Learning and Identity
Danish, J.A., & Gresalfi, M.S. (in press). Cognitive and Sociocultural Perspective on Learning: The Multiple Identities that Learning Scientists Take On. In F. Fischer, C.E. Hmelo-Silver, S. R. Goldman, & P. Reimann [Eds], International Handbook of the Learning Sciences. Routledge/Taylor & Francis.
Hand, V., & Gresalfi, M.S. (2015). The Joint Accomplishment of Identity. Educational Psychologist.
Gresalfi, M.S., & Barab, S.A. (2011). Learning for a reason: Supporting forms of engagement by designing tasks and orchestrating environments. Theory into Practice, 50, 300-310.
Gresalfi, M.S. & Cobb, P. (2011). Negotiating identities for Mathematics teaching in the context of professional development. Journal for Research In Mathematics Education, 42,3, 270-304.
Gresalfi, M.S., Barab, S.A., & Sommerfeld, A.K. (2011). Intelligent Action as a Shared Accomplishment. In D.Y. Dai & R. Sternberg (Eds.), Design research on learning and teaching in educational settings: Enhancing intellectual growth and functioning. Routledge.
Gresalfi, M.S. (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. Journal of the Learning Sciences, 18, 327-369.
Cobb, P., Gresalfi, M.S., & Hodge, L.L. (2009). An Interpretive Scheme for Analyzing the Identities that Students Develop in Mathematics Classrooms. Journal for Research in Mathematics Education, 40,1, 40-68.
Cobb, P., Gresalfi, M., Hodge, L.L. (2009). A design research perspective on the identities that students are developing in mathematics classrooms. In B. Schwarz, T.Dreyfus. & R. Herskowitz (Eds.), Transformations of Knowledge in Classroom Interactions (pp. 223-243). Oxon: Routledge Press.
Gresalfi, M.S., Martin, T., Hand, V., & Greeno, J.G. (2008). Constructing Competence: An Analysis of Student Participation in the Activity Systems of Mathematics Classrooms. Educational Studies in Mathematics, 70,1, 49-70.
Greeno, J.G., & Gresalfi, M.S. (2008). Opportunities to learn in practice and identity. In P.A. Moss, D.C. Pullin, J.P. Gee, E.H. Haertel, & L.J. Young (Eds.), Assessment, Equity, and Opportunity to Learn. Cambridge: Cambridge University Press.
Gresalfi, M.S., & Cobb, P. (2006). Cultivating students’ discipline-specific dispositions as a critical goal for pedagogy and equity. Pedagogies: An International Journal, 1, 49-58.
*Gresalfi, M.S., Rittle-Johnson, B., Loehr, A., & Nichols, I. (accepted pending revisions).** Design matters: Explorations of Content and Design in Fraction Games. Educational Technology Research and Development.
Gresalfi, M.S. (in press). Game Design. In K. Peppler [Ed.], The SAGE Encyclopedia of Out of School Learning.
Bell, A.M., & Gresalfi, M.S. (2017) Teaching with Videogames: How Experience Impacts Classroom Integration. Technology, Knowledge, and Learning.
Gresalfi, M.S. (2015) Designing to Support Critical Engagement with Statistics. ZDM - The International Journal on Mathematics Education 47:933–946.
Gresalfi, M.S., & Barnes, J. (2015). Designing Feedback in an Immersive Videogame: Supporting Student Mathematical Engagement. Educational Technology Research and Development.
Tekinbas, K., Gresalfi, M., Peppler, K., & Santo, R. (2014). Gaming the System: Designing with Gamestar Mechanic. Cambridge, MA: MIT Press.
Peppler, K., Gresalfi, M., Tekinbas, K., & Santo, R. (2014). Short Circuits: Crafting e-Puppets with DIY Electronics. Cambridge, MA: MIT Press.
Peppler, K., Gresalfi, M., Tekinbas, K., & Santo, R. (2014). Soft Circuits: Crafting e-Fashion with DIY Electronics. Cambridge, MA: MIT Press.
Peppler, K., Santo, R. Gresalfi, M. & Tekinbas, K. (2014). Script Changers: Digital Storytelling with Scratch. Cambridge, MA: MIT Press.
*Barab, S. A., Pettyjohn, P., Gresalfi, M., Volk, C., & Solomou, M.** (2012). Game-based curriculum and transformational play: Designing to meaningfully position person, content, and context. Computers & Education, 50, 518-533.
Barab, S.A., Gresalfi, M.S., & Ingram-Goble, A. (2010). Transformational Play: Using Games to Position Person, Content, and Context. Educational Researcher.
Barab, S.A., Gresalfi, M.S., Dodge, T., & Ingram-Goble, A. (2010). Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum. Journal for Gaming and Computer Mediated Simulations, 2, 1. 17-30.
Barab, S.A. Gresalfi, M.S. & Arici, A. (2009). Transformational Play: Why educators should care about games. Educational Leadership, 67,1,76-80.
Barab, S.A., Gresalfi, M.S., Ingram-Goble, A., Jameson, E., Hickey, D., Akram, S., & Kizer, S. (2009). Transformational Play and Virtual Worlds: Worked Examples from The Quest Atlantis Project. International Journal of Learning and Media, 1,2.
Bell, A.M., & Gresalfi, M.S. (in press). The Role of a Digital Game in a Classroom Ecology: Exploring Teaching Using Videogames. In M. F. Young & S.T. Slota, [Eds}, Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape the Future of Education. Information Age Publishing.
*Robinson, J.M, Kearns, K. D., Gresalfi, M.S., Sievert, A. K., & Christensen, T.B. (2015).** Teaching on purpose: A collegium community model for supporting intentional teaching. Journal on Excellence in College Teaching, 26, 1, 81-110.
*Gresalfi, M.S., Barnes, J., & Cross, D. (2012).** When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology. Educational Studies in Mathematics, 80, 249-267.
Gresalfi, M.S., Barnes, J.L., & Pettyjohn, P. (2011). Why videogames are not teacher-proof: The central role of the teacher when using new technologies in the classroom. In G. Vincenti & J. Braman (Eds.), Multi-User Virtual Environments for the Classroom: Practical Approaches to Teaching in Virtual Worlds (pp. 267-284). Hershey, PA: Information Science Reference.
Park Rogers, M., Cross, D., Gresalfi, M.S., Trauth-Nare, A., & Buck, G. (2010). First year implementation of a project-based learning approach: The need for addressing teachers’ orientations in the era of reform. International Journal of Science and Mathematics Education.
Gresalfi, M.S., & Lester, F. (2009). What’s worth knowing in mathematics? In S. Tobias & T.M. Duffy (Eds.), Constructivist Theory Applied to Instruction: Success or Failure? (pp.264-290). New York: Routledge.