A theorem proving based pattern recognition system. - Michael Magee; Mitchell J. Nathan (ICRA, 1986)

Hypothesizing undetected and occluded three-dimensional features using predicate logic based spatial reasoning. - Michael Magee; Mitchell J. Nathan (ICRA, 1987)

A viewpoint independent modeling approach to object recognition. - Michael Magee; Mitchell J. Nathan (IEEE J. Robotics Autom., 1987)

Empowering the student: prospects for an unintelligent tutoring system. - Mitchell J. Nathan (CHI, 1990)

A simple learning environment improves mathematical reasoning. - Mitchell J. Nathan (Intell. Tutoring Media, 1991)

Knowledge and Situational Feedback in a Learning Environment for Algebra Story Problem Solving. - Mitchell J. Nathan (Interact. Learn. Environ., 1998)

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

Boolean Classes and Qualitative Research. - Mitchell J. Nathan; Kristi Jackson (ICLS, 2006)

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

Drawing inferences about students' mental models of dynamic processes depicted in scientific drawings: the role of gestures and speech. - Mitchell J. Nathan; Chelsea V. Johnson (ICLS, 2010)

Growing the learning sciences: brand or big tent? implications for graduate education. - Mitchell J. Nathan; Nikol Rummel; Kenneth E. Hay (ICLS, 2010)

The Impact of Cognitive and Non-Cognitive Text-Based Factors on Solving Mathematics Story Problems. - Candace A. Walkington; Virginia Clinton; Steven Ritter 001; Mitchell J. Nathan; Stephen E. Fancsali (EDM (Workshops), 2014)

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)

The Role of Feedback in Interest Development in an Out-of-School Engineering Setting. - Joseph E. Michaelis; Mitchell J. Nathan (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)

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)

Videoconferencing in Peer Review: Exploring Differences in Efficiency and Outcomes. - Elizabeth L. Pier; Joshua Raclaw; Cecilia E. Ford; Anna Kaatz; Molly Carnes; Mitchell J. Nathan (CSCL, 2017)

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

Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education. - Dor Abrahamson; Alejandro Andrade 001; Oskar Lindwall; Arthur Bakker; Mitchell J. Nathan; Candace A. Walkington; Robb Lindgren; David E. Brown; Asnat R. Zohar; Sharona T. Levy; Joshua A. Danish; Adam Maltese; et al. (ICLS, 2018)

Rising Above? Implications of Complexity for Theories of Learning. - Michael J. Jacobson; Manu Kapur; Peter Reimann 001; Sten R. Ludvigsen; Stella Vosniadou; Mitchell J. Nathan; Sasha A. Barab; Clark A. Chinn (ICLS, 2018)

Collaborative Gesture as a Case of Distributed Mathematical Cognition. - Candace A. Walkington; Geoffrey Chelule; Dawn Woods; Mitchell J. Nathan (ICLS, 2018)

The Effect of Inhibiting Hand Gestures on Mathematical Reasoning. - Candace A. Walkington; Dawn Woods; Mitchell J. Nathan; Geoffrey Chelule; Min Wang (ICLS, 2018)

Grounded and Embodied Mathematical Cognition for Intuition and Proof Playing a Motion-Capture Video Game. - Michael Horn 001; Kelsey Schenck; Fangli Xia; Oh Hoon Kwon; Mitchell J. Nathan; Rebecca Vinsonhaler; Candace A. Walkington (ICLS, 2020)

Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement. - Allison H. Hall; Mitchell J. Nathan; Michael Horn 001; Susan Fitzpatrick; Brent Dolezalek; Richard Correnti; Eben B. Witherspoon; Lindsay Clare Matsumura; Maggie Walsh; Christian Schunn; Mary Kay Stein; Celeste Nicholas; et al. (ICLS, 2020)

Affordances and Grounding Within Concreteness Fading When Learning Proof in STEM's Geometry. - John D. McGinty; Mitchell J. Nathan (CogSci, 2021)

Investigating Computer Designs for Grounded and Embodied Mathematical Learning. - Mitchell J. Nathan; Candace A. Walkington; Michael I. Swart (ICCE, 2021)

Expanding Understandings of Embodied Mathematical Cognition in Students' Fraction Knowledge. - Kelsey Schenck; Edward M. Hubbard; Mitchell J. Nathan; Michael I. Swart (CogSci, 2022)

Grounding Embodied Learning using Online Motion-Detection in The Hidden Village. - Ariel Fogel; Michael I. Swart; Matthew Grondin; Mitchell J. Nathan (ICCE, 2022)

The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning. - Candace A. Walkington; Mitchell J. Nathan; Min Wang; Kelsey Schenck (Cogn. Sci., 2022)

Multimodal Behavior Analysis: Two Patterns of Collaborative Construction of Embodied Knowledge. - Hanall Sung; Doy Kim; Michael I. Swart; Mitchell J. Nathan (CogSci, 2023)

Disembodied AI and the limits to machine understanding of students' embodied interactions. - Mitchell J. Nathan (Frontiers Artif. Intell., 2023)

Coordinating modalities of mathematical collaboration in shared VR environments. - Wen Huang; Candace A. Walkington; Mitchell J. Nathan (Int. J. Comput. Support. Collab. Learn., 2023)

Your body tells how you engage in collaboration: Machine-detected body movements as indicators of engagement in collaborative math knowledge building. - Hanall Sung; Mitchell J. Nathan (Br. J. Educ. Technol., 2024)

Action Predictions Facilitate Embodied Geometric Reasoning. - Fangli Xia; Mitchell J. Nathan; Kelsey Schenck; Michael I. Swart (Cogn. Sci., 2025)

Comparing learning geometry using a tablet to head-mounted display augmented reality: How and when dimensionality matters. - Candace A. Walkington; Mitchell J. Nathan; Julianna Washington; Jonathan Hunnicutt; Taylor Darwin; LeaAnne Daughrity; Kelsey Schenck (Educ. Inf. Technol., 2025)