Reasoning About Equations with Tape Diagrams: Do Differing Visual Features Matter? - Anna N. Bartel; Elena Silla; Nicholas Vest; Tomohiro Nagashima; Vincent Aleven; Martha W. Alibali (CogSci, 2020)

Research-Based Teaching Practices for Improving Students' Understanding of Mathematical Equivalence Have Not Made it into Elementary Classrooms. - Elena Silla; Caroline Hornburg; Matthew Kloser; Nicole M. McNeil (CogSci, 2020)

Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation. - Tomohiro Nagashima; Anna N. Bartel; Elena Silla; Nicholas Vest; Martha W. Alibali; Vincent Aleven (ICLS, 2020)

Pedagogical Affordance Analysis: Leveraging Teachers' Pedagogical Knowledge to Elicit Pedagogical Affordances and Constraints of Instructional Tools. - Tomohiro Nagashima; Kexin Bella Yang; Anna N. Bartel; Elena Silla; Nicholas Vest; Martha W. Alibali; Vincent Aleven (ICLS, 2020)

Scaffolded Self-explanation with Visual Representations Promotes Efficient Learning in Early Algebra. - Tomohiro Nagashima; Anna N. Bartel; Stephanie Tseng; Nicholas Vest; Elena Silla; Martha W. Alibali; Vincent Aleven (CogSci, 2021)

How does Sustaining and Interleaving Visual Scaffolding Help Learners? A Classroom Study with an Intelligent Tutoring System. - Tomohiro Nagashima; Elizabeth Ling; Bin Zheng; Anna N. Bartel; Elena Silla; Nicholas Vest; Martha W. Alibali; Vincent Aleven (CogSci, 2022)

Self-Explanation of Worked Examples Integrated in an Intelligent Tutoring System Enhances Problem Solving and Efficiency in Algebra. - Nicholas Vest; Elena Silla; Anna N. Bartel; Tomohiro Nagashima; Vincent Aleven; Martha W. Alibali (CogSci, 2022)