | 96 | 2007 |

Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action D Abrahamson, D Trninic ZDM 47 (2), 295-306, 2015 | 94 | 2015 |

Understanding ratio and proportion as an example of the Apprehending Zone and Conceptual-Phase problem-solving models KC Fuson, D Abrahamson Handbook of mathematical cognition, 213-234, 2005 | 89 | 2005 |

Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds D Abrahamson International Journal of Child-Computer Interaction 2 (1), 1-16, 2014 | 86 | 2014 |

Coordinating visualizations of polysemous action: Values added for grounding proportion D Abrahamson, RG Lee, AG Negrete, JF Gutiérrez ZDM 46 (1), 79-93, 2014 | 75 | 2014 |

Toward an embodied-interaction design framework for mathematical concepts D Abrahamson, D Trninic Proceedings of the 10th International Conference on Interaction Design and …, 2011 | 74 | 2011 |

Hooks and shifts: a dialectical study of mediated discovery D Abrahamson, D Trninic, JF Gutiérrez, J Huth, RG Lee Technology, Knowledge and Learning 16 (1), 55-85, 2011 | 73 | 2011 |

The enactive roots of STEM: Rethinking educational design in mathematics DD Hutto, MD Kirchhoff, D Abrahamson Educational Psychology Review 27 (3), 371-389, 2015 | 71 | 2015 |

Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action D Abrahamson, S Shayan, A Bakker, M Van Der Schaaf Human Development 58 (4-5), 218-244, 2015 | 69 | 2015 |

Making sense of movement in embodied design for mathematics learning D Abrahamson, A Bakker Cognitive research: principles and implications 1 (1), 1-13, 2016 | 58 | 2016 |

Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics D Abrahamson North American Chapter of the International Group for the Psychology of …, 2004 | 58 | 2004 |

Fostering hooks and shifts: Tutorial tactics for guided mathematical discovery D Abrahamson, J Gutiérrez, T Charoenying, A Negrete, E Bumbacher Technology, Knowledge and Learning 17 (1-2), 61-86, 2012 | 55 | 2012 |

Touchscreen tablets: Coordinating action and perception for mathematical cognition CACG Duijzer, S Shayan, A Bakker, MF Van der Schaaf, D Abrahamson Frontiers in Psychology 8, 144, 2017 | 52 | 2017 |

Netlogo: Where we are, where we’re going P Blikstein, D Abrahamson, U Wilensky Proceedings of the annual meeting of Interaction Design and Children, Press 23, 2005 | 47 | 2005 |

Situating multimodal learning analytics M Worsley, D Abrahamson, P Blikstein, S Grover, B Schneider, ... | 44 | 2016 |