### Research Staff Interests

#### Prof Ricardo Nemirovsky

**Biography**

Prof. Nemirovsky works on research and development aimed at changing images of mathematics that are prevalent in our culture. Prior to coming to MMU, he has directed educational projects in Argentina, Mexico, and USA. He conducts research and theory development on the interplay between embodied cognition, affects, and mathematics learning. He has been working with several science and art museums in mathematics-oriented projects that combine research, development, and museum staff professional development. In addition to research papers, he has co-authored curricular units and has designed multiple devices for students' use.

**Research Interests**

- Bodily work in mathematical practices
- Affects
- Informal mathematics education
- Imagination

**Research Groups**

Centre for Research in Mathematics and Science Education

Theory, Methodology and Knowledge Production

Centre for Research in Technology, Innovation and Play for Learning (TIPL)

**Research Projects**

Measuring and Modeling.

NSF grant.

Ricardo Nemirovsky, PI. 1989-1992 $326,000

Students Conceptions of the Mathematics of Change.

NSF Grant.

Ricardo Nemirovsky, PI. 1992-1997 $1.487,397.00

Research On System Dynamics in Math Education.

Subcontract to University of Massachusetts (as part of the Simcalc project directed by James Kaput)

Ricardo Nemirovsky, PI. 1993-1997 $396,308

Reaching Science and Math Education Practitioners with Research: Multimedia to Inform Teachers.

NSF Grant. 1997

David Carraher, PI; Ricardo Nemirovsky, co-PI $47,500.00

Urban Math Initiative. Subcontract to the University of Wisconsin (as part of the OERI National Center for Research in Mathematics and Science Education, granted by the U.S. Department of Education)

Ricardo Nemirovsky, PI 1996-2002 $425,000

Simcalc: Democritizing Access to the Mathematics of Change.

NSF Grant.

James Kaput, PI; Jeremy Roschelle, co-PI; Ricardo Nemirovsky, co-PI 1997-2000 $2.131,305

Calclab: A Hands-On Learning Environment for Enriching Students' Understanding of Calculus.

NSF Grant.

Steve Monk, PI; Ricardo Nemirovsky, co-PI 1997-2000 $447,720.00

Urban Calculus Initiative.

Department of Education grant to the City on a Hill school with subcontract to TERC.

1997-2000 PI: Ricardo Nemirovsky $215,000

Bridging Research and Practice.

NSF Grant

Ricardo Nemirovsky, PI; David Carraher, co-PI 1998-2001 $1,517,000

Preliminary Investigation on Tomographic Microscopy.

Small Grant for Exploratory Research.

2000-2001 NSF Ricardo Nemirovsky, PI Hernan Jara, co-PI $97,000

Math in Motion.

NSF Grant, ROLE program.

Ricardo Nemirovsky, PI; James Kaput, co-PI 2001-2004 $1,040,616

Handling Calculus.

NSF Grant.

Informal Science Education program

Jay Newlin, PI; Ricardo Nemirovsky, co-PI 2001-2004 $986,504

Eye Tracking for the Study of Seeing and Imagining.

Small Grant for Exploratory Research.

2003-2004. Ricardo Nemirovsky, PI. $48,300

Digital Video & Motion Detection.

SBIR NSF grant to Alberti’s Window. Subcontract to TERC

Ricardo Nemirovsky, PD for subcontract 2003-2005 $44,000

A Video-Based 3D motion detector.

Small Business Innovation Research grant to Alberti's Window with subcontract to TERC

2000-2002 Ricardo Nemirovsky, PI for TERC’s subcontract $48,000

Communities of Practice in Peru.

USAID Grant awarded to EDC and Concord Consortium with subcontract to TERC

2004-2005 Ricardo Nemirovsky, PI for TERC's subcontract $21,000

Research on Embodied Mathematical Cognition.

NSF catalyst grant (SLC-0518146) to Vanderbilt University. Subcontract to San Diego State University

2005-2007 Rogers Hall, PI; Ricardo Nemirovsky, co-PI $200,000

Tangibility for the Teaching, Learning, and Communicating of Mathematics.

Grant awarded by the REESE program at NSF to San Diego State University (DRL-0816406)

2008-2014 Ricardo Nemirovsky, PI; Rogers Hall, Kevin Leander, Mitchell Nathan, Martha Alibali, co-PI's $2.000.000

Math Core for Museums.

Grant awarded by the ISE program at NSF (DRL-0840320)

Jay Newlin, PI, Ricardo Nemirovsky, co-PI 2009-2014 $3.000.000

InforMath: Mathematics to Enrich Learning Experiences in Science and Art Museums.

Grant awarded by the AISL program at NSF (DRL-1323587)

Ricardo Nemirovsky, PI, Molly Kelton, co-PI, Paul Siboroski, co-PI 2013-2017 $1.517.474

**Books
**

Hall, R. & Nemirovsky, R. (2012) Mathematical Embodied Cognition - Special Issue. *Journal of the Learning Sciences*

Carraher, D., & Nemirovsky , R. (2005) Video as a medium to conduct and communicate research. *Journal for Research in Mathematics Education - Monographs series* (13)

Nemirovsky , R., Rosebery, A., Warren, B., & Solomon, J. (eds) (2005) *Everyday Matters in Science and Mathematics: Studies of Complex Classroom Environments* Mahwah: Lawrence Erlbaum

Nemirovsky , R., & Borba, M. (eds)(2004) *Body Activity and Imagination in Mathematics Learning: Educational Studies of Mathematics* Special Issue 57(3)

Wright, T., R. Nemirovsky and C. Tierney (1996) *Timelines and Rhythm Patterns (Representing Time)* Curricular unit for grade 2. Menlo Park, California, Dale Seymour Publications

Tierney, C., R. Nemirovsky and T. Noble (1995) *Patterns of Change: Walks, Tables and Graphs* Curricular unit for grade 5. Menlo Park, California, Dale Seymour Publications

Tierney, C., R. Nemirovsky and A. Weinberg (1994) *Changes: Up and Down the Number Line* Curricular unit for grade 3. Menlo Park, California, Dale Seymour Publications

Tierney, C., A. Weinberg and R. Nemirovsky (1994) *Graphs: Changes Over Time* Curricular unit for grade 4. Menlo Park, California, Dale Seymour Publications

**Refereed Journal Articles
**

Nemirovsky, R. (in press) About the difficulties to resurrect the beyond. Infancia y Aprendizaje *Journal for the Study of Education and Development*

Brooke Ernest J. & Nemirovsky, R. (2016) Arguments for Integrating the Arts: Artistic Engagement in an Undergraduate Foundations of Geometry Course *Primus* 26(4) pp 356-370 DOI: 10.1080/10511970.2015.1123784

Flood, V. J., F. G. Amar, R. Nemirovsky, B. W. Harrer, M. R. M. Bruce and M. C. Wittmann (2015) Paying Attention to Gesture when Students Talk Chemistry: Interactional Resources for Responsive Teaching. *Journal of Chemical Education* 92(1) pp 11-22 DOI: 10.1021/ed400477b

Nemirovsky, R., M. L. Kelton, et al. (2013) Playing Mathematical Instruments: Emerging Perceptuomotor Integration With an Interactive Mathematics Exhibit. *Journal for Research in Mathematics Education* 44(2) pp 372-415 DOI: 10.5951/jresematheduc.44.2.0372

Nemirovsky, R., Kelton, M., Rhodehamel, B. (2012) Gesture and Imagination: On the Constitution and Uses of Phantasms. *Gesture* 12(2) pp 130-165 DOI: 10.1075/gest.12.2.02nem

Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2012) When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation. *Journal of the Learning Sciences* (21)2 pp 287-323 DOI: 10.1080/10508406.2011.611445

Hall, R., Nemirovsky, R. (2012) Modalities of Body Engagement in Mathematics Activity and Learning. *Journal of the Learning Sciences* (21)2 pp 207-215 DOI: 10.1080/10508406.2011.611447

Nemirovsky, R (2011) Episodic Feelings and Transfer of Learning. *Journal of the Learning Sciences* 20(2) pp 308-337

Nemirovsky, R., & Ferrara, F. (2009) Mathematical Imagination and Embodied Cognition. *Educational Studies of Mathematics* 70(2) pp 159

Noble, T.; DiMattia, C.; Nemirovsky, R.; Barros, A. (2006) Making A Circle: Tools, Representations, and the Spaces Where We Live. *Cognition and Instruction* 24(4) pp 387-437

Solomon, J., Nemirovsky, R. (2005) Mathematical Conversations. *Journal of Research in Mathematics Education-Monographs* 13

Nemirovsky, R., Lara-Meloy, T., DiMattia, C., & Ribeiro, B. T. (2005) Talking About Teaching Episodes. *Journal of Mathematics Teacher Education* 8 pp 363-392

Rasmussen, C., Nemirovsky, R., Olszewski, J., Dost, K., & Johnson, J. (2004) On forms of knowing: The role of bodily activity and tools in mathematical learning. *Educational Studies in Mathematics* 57(3)

Noble, T., Nemirovsky , R., Cara, D., & Wright, T. (2004) On Learning to See. *International Journal of Computers for Mathematical Learning* 9(2) pp 109-167

Nemirovsky , R., & Galvis, A. (2004). Facilitating Grounded Online Interactions in Video-Case-Based Teacher Professional Development. *Journal of Science Education and Technology* 13(1)

Nemirovsky, R., & Tierney, C. (2001). Children Creating Ways to Represent Changing Situations: On the Development of Homogeneous Spaces. *Educational Studies of Mathematics* 45 pp 67-102

Reprinted in:

Nemirovsky, R., & Tierney, C. (2004) Children Creating Ways to Represent Changing Situations: On the Development of Homogeneous Spaces. *Educacao Matematica Pesquisa* 6(1) pp 11-51

Noble, T., R. Nemirovsky, T. Wright and C. Tierney (2001) Experiencing Change: the Mathematics of Change in Multiple Environments. *Journal for Research in Mathematics Education* 32(1) pp 85-108

Nemirovsky, R., C. Tierney and T. Wright (1998) Body Motion and Graphing. *Cognition and Instruction* 16(2) pp 119-172

Nemirovsky, R. and T. Noble (1997) Mathematical visualization and the place where we live. *Educational Studies of Mathematics* 33(2) pp 99-131

Tierney, C. and R. Nemirovsky (1997) Mathematics of change: Ins and Outs or Ups and Downs. *Teaching Children Mathematics* 3(6) pp 336-345

Kaput, J. and R. Nemirovsky (1995) Moving to the next level: A mathematics of change theme throughout the K-16 curriculum. *UME Trend* 6(6) pp20-21

Monk, S. and R. Nemirovsky (1994) The Case of Dan: Student construction of a functional situation through visual attributes. *Research in Collegiate Mathematics Education* 4 pp 139-168

Nemirovsky, R. (1994) On Ways of Symbolizing: The Case of Laura and Velocity Sign. *The Journal of Mathematical Behavior* 13 pp 389-422

Nemirovsky, R. (1993) Students Making Sense of Chaotic Behavior. *Interactive Learning Environments* 3 pp 151-175

Nemirovsky, R. and R. Tinker (1993) Explore Chaos: A Case Study. *Journal of Computers in Mathematics and Science Teaching* 12(1) pp 47-57

Gardner, H. and R. Nemirovsky (1991) From Private Intuitions to Public Symbol Systems: an Examination of Creative Process in Georg Cantor and Sigmund Freud. *The Creativity Research Journal* 4(1) pp 1-21

**Book Chapters
**

Nemirovsky, R (in press) Pedagogies of Emergent Learning. *Invited Lectures from the 13th International Congress on Mathematics Education* G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, B. Xu (eds) Cham, Switzerland, Springer

Nemirovsky, R. (2017) Inhabiting Mathematical Concepts. In *What is a Mathematical Concept?* L. de Freitas, N. Sinclair, A. Coles (eds) Cambridge University Press

Nemirovsky, R., Kelton, M. L., & Civil, M. (2017) Toward a vibrant and socially significant informal mathematics education. In J. Cai (ed) *Compendium for Research in Mathematics Education.* Reston, VA: National Council of Teachers of Mathematics (pp 968-980)

Nemirovsky , R. and M. Kelton (2016) Navigating Turbulent Waters: Objectivity, Interpretation, and Experience in the Analysis of Interaction. *Knowledge and interaction: A synthetic agenda for the learning sciences.* A. A. diSessa, M. Levin and J. S. Brown. (pp 458-479) New York, NY, Routledge

Hall, R., R. Nemirovsky , J. Ma and M. Kelton (2016). Towards a Generous* Discussion of Interplay between Natural Descriptive and Hidden Machinery Approaches in Knowledge and Interaction Analysis. *Knowledge and interaction: A synthetic agenda for the learning sciences.* A. A. diSessa, M. Levin and J. S. Brown. (pp 496-519) New York, NY, Routledge

Hall, R., Ma, J. Y., & Nemirovsky, R. (2015) Re-scaling bodies in/as representational instruments in GPS drawing. In V. R. Lee (ed) *Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments.* (pp 112-131) New York, NY: Routledge

Nemirovsky, Ricardo & Smith, Michael (2013) Diagram-Use and the emergence of mathematical objects. In B. Brizuela & B. Gravel (eds) *"Show me what you know" Exploring representations across STEM disciplines.* (pp 143-162) New York, NY: Teachers College Press

Whitacre, I., Hohensee, C. & Nemirovsky, R. (2009) Expresiveness and Mathematics Learning. Roth, W.-M. (ed) *Mathematical representation at the interface of the body and culture.* (pp 275-308) Charlotte, NC: Information Age Publishing

Nemirovsky , R. (2009) A reading of the studies from the perspective of symbol-use. In C. Andersen, N. Scheuer, M. P. Pérez Echeverría & E. Teubal (eds) *Representational Systems and Practices as Learning Tools in Different Fields of Knowledge.* Rotterdam, The Netherlands: Sense Publishers

Nemirovsky , R., Barros, A., Noble, T., Schnepp, M., & Solomon, J. (2005) Learning mathematics in high school: Symbolic places and family resemblances. In T. A. Romberg & T. P. Carpenter (eds) *Understanding mathematics and science matters.* (pp 185-206) Mahwah, NJ: Lawrence Erlbaum Associates

Nemirovsky, R. (2005) Mathematical Places. In R. Nemirovsky, B. Warren, A. Rosebery & J. Solomon (eds) *Everyday Matters in Science and Mathematics* (pp 45-94) Mahwah: Erlbaum

Nemirovsky, R. (2002) On Guessing the Essential Thing. In K. Gravemeijer, R. Lehrer, B. van Oers & L. Verschaffel (eds) *Symbolizing, Modeling and Tool Use in Mathematics* (pp 233-256)Dordrecht, The Netherlands: Kluwer Academic Publishers

Noble, T., Nemirovsky , R., Wright, T., & Tierney, C. (2002) Mathematics Learning in Multiple Environments. In J. Sowder & B. Schappelle (eds), *Lessons Learned from Research* (pp 23-26) Reston, VA: The National Council of Teachers of Mathematics

Schnepp, M., & Nemirovsky, R. (2001) Constructing a Foundation for the Fundamental Theorem of Calculus. In A. Cuoco & F. R. Curcio (eds) *The roles of representation in school mathematics* 2001 Yearbook (pp 90-102) Reston, VA: National Council of Teachers of Mathematics

Nemirovsky, R. (2001) Designing design activities: Dilemmas bound to happen. In T. Koschmann & R. Hall & N. Miyake (eds) *CSCL II: Carrying forward the conversation* (pp 259-264) Mahwah, NJ: Lawrence Erlbaum

Nemirovsky, R. and S. Monk (2000) "If you look at it the other way...:" An exploration into the nature of symbolizing. *Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design* P. Cobb, E. Yackel and K. McClain. Mahwah, New Jersey, USA, Lawrence Erlbaum Associates: pp 177-221

Nemirovsky, R. (1996) On Ways of Symbolizing: The Case of Laura and Velocity Sign. *Microcomputer-Based Labs: Educational Research and Standards* R. Tinker. Berlin, Germany, Springer-Verlag: pp 177-205

Nemirovsky, R. (1996) Mathematical Narratives. *Approaches to algebra: Perspectives for research and teaching* N. Bednarz, C. Kieran and L. Lee. Dordrecht, The Netherlands, Kluwer Academic Publishers: pp 197-223

Nemirovsky, R. (1996) Functional Approach to Algebra: Two Issues. *Approaches to algebra: Perspectives for research and teaching* N. Bednarz, C. Kieran and L. Lee. Dordrecht, The Netherlands, Kluwer Academic Publishers: pp 295-313

Nemirovsky, R. (1992) Don't Tell Me How Things Are, Tell Me How You See Them. *LabNet: Toward a Community of Practice* R. Ruopp, S. Gal, B. Drayton and M. Pfister. Hillsdale, New Jersey, USA, Lawrence Erlbaum Associates: pp 269-280