Mitchell J. Nathan
Affiliations: | Educational Psychology | University of Wisconsin, Madison, Madison, WI |
Area:
Educational Psychology Education, Cognitive PsychologyGoogle:
"Mitchell Nathan"Children
Sign in to add trainee| Timothy C. Boester | grad student | 2008 | UW Madison |
| Suyeon Kim | grad student | 2010 | UW Madison |
| Chelsea V. Martinez | grad student | 2012 | UW Madison |
| Joseph E Michaelis | grad student | 2013-2019 |
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Publications
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| Nathan MJ. (2023) Disembodied AI and the limits to machine understanding of students' embodied interactions. Frontiers in Artificial Intelligence. 6: 1148227 |
| Abrahamson D, Nathan MJ, Williams-Pierce C, et al. (2020) The Future of Embodied Design for Mathematics Teaching and Learning Frontiers in Education. 5 |
| Nathan MJ, Yeo A, Boncoddo R, et al. (2019) Teachers’ attitudes about gesture for learning and instruction Gesture. 18: 31-56 |
| Walkington C, Woods D, Nathan MJ, et al. (2019) Does restricting hand gestures impair mathematical reasoning Learning and Instruction. 64: 101225 |
| Walkington C, Chelule G, Woods D, et al. (2019) Collaborative gesture as a case of extended mathematical cognition The Journal of Mathematical Behavior. 55: 100683 |
| Pier EL, Walkington C, Clinton V, et al. (2019) Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices Contemporary Educational Psychology. 58: 44-57 |
| Alibali MW, Nathan MJ, Boncoddo R, et al. (2019) Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse Zdm. 51: 347-360 |
| Fyfe ER, Nathan MJ. (2018) Making “concreteness fading” more concrete as a theory of instruction for promoting transfer Educational Review. 71: 403-422 |
| Yeo A, Ledesma I, Nathan MJ, et al. (2017) Teachers' gestures and students' learning: sometimes "hands off" is better. Cognitive Research: Principles and Implications. 2: 41 |
| Nathan MJ, Walkington C. (2017) Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language. Cognitive Research: Principles and Implications. 2: 9 |