Publications

Journal Articles

Kuo, E., Hallinen, N.R., & Conlin, L.D. (2017). When procedures discourage insight: Epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 39(7), 814-839.

Under Review

Hallinen, N.R. & Booth, J.L. (under revision)  The story for proportions: Does representation influence problem solving for algebraic proportions?

Hallinen, N.R. & Schwartz, D.L. How oversimplified materials can undermine the learning and transfer of mathematical thinking in physics problems.

Hallinen, N.R. Shaping definitions: Nonexamples facilitate explicit learning of defining features in geometry.

Refereed Proceedings

Hallinen, N.R. & Booth, J.L. (2018, June). Don’t just do it, explain it: A 5th grade worked examples curriculum supports transfer to algebra content. In J. Kay and R. Luckin (Eds.)   Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS), London, UK.

Kaser, T., Hallinen, N.R., & Schwartz, D.L. (2017, March). Modeling exploration strategies to predict student performance within a learning environment and beyond. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference, pp. 31-40.

Kuo, E., Hallinen, N.R., & Conlin, L.D. (2015, July). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. In Churukian, A.D., Jones, D.L., & Ding, L. (Eds.), 2015 Physics Education Research Conference Proceedings, College Park, MD, July 29-30, 2015, pp. 183-186.

Blair, K., Pfaffman, J., Cutumisu, M., Hallinen, N., & Schwartz, D. (2015, April). Testing the effectiveness of an iPad math game. In Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems, pp. 727-734.

Hallinen, N.R., Baldinger, E., & Selling, S.K. (2014, July). The role of examples and nonexamples in defining. In Liljedahl, P., Nicol, C., & Allan, D. (Eds.) In Proceedings of the 38th Conference of the International Group for the Psychology of Math Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, Vancouver, Canada, p. 92.

Hallinen, N.R. (2013, November). Supporting inductive learning to reduce overgeneralization. In Martinez, M. & Castro Superfine, A. (Eds.), Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Math Education, Chicago, IL, pp. 276-279.

Conlin, L., Hallinen, N.R., & Schwartz, D.L. (2014, June). Supporting middle schoolers’ use of inquiry strategies for discovering multivariate relations in interactive physics simulations. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS), Boulder, CO, pp. 31-37.

Hallinen, N.R., Blair, K.P., Chin, D.B., & Schwartz, D.L. (2014, June). Using contrasting cases for generation and instruction.  In I. Glogger (Symposium Chair), Combining generation and direct instruction to prepare students to transfer big ideas across school topics. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS), Boulder, CO, pp. 1179-1188.

Hallinen, N.R., Cheng, J., Chi, M., & Schwartz, D.L. (2014, June). Tug of War – What is it good for? Measuring student inquiry choices in an online science game. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS), Boulder, CO, pp. 1645-1646.

Hallinen, N., Walker, E., Wylie, R., Ogan, A., & Jones, C. (2009, July). I was playing when I learned: A narrative game for French aspectual distinctions. Proceedings of Workshop on Intelligent Educational Games, 14th International Conference on Artificial Intelligence in Education. Brighton, UK, pp. 117-120.

Conference Presentations and Posters

Hallinen, N.R. & Booth, J.L. (2017, October). More to the story: Students’ performance on equations and story problems involving algebraic proportions. Poster session presented at the Cognitive Development Society, Portland, OR.

Ham, L., Hallinen, N.R., & Gunderson, E.A. (2017, October). The influence of narrative context on children’s proportional reasoning performance.  Poster session presented at the Cognitive Development Society, Portland, OR.

Hallinen, N.R. & Schwartz, D.L. (2017, July). Choosing the right examples: How contrasting cases can affect learning and future learning. In N.R. Hallinen (Chair) Contrasting cases and invention activities in PER: Grounding students’ understanding of conceptual and mathematical relations in physical contexts. Symposium conducted at the Physics Education Research Conference, Cincinnati, OH.

Hallinen, N.R., Newcombe, N.S., & Dziembowski, Z. (2017, July).  Constraining mathematically-correct answers to physically-appropriate solutions: The role of sketching and problem-solving frameworks.  In N.G. Holmes (Chair) Math for making sense or math for making answers? Symposium conducted at the Physics Education Research Conference, Cincinnati, OH.

Black, C., Hallinen, N.R., & Gunderson, E.A. (2017, April). High working memory hinders initial performance on approximate symbolic calculation, but practice leads to a strategy shift. Poster session presented at the Society for Research in Child Development, Austin, TX.

Hamdan, N., Ham, L., Hallinen, N.R., & Gunderson, E.A. (2017, April). Linear measurement skill mediates the relation between mental transformation and number line estimation in young children. Poster session presented at the Society for Research in Child Development, Austin, TX.

Hallinen, N.R. & Booth, J.L. (2016, December). Does solving for X help you solve in context?  Investigating component skills that contribute to word problem solving performance in algebra. Poster session presented at the IES PI Meeting, Washington, DC.

Hallinen, N.R. & Schwartz, D.L. (2016, November). Knowing When It No Longer Works: One benefit of inducing a solution. Poster session presented at the Annual Meeting of the Psychonomic Society, Boston, MA.

Hallinen, N.R., Newcombe, N.S., & Dziembowski, Z. (2016, July). Drawing attention: Do sketching and problem-solving frameworks support student thinking? Poster session presented at the Physics Education Research Conference, Sacramento, CA.

Hallinen, N.R. (2016, April). Examples and mathematics: How to design physics materials for learning and transfer. Invited poster session presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC.

Hallinen, N.R., Blair, K.P., Tsang, J.M., & Schwartz, D.L. (2013, May). I have a hammer. Is that a nail? Inducing mathematical structure to reduce negative transfer. Annual Meeting of the American Educational Research Association, San Francisco, CA.

Blair, K.P., Tsang, J. T., Hallinen, N., Rosenberg-Lee, M., Menon, V., & Schwartz, D. L. (2013, May). Extending natural number understanding to the integers: Cross-disciplinary research in education, neuroscience, and cognitive science. Annual Meeting of the American Educational Research Association, San Francisco, CA.

Hallinen, N.R., Chi, M., Chin, D.B., Prempeh, J., Blair, K.P. & Schwartz, D.L. (2012, August). Applying cognitive developmental psychology to middle school physics learning: The rule assessment method. Proceedings of the Physics Education Research Conference, Philadelphia, PA.

Chi, M., Chin, D.B., Hallinen, N.R., & Schwartz, D.L. (2012, August). A comparison of two instructional models using contrasting cases. Poster session presented at the Physics Education Research Conference, Philadelphia, PA.

Hallinen, N., Semmens, R., Dohmen, I., Chin, D.B., & Chase, C. (2012, April). Express yourself: Math learning in the context of communication. Poster session presented at the Annual Meeting of the American Educational Research Association. Vancouver, Canada.

Dohmen, I.M., Hallinen, N.R., Schwartz, D.L., Chase, C.C., Chin, D.B., Semmens, R., & Shemwell, J.T. (2011, March). Communicating through math and measurement. Poster session presented at the Annual inter-Science of Learning Conference, Washington, DC.

Hallinen, N.R. (2010, December). Does negative integer instruction transfer to negative rational numbers?  Poster session presented at Stanford Psychological Studies in Education Student Poster Session, Stanford, CA.

Hallinen, N.R. (2008, November). Effective, interesting, useful?  An evaluation of the Carnegie Mellon Online Writing Tutor. Association for the Advancement of Computer Education (AACE) E-Learn World Conference on E-Learning, Las Vegas, NV.

Book Chapter

Hayes, J.R., Bajzek, D.M., Brooks, J., Reyes, B., Hallinen, N., & Steinberg, E.R.  (2007).  Developing an online writing tutor to improve technical-writing skills in engineering and science students.  In G. Rijlaarsdam (Series Ed.) and D. Alamargot, P. Terrier, & J.-M. Cellier (Vol Eds.), Studies in Writing, Vol. 21, Written Documents in the Workplace, 107-123.