Solving inductive reasoning problems in mathematics: not-so-trivial pursuit. - Lisa A. Haverty; Kenneth R. Koedinger; David Klahr; Martha W. Alibali (Cogn. Sci., 2000)

The Role of Gesture in Instructional Communication: Evidence from an Early Algebra Lesson. - Martha W. Alibali; Mitchell J. Nathan (ICLS, 2004)

You'll see what you mean: Students encode equations based on their knowledge of arithmetic. - Nicole M. McNeil; Martha W. Alibali (Cogn. Sci., 2004)

Gesture in Spatial Cognition: Expressing, Communicating, and Thinking About Spatial Information. - Martha W. Alibali (Spatial Cogn. Comput., 2005)

Trade-Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving. - Kenneth R. Koedinger; Martha W. Alibali; Mitchell J. Nathan (Cogn. Sci., 2008)

Understanding and Using Principles of Arithmetic: Operations Involving Negative Numbers. - Richard W. Prather; Martha W. Alibali (Cogn. Sci., 2008)

Children's Encoding and Solving of Mathematical Equations. - Noelle M. Crooks; Martha W. Alibali (CogSci, 2011)

The Role of Comparison in Mathematics Learning. - Shanta Hattikudur; Martha W. Alibali (CogSci, 2011)

Gesture During Mental Rotation. - Autumn B. Hostetter; Martha W. Alibali; Anne Bartholomew (CogSci, 2011)

Teaching about Confidence Intervals: How Instructors Connect Ideas Using Speech and Gesture. - Elise Lockwood; Amelia Yeo; Noelle M. Crooks; Mitchell J. Nathan; Martha W. Alibali (ICLS, 2014)

Hear What They Say and Watch What They Do: Predicting Valid Mathematical Proofs Using Speech and Gesture. - Elizabeth L. Pier; Candace A. Walkington; Caroline Williams; Rebecca Boncoddo; Jessica Waala; Martha W. Alibali; Mitchell J. Nathan (ICLS, 2014)

Being Mathematical Relations: Dynamic Gestures Support Mathematical Reasoning. - Candace A. Walkington; Rebecca Boncoddo; Caroline Williams; Mitchell J. Nathan; Martha W. Alibali; Erica Simon; Elizabeth L. Pier (ICLS, 2014)

Connecting learning, memory, and representation in math education. - Martha W. Alibali; Chuck Kalish; Timothy T. Rogers; Christine M. Massey; Philip J. Kellman; Vladimir M. Sloutsky; James L. McClelland; Kevin W. Mickey (CogSci, 2015)

Leave Her out of It: Person-Presentation of Strategies is Harmful for Transfer. - Anne E. Riggs; Martha W. Alibali; Charles W. Kalish (Cogn. Sci., 2015)

Digital learning activities delivered by eloquent instructor avatars: scaling with problem instance. - Saikiran Anasingaraju; Meng-Lin Wu; Nicoletta Adamo-Villani; Voicu Popescu; Susan Wagner Cook; Mitchell J. Nathan; Martha W. Alibali (SIGGRAPH ASIA Symposium on Education, 2016)

Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes Toward Mathematics. - Shanta Hattikudur; Pooja Gupta Sidney; Martha W. Alibali (J. Probl. Solving, 2016)

Evidence for overt visual attention to hand gestures as a function of redundancy and speech disfluency. - Amelia Yeo; Martha W. Alibali (CogSci, 2017)

Creating a Context for Learning: Activating Children's Whole Number Knowledge Prepares Them to Understand Fraction Division. - Pooja Gupta Sidney; Martha W. Alibali (J. Numer. Cogn., 2017)

What kind of problem is this? Labels guide generalization of math strategies. - Sarah A. Brown; Martha W. Alibali (CogSci, 2018)

How do people evaluate problem-solving strategies? Efficiency and intuitiveness matter. - Sarah A. Brown; David Menendez; Martha W. Alibali (CogSci, 2018)

Do Actions During Math Learning Leave a Legacy in Gesture? - Andrea Donovan; Martha W. Alibali (CogSci, 2018)

Does extraneous perception of motion affect gesture production? - Autumn B. Hostetter; Kira Boneff; Martha W. Alibali (CogSci, 2018)

Effects of priming variability on adults learning about metamorphosis. - David Menendez; Martha W. Alibali; Karl S. Rosengren (CogSci, 2018)

Instructor gesture improves encoding of mathematical representations. - Amelia Yeo; Susan Wagner Cook; Mitchell J. Nathan; Voicu Popescu; Martha W. Alibali (CogSci, 2018)

Bridging Psychology and Mathematics Education: Reflections on Boundary Crossing. - Martha W. Alibali; Eric J. Knuth (J. Numer. Cogn., 2018)

Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving. - José F. Gutiérrez; Sarah A. Brown; Martha W. Alibali (J. Numer. Cogn., 2018)

Symbol grounding boosts transfer in addition learning. - Clint Jensen; April D. Murphy; Andrew G. Young; Martha W. Alibali; Timothy T. Rogers; Chuck Kalish (CogSci, 2019)

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)

Characteristics of Visualizations and Texts in Elementary School Biology Books. - David Menendez; Taylor Johnson; Ryan Hassett; Ashley Haut; Olympia N. Mathiaparanam; Martha W. Alibali; Karl S. Rosengren (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)

Experience with Equations in Sequence Promotes Procedural Fluency. - Lauren E. Anthony; C. Shawn Green; Martha W. Alibali (CogSci, 2021)

Interpreting Data Tables: Can Variable Symmetry Scaffold Performance? - Rui Meng; Martha W. Alibali (CogSci, 2021)

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)

The mental representation of integers: Further evidence for the negative number line as a reflection of the natural number line. - Nicholas Vest; Martha W. Alibali (CogSci, 2021)

Perceptual Features in Visual Representations: A Content Analysis of Inheritance Diagrams. - Olympia N. Mathiaparanam; Andrea Donovan; David Menendez; Collin Jones; Seung Heon Yoo; Martha W. Alibali; Charles W. Kalish; Karl S. Rosengren (CogSci, 2022)

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)

Zero in on This: Children are Exposed to Various Concepts of "Zero" Prior to Age Six. - Nicholas Vest; Haley Weaver; Martha W. Alibali (CogSci, 2022)

Comparing fraction magnitudes: Adults' verbal reports reveal strategy flexibility and adaptivity, but also bias. - Andreas Obersteiner; Martha W. Alibali; Vijay Marupudi (J. Numer. Cogn., 2022)

Teacher Attitudes on Inheritance Diagram Features. - Olympia N. Mathiaparanam; Andrea Donovan; David Menendez; Collin Jones; Seung Heon Yoo; Martha W. Alibali; Charles W. Kalish; Karl S. Rosengren (CogSci, 2023)

Some Correct Strategies Are Better Than Others: Individual Differences in Strategy Evaluations Are Related to Strategy Adoption. - David Menendez; Sarah A. Brown; Martha W. Alibali (Cogn. Sci., 2023)

Is More Gamification Better? Evaluating Playful Interactions and Narratives for Algebra Learning. - Conrad Borchers; Tomohiro Nagashima; Pinyang Liu; Martha W. Alibali; Vincent Aleven (EC-TE (1), 2025)

A Career Dedicated to Gesture, Language, Learning, and Cognition: Susan Goldin-Meadow, 2021 Recipient of the Rumelhart Prize. - Martha W. Alibali; Susan Wagner Cook (Top. Cogn. Sci., 2025)

Teachers' Gestures and How They Matter. - R. Breckinridge Church; Michelle Perry; Melissa A. Singer; Susan Wagner Cook; Martha W. Alibali (Top. Cogn. Sci., 2025)