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.

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

Hallinen, N.R. & Booth, J.L. (under review) What difference does a proportion make? Investigating the verbal advantage in algebraic story problems.

Presentations and Proceedings

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.

Kaser, T., Hallinen, N.R., & Schwartz, D.L.  (2017, March).  Modeling exploration strategies to predict student performance within a learning environment and beyond.  7th International Conference on Learning Analytics & Knowledge.

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 iPad math game.  In Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems (pp. 727-734).  ACM.

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.) 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.

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.

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.

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.

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.  Paper presented at the 2013 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. Paper presented at the 2013 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).  Applying cognitive developmental psychology to middle school physics learning: The rule assessment method. Proceedings of the Physics Education Research Conference, Philadelphia, PA.

Hallinen, N.R., Semmens, R., Dohmen, I., Chin, D.B., & Chase, C. (2012, April). Express Yourself: Math Learning in the Context of Communication. Annual Meeting of the American Educational Research Association. Vancouver, Canada.

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, 117-120.

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.