Melissa S. Gresalfi, Ph.D.
Affiliations: | Stanford University, Palo Alto, CA |
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Sign in to add mentor| James Gordon Greeno | grad student | 2004 | Stanford | |
| (Taking up opportunities to learn: Examining the construction of participatory mathematical identities in middle school classrooms.) | ||||
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Publications
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| Gresalfi M, Hand VM. (2019) Coordinating situated identities in mathematics classrooms with sociohistorical narratives: a consideration for design Zdm. 51: 493-504 |
| Gresalfi MS. (2018) Choosing And Using Games In The Classroom Teaching Children Mathematics. 24: 408-410 |
| Gresalfi MS, Rittle-Johnson B, Loehr A, et al. (2017) Design matters: explorations of content and design in fraction games Educational Technology Research and Development. 66: 579-596 |
| Bell A, Gresalfi M. (2017) Teaching with Videogames: How Experience Impacts Classroom Integration Technology, Knowledge, and Learning. 22: 513-526 |
| Gresalfi MS, Barnes J. (2016) Designing feedback in an immersive videogame: supporting student mathematical engagement Educational Technology Research and Development. 64: 65-86 |
| Hand V, Gresalfi M. (2015) The Joint Accomplishment of Identity Educational Psychologist. 50: 190-203 |
| Gresalfi MS. (2015) Designing to support critical engagement with statistics Zdm - Mathematics Education. 47: 933-946 |
| Ma JY, Munter C, Heyd-Metzuyanim E, et al. (2014) Disrupting learning: Changing local practice for good Proceedings of International Conference of the Learning Sciences, Icls. 3: 1396-1405 |
| Barab S, Pettyjohn P, Gresalfi M, et al. (2012) Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context Computers and Education. 58: 518-533 |
| Gresalfi MS, Barnes J, Cross D. (2012) When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology Educational Studies in Mathematics. 80: 249-267 |