Daniel Reinholz

**E-mail:** reinholz "at" berkeley "dot" edu

### About Me

My research focuses on the roles of explanation and reflection in learning mathematics. In particular, I am interested how peer-assessment allows students to practice generating explanations and receive authentic feedback from their peers. My current research is in the context of introductory calculus, but the techniques developed are applicable to a broad variety of mathematical contexts.

### Current ATS Projects

TRU-Math Scheme.

### Publications and Presentations

- Reinholz, D. L. (in press for 2012). Becoming a Mathematical Authority: The Solution Lies in the Solution. Proceedings of the 34th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 34).
- Ayieko, R. A., Floden, R. E., Hu, A., Lepak, J., Reinholz, D. L., & Wernet, J. (in press for 2012). Transitioning From Executing Procedures to Robust Understanding of Algebra. Proceedings of the 34th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 34).
- Kim, H., Seashore, K., & Reinholz, D. L. (in press for 2012). Teaching for Robust Understanding in Mathematics. Proceedings of the 34th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 34).
- Ranney, M.A., Clark, D., Reinholz, D. L., & Cohen, S. (in press for 2012). Changing Global Warming Beliefs with Scienti c Information: Knowledge, Attitudes, and RTMD (Reinforced Theistic Manifest Destiny Theory). Proceedings of the 34th Annual Meeting of the Cognitive Science Society.
- Ranney, M.A., Clark, D., Reinholz, D. L., & Cohen, S. (in press for 2012). Improving Americans modest global warming knowledge in the light of RTMD (Reinforced Theistic Manifest Destiny) theory. In The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences. International Society of the Learning Sciences, Inc.
- Howison, M., Trninic, D., Reinholz, D. L., & Abrahamson, D. (2011). The Mathematical Imagery Trainer: from embodied interaction to conceptual learning. In G. Fitzpatrick & C. Gutwin (Eds.), Proceedings of the ACM CHI Conference on Human

Factors in Computing Systems (CHI 2011), Vancouver, May 7-12, 2011. - Reinholz, D. L., Levin, M., & Kim, H. (2011). Capturing What Counts: Classroom Practices That Lead To Robust Understanding of Algebra. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
- Lepak, J., Seashore, K., Reinholz, D. L., & Nix, S. E. ( 2011). Measuring Middle-School Students Robust Understanding of Mathematics. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
- Abrahamson, D., Gutirrez, J. F., Lee, R. G., Reinholz, D. L., & Trninic, D. (2011). From tacit sensorimotor coupling to articulated mathematical reasoning in an embodied design for proportional reasoning. In R. Goldman (Chair), H. Kwah & D. Abrahamson (Organizers) & R. P. Hall (Discussant) (Eds.). Diverse perspecttives on embodied learning: what's so hard to grasp? Symposium presented at the annual meeting of the American Educational Research Association (SIG Advanced Technologies for Learning). New Orleans, LA.
- Reinholz, D. L., Trninic, D., Howison, M., & Abrahamson, D. (2010). It's not easy being green: embodied artifacts and the guided emergence of mathematical meaning. In P. Brosnan, D. Erchick & L. Flevares (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, pp. 1488 - 1496). Columbus, OH: PME-NA.
- Trninic, D., Reinholz, D. L., Howison, M., & Abrahamson, D. (2010). Design as an object-to-think-with: semiotic potential emerges through collaborative reflective conversation with material. In P. Brosnan, D. Erchick & L. Flevares (Eds.), Proceedings of the Thirty-Second Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 32) (Vol. VI, pp. 1523 - 1530). Columbus, OH: PME-NA.