Publications
Alibali, M. W. & Nathan, M. J. (2007). Teachers' gestures as a means of scaffolding students' understanding: Evidence from an early algebra lesson. In Goldman, R., Pea, R., Barron, B. J., and Derry, S. (Eds.) Video Research in the Learning Sciences (pp. 349–365). Mah Wah, NJ: Erlbaum. Nathan, M. J. & Kim, S. (2007). Pattern generalization with graphs and words: A cross-sectional and longitudinal analysis of middle school students’ representational fluency. Mathematical Thinking and Learning, 9(3), 193–219. Nathan, M. J. & Koellner, K. (2007). A framework for understanding and cultivating the transition from arithmetic to algebraic reasoning. Mathematical Thinking and Learning. 9(3), 179–192. Nathan, M. J. & Jackson, K. (2006). Reframing the role of Boolean classes in qualitative research from an embodied cognition perspective. In S. Barab, K. Hay, & D. Hickey (Eds.) Proceedings of the International Conference on the Learning Sciences (pp. 502–508). Mah Wah, NJ: Erlbaum. Koedinger, K. R. & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. Journal of the Learning Sciences, 13(2), 129–164. Nathan, M. J. & Petrosino, A. J. (2003). Expert blind spot among preservice teachers. American Educational Research Journal. 40(4), 905–928. Nathan, M. J. & Knuth, E. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction. 21(2), 175–207. Nathan, M. J. (2002). Mathematics Learning: Algebra. In James W. Guthrie (Ed.) Encyclopedia of Education, Second Edition (Vol. 5, pp. 1542–1545). New York: Macmillan Reference USA. Nathan, M. J., Long, S. D., & Alibali, M. W. (2002). The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of algebra textbooks. Discourse Processes, 33(1), 1-21. Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert blind spot: When content knowledge eclipses pedagogical content knowledge. In L. Chen et al. (Eds.), Proceedings of the Third International Conference on Cognitive Science. (pp. 644–648). Beijing, China: USTC Press. Nathan, M. J. & Robinson, C. (2001). Considerations of learning and learning research: Revisiting the “Media effects” debate. Journal of Interactive Learning Research, 12, 69–88. (formerly Journal of Artificial Intelligence and Education). Nathan, M. J., and Koedinger, K. R. (2000). An investigation of teachers’ beliefs of students’ algebra development. Cognition and Instruction, 18(2), 209–237. Nathan, M. J., and Koedinger, K. R. (2000). Teachers’ and researchers’ beliefs about the development of algebraic reasoning. Journal for Research in Mathematics Education, 31, 168–190. Nathan, M. J., and Koedinger, K. R. (2000). Moving beyond teachers' intuitive beliefs about algebra learning. Mathematics Teacher, 93, 218–223. Nathan, M. J. (1998). The impact of theories of learning on learning environment design. Interactive Learning Environments, 5, 135–160. Cognition and Technology Group at Vanderbilt (1997). The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development. Mah Wah, NJ: Erlbaum. Nathan, M. J., Bransford, J. D., Brophy, S., Garrison, S., Goldman, S. R., Kantor, R. J., Vye, N., J., & Williams, S. (1994). Multimedia journal articles: Promises, pitfalls and recommendations. Educational Media International, 31, 265-273 Tabachneck, H. T., Koedinger, K., & Nathan, M. J. (1994). Toward a theoretical account of strategy use and sense-making in mathematics problem solving. Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society (pp. 836–841). Hillsdale, N.J.: Erlbaum. Kintsch, W., Britton, B.K., Fletcher, C.R., Kintsch, E., Mannes, S.M., & Nathan, M.J. (1993). A comprehension-based approach to learning and understanding. The Psychology of Learning and Motivation, 30, 165–214. Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra word problem comprehension and its implications for the design of computer learning environments. Cognition and Instruction, 9(4). 329–389. Magee, M. and Nathan, M. (1987). A viewpoint-independent modeling approach to object recognition. IEEE Journal of Robotics and Automation, 3(4). 351–356.References
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