Research

Research

Publications

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  • Valero, J. (2025). Fractions schemes for solving fraction division problems in two preservice teachers. In Cornejo, C., Felmer, P., G´omez, D.M., Dartnell, P., Araya, P., Peri, A. & Randolph, V. (Eds.). Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions, (p. 405). PME. ISSN 3081-0833.
  • Humburg, M., Danish, J., Kim, Y., Hmelo-Silver, C., Dragnić-Cindrić, D., Ryan, Z., ... & Lester, J. (2025). SciStory: Designing AI-Supported Inquiry in Science Learning Games. International Journal of Designs for Learning, 16(2).
  • Johnson, V., Kadirova, D., Kim, H., Chartrand, G., Boling, E. (2026, March). Capturing Learners’ Lived Experiences for Audience Analysis: Making Design Decisions Using Student Data. [Roundtable Session]. Society for Information Technology and Teacher Education (SITE) Conference, Philadelphia, PA, United States. https://www.learntechlib.org/p/2129576/
  • Valero, J. & Hackenberg, A. (2025). Reversible partitive fraction scheme in a PST: The case of Annie. In Zbiek, R. M., Yao, X., McCloskey, A., & Arbaugh, F. (Eds.). Proceedings of the 47th. Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 837-841). Pennsylvania State University. https://doi.org/ 10.51272/pmena.47.2025
  • Valero, J., Jeon, M., Tillema, E., Duarte, M., & Yavuz, S. (2025). Teacher’s practices that promote generalizing activity through classroom discussion. In Cornejo, C., Felmer, P., Gómez, D.M., Dartnell, P., Araya, P., Peri, A. & Randolph, V. (Eds.). Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: General Contributions, (p. 337). PME. ISSN 3081-0833
  • Chakraburty, S., Hmelo‐Silver, C., Glazewski, K., Leftwich, A., Svetina Valdivia, D., Mott, B., & Lester, J. (2026). Step‐by‐step towards understanding artificial intelligence: A scaffolded learning progression for young learners. British Journal of Educational Technology.
  • Esiason, J., Khare, P., Aguiar, C., Carpenter, D., Min, W., Lee, S.,Ozogul, G., & Lester, J. (2026, March). An Explanation-Based Classroom Response System for Real-Time Analysis of Undergraduate Students’ Natural Language Explanations. In Proceedings of the AAAI Conference on Artificial Intelligence. 40(48), 40822-40830.
  • Esiason, J., Min, W., Lee, S., Ozogul, G., Zheng, X., Jeong, Y., & Lester, J. (2026, February). Topic-Level Feedback Summarization for an Explanation-Based Classroom Response System. In Proceedings of the 57th ACM Technical Symposium on Computer Science Education V. 2 (pp. 1325-1326).
  • Ozogul, G., Zheng, X., Min, W., Lee, S., Carpenter, D., & Lester, J. (2025). Towards AI-Enhanced Classroom Response System Eliciting Self-Explanations in Computer Science Courses. The Journal of Applied Instructional Design, 14(2), 336-343.
  • Hickey, D. T., Luo, Q. M., & Lam, C. (2025). A stridently situative perspective on inclusive engagement and assessment. In G. A. D. Liem, J. Fredricks, & Z. Y. Wong (Eds.), Sociocultural perspectives on student engagement: Theory, research, and practice (pp. 471-496). Emerald Publishers.
  • Chakraburty, S., Glazewski, K. D., Hmelo-Silver, C. E., Svetina Valdivia, D., Ottenbreit-Leftwich, A., Mott, B., & Lester, J. (2025). Measuring upper-elementary students’ understanding of AI concepts–a Rasch model analysis. Information and Learning Sciences, 126(7-8), 445-471.
  • Hackenberg, A. J., Aydeniz-Temizer, F., & Borowski, R. S. (2025). Decentering to support responsive teaching for middle school students. The Journal of Mathematical Behavior, 77, 101205.
  • Simpson, A., Paul, K., & Ruisi, J. (2025). Failing together: Interactive patterns of problem-solving between youth and educators in informal stem environments. Thinking Skills and Creativity, 58, 101905.
  • Humburg, M., Danish, J. A., Tu, X., Georgen, C., Carter, B., & Enyedy, N. (2026). Using scientific annotation tools to support collaborative embodied learning in elementary school classrooms. Journal of Science Education and Technology, 35(1), 261-282.
  • York, T., Gantt, A., Greenstein, S., Valero, J. & Stepnowski, W. (2025). Perspectives on Enactive Design for Students’ Mathematical Knowing. In Zbiek, R. M., Yao, X., McCloskey, A., & Arbaugh, F. (Eds.). Proceedings of the 47th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 1234-1235). Pennsylvania State University. https://doi.org/ 10.51272/pmena.47.2025
  • Kaya, D., Yavuz, S., (2025). Evaluation of Creative Activities Prepared with an Ethnomathematics Approach from the Perspective of Realistic Mathematics Education Principles. Irish Education Studies Journal. https://doi.org/10.1080/03323315.2025.2546964
  • Ocal, T., Yavuz, S., & Ocal, M. F. (2025). Pre- and in-service teachers’ attribution beliefs for students’ success and struggle in mathematics: First insights. BMC Psychology. https://doi.org/10.1186/s40359-025-03038-8
  • Yavuz, S. (2025). Technology integration in secondary mathematics: How preservice teachers select and use digital tools. International Journal of Academic Studies in Technology and Education. https://doi.org/10.55549/ijaste.58
  • Kaya, D., & Yavuz, S. (2025). Can generative AI and ChatGPT break human supremacy in mathematics and reshape competence in cognitive-demanding problem-solving tasks? Journal of Intelligence, 13(4), 43. https://doi.org/10.3390/jintelligence13040043
  • Kwon, K., Yang, S., Kale, U., Kim, K., & Park, J. (2026). Generative AI in a high school English career preparation units: Student interactions, perceptions, and ethical concerns. Computers and Education: Artificial Intelligence, 10, 100588.
  • Kale, U., & Wang, Y. (2025). Future science educators’ usage, interest, competence, and utility value for computational thinking. Journal of Science Teacher Education, 1–28. https://doi.org/10.1080/1046560X.2025.2535035
  • Kale, U., & Wang , Y. (2025). Integrating CT in Science Methods: Advancing Practice and Pedagogy . Journal of Technology-Integrated Lessons and Teaching, 4(1), 20–33. https://doi.org/10.13001/jtilt.v4i1.9339
  • Wang, Y., & Kale, U. (2025) Unplugged activities to support preservice teachers’ competence, interest, and utility value on computational thinking: A mixed-method inquiry. Educ Inf Technology. https://doi.org/10.1007/s10639-025-13552-2
  • Freedman, E. B., Hickey, D. T., Harris, T., Schamberger, B. (2025). Reimaging productive disciplinary engagement and expansive framing: A synthesis of equity-oriented scholarship. Educational Psychologist, 60 (2), 106-125, https://doi.org/10.1080/00461520.2024.2441671
  • Hickey, D. T., & Lam, D. (2026). Evolving and emerging perspectives on the transfer of learning. In A. M. O'Donnell, N. C. Barnes & J. Reeve (Eds). Oxford handbook of educational psychology (pp. 407-450) Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199841332.013.21 or https://hdl.handle.net/2022/29561
  • Carpenter, D., Seung L., Min W., Zheng, X., Ozogul, G. & Lester, J. (2024). Assessing student explanations with large language models. Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA).pp. 403-413
  • Gomoll, A., Glazewski, K., Hmelo-Silver, C.E., Brush, T., & Jung, J. (2018).Defined and enacted threshold concepts in engineering education: Applied competencies within multi-level systems. In M. Savin-Baden & G. Tombs (Eds.), Threshold Concepts in Problem-Based Learning (67-80). Brill Sense: Leiden, The Netherlands.
  • Gomoll, A., Tolar, E., Hmelo-Silver, C.E., & Šabanović, S. (2018).Designing Human-Centered Robots: The Role of Constructive Failure. Thinking Skills and Creativity. Doi:1016/j.tsc.2018.03.001
  • Hackenberg, A. J., Aydeniz-Temizer**, F., & Borowski**, R. S. (2025). Decentering to support responsive teaching for middle school students. The Journal of Mathematical Behavior, 77, 101205.
  • Hackenberg, A. J., Aydeniz-Temizer, F, Borowski, R. S. (2023). Middle school students at three stages of units coordination learn to make same speeds. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2023.101085
  • Hackenberg, A. J. & Sevinc*, S. (2022). Middle school students’ construction of reciprocal reasoning with unknowns. The Journal of Mathematical Behavior, 65, 100929. https://doi.org/10.1016/J.JMATHB.2021.100929
  • Hackenberg, A. J., Aydeniz, F., & Jones, R. (2021). Middle school students’ construction of quantitative unknowns. The Journal of Mathematical Behavior, 61, 100832. https://doi.org/10.1016/j.jmathb.2020.100832
  • Hackenberg, A. J., Creager*, M. & Eker*, A. (2021). Teaching practices for differentiating instruction. Mathematical Thinking and Learning, 23(2), 95-124. https://doi.org/10.1080/10986065.2020.1731656
  • Hackenberg, A. J. & Sevinc*, S. (2021). A boundary of the second multiplicative concept: The case of Milo. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10083-8
  • Hackenberg, A. J., Jones, R., & Borowski, R. (2020). Tiering instruction for middle school students. Mathematics Teacher: Learning and Teaching PK-12, 113(2), 124-131.
  • Hackenberg, A. J. (2018, April).Inverse reasoning with quantitative unknowns. Presentation within the symposium organized by M. Simon at the annual Research Conference of the National Council of Teachers of Mathematics (NCTM), Washington DC.
  • Hackenberg, A. J., Jones, R., Borowski, R., Aydeniz, F., & Matyska, R. (2018, April).Differentiating linear function instruction for 8th grade students. Paper presentation at the Research Conference of the NCTM, Washington, DC
  • Hackenberg, A. J., Jones, R., Eker, A., & Creager, M. (2017). “Approximate” multiplicative relationships between quantitative unknowns. The Journal of Mathematical Behavior, 48, 38-61.
  • Hickey, D. T., Brassell, S, & Svetina, D. (2018). Measuring students perceptions of framing and presence in online courses. Grant from the Indiana University Scholarship of Teaching and Learning Grants Program ($5000)
  • Hickey, D. T., & Andrews, C. D. (2018). Motivating engaged participation and learning in fully online course contexts. In D. M. McInerney & G. A. D. Liem, (Eds.) Big Theories Revisited (Volume 2,  353-373). Greenwich, CT: Information Age Publishing.
  • Hickey, D. T., & Schenke, K.  (in press). Open digital badges and reward structures.  In K. A. Renninger & S. E Hidi S.E. (Eds.), The Cambridge handbook on motivation and learning.Cambridge MA: Cambridge University Press (forthcoming in 2018)
  • Hickey, D. T., Uttamchandani, S. L., & Chartrand, G. T. (in review). Competencies in context: New approaches to capturing, recognizing, and endorsing learning. In Bishop, M. J., Boling, E., Elen, J., & Svihla, V. (Eds.). Handbook of research in educational communications and technology. New York, NY: Springer.
  • Humburg, M., Dragnić-Cindrić, D., Hmelo-Silver, C. E., Glazewski, K., Lester, J. C., & Danish, J. A. (2024). Integrating youth perspectives into the design of AI-supported collaborative learning environments. Education Sciences, 14, 1197. https://doi.org/10.3390/educsci14111197
  • Johnson, V. (2025, April). The Metacognitive Regulatory Processes of High-Achieving Undergraduate Learners in Independent Learning Environments. Poster 32. AERA Annual Meeting, Research, Remedy, and Repair: Toward Just Education Renewal, Denver, CO, United States.
  • Johnson, V., Kwon, K. & Kim, K. (2025). Empowering Educators: Addressing Teacher Needs through Professional Development in Artificial Intelligence Education. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2781-2791). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 30, 2025 from https://www.learntechlib.org/primary/p/225872/.
  • Johnson, V., Harris, A. (2023). Intern Observations and Reflections From the 2022 AECT Summer Research Symposium. In: Hokanson, B., Schmidt, M., Exter, M.E., Tawfik, A.A., Earnshaw, Y. (Eds.), Formative Design in Learning. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-41950-8_3
  • Kim, K., & Kwon, K. (2025). Unveiling Teacher Identity Development: A Case Study of AI Curriculum Implementation in a Rural Middle School Computer Science Class.Teaching and Teacher Education, 160, 105032. https://doi.org/10.1016/j.tate.2025.105032
  • Kim, K., Kwon, K., Ottenbreit-Leftwich, A., Bae, H., & Glazewski, K. (2023). Exploring middle school students’ common naive conceptions of AI concepts, and the evolution of these ideas. Education and Information Technologies, 28(8), 9827-9845. https://doi.org/10.1007/s10639-023-11600-3
  • Kwon, K., Kim, K., Ottenbreit-Leftwich, A. T., Glazewski, K. D., Brown, M. L., Bae, H., & Closser, F. M. (2024). Exploring AIFORGOOD Summer Camp curriculum to foster middle school students’ understanding of artificial intelligence. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE 2024) (Vol. 2, pp. 1-2). ACM. https://doi.org/10.1145/3626253.3635536
  • Kim, K., Kwon, K., Bae, H., Ottenbreit-Leftwich, A. & Glazewski, K. (2023). Exploring the middle school students’ common preconceptions of AI concepts: “AI is a cure-all solution!”. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2124-2129). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2023, from https://www.learntechlib.org/primary/p/222102/
  • Maltese, A. V., Paul, K. M., Yarza, B., & Penney, L. (2024). Girls design with code club. Educational technology research and development, 72(1), 405-423.
  • Miel, K., Swanson, R. D., Portsmore, M., Paul, K. M., Moison, E. A., Kim, J., & Maltese, A. V. (2023). Characterizing engineering outreach educators' talk moves: An exploratory framework. Journal of Engineering Education, 112(2), 337-364.
  • Paul, K. M., Miel, K., Portsmore, M. D., & Maltese, A. (2023). Challenging the Notion of Role Models in Engineering Outreach Programs for Youth. Journal of Pre-College Engineering Education Research (J-PEER), 13(2).
  • Paul, K. M., Maltese, A. V., & Svetina Valdivia, D. (2020). Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students. International Journal of STEM Education, 7(1), 45.
  • Simpson, A., Anderson, A., Maltese, A. V., Penney, L., & Paul, K. (2025). Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education. Education Sciences, 15(3), 353.
  • Xintian Tu, Joshua Danish, Megan Humburg, Mengxi Zhou, Nitasha Mathayas, Noel Enyedy & Tessaly Jen (2023). Understanding young children’s science learning through embodied communication within an MR environment. International Journal of Computer-Supported Collaborative Learning. DOI 10.1007/s11412-023-09395-z
  • Wang, Y., & Kale, U. Unplugged activities to support preservice teachers’ competence, interest, and utility value on computational thinking: A mixed-method inquiry. Educ Inf Technol (2025). https://doi.org/10.1007/s10639-025-13552-2
  • Wohlwend, K. (2024). Playing our way into unknown futures. Invited essay for Play and Well-being Essay Series, public scholarship website. Social Sciences Research Council & Columbia University.
  • Wohlwend, K., & Chen, Y. (2024). Playing together: Parents and children reading materials and spaces in a museum playscape. Learning and Instruction, 101936 (Special Issue on Play).
  • Wohlwend, K., Chen, Y., & Maltese, A. (2023). Toddlers tinkering with toys: Following action assemblages in children’s museum play. In M. Sakr & J. Osgood (Eds.), Postdevelopmental approaches to childhood observation. Bloomsbury.
  • Wohlwend, K. (2023). Serious play for serious times: Recentering play in early literacy classrooms. The Reading Teacher.
  • Zhou, J., Hmelo-Silver, C. E., Ryan, Z., Stiso, C., Murphy, D., Danish, J., Chinn, C. A., & Duncan, R. G. (2024). Disagreeing softly: Supporting students in managing disagreement in peer critique. International Journal of Computer-Supported Collaborative Learning.