Martha W. Alibali, Ph.D.
Affiliations: | Psychology | University of Wisconsin, Madison, Madison, WI |
Area:
gesture, mathematical thinking, problem solving, cognitive developmentWebsite:
http://psych.wisc.edu/faculty/bio/kmAlibali.htmlGoogle:
"Martha Alibali"Mean distance: 17.19 (cluster 15) | S | N | B | C | P |
Children
Sign in to add trainee| Lauren Anthony | grad student | ||
| Nicole M. McNeil | grad student | 2005 | UW Madison |
| Autumn B. Hostetter | grad student | 2008 | UW Madison |
| Richard W. Prather | grad student | 2009 | UW Madison |
| Shanta D. Hattikudur | grad student | 2011 | UW Madison |
| Noelle M. Crooks | grad student | 2014 | UW Madison |
| Elena M Silla | research scientist | 2019-2021 | UW Madison (EduTree) |
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Publications
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| Donovan AM, Stephens A, Alapala B, et al. (2022) Is a substitute the same? Learning from lessons centering different relational conceptions of the equal sign. Zdm : the International Journal On Mathematics Education. 1-15 |
| Menendez D, Mathiaparanam ON, Liu D, et al. (2020) Representing Variability: The Case of Life Cycle Diagrams. Cbe Life Sciences Education. 19: ar49 |
| Abrahamson D, Nathan MJ, Williams-Pierce C, et al. (2020) The Future of Embodied Design for Mathematics Teaching and Learning Frontiers in Education. 5 |
| Alibali MW, Brown SA, Menendez D. (2019) Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors. Advances in Child Development and Behavior. 56: 227-256 |
| Nathan MJ, Yeo A, Boncoddo R, et al. (2019) Teachers’ attitudes about gesture for learning and instruction Gesture. 18: 31-56 |
| Saffran A, Barchfeld P, Alibali MW, et al. (2019) Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons Learning and Instruction. 59: 13-20 |
| 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 |
| Hostetter AB, Alibali MW. (2018) Gesture as simulated action: Revisiting the framework. Psychonomic Bulletin & Review |
| Fyfe ER, Matz LE, Hunt KM, et al. (2018) Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memory. Journal of Communication Disorders. 77: 17-30 |