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children learn new concepts and problem-solving strategies, and when they express and communicate their knowledge in gestures and in speech. Her current research projects examine the function of spontaneous gestures in thinking and speaking, the transition from arithmetic to algebraic reasoning, and the role of diagrams in mathematical and scientific reasoning. Her work is currently funded by the
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She is a cognitive and developmental psychologist who studies children's knowledge and communication about mathematical concepts. Her research focuses on mechanisms of knowledge change in cognitive development and learning. In particular, she investigates the change processes that take place when
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Norton, A. & Alibali, M. W. (Eds.). (2019). Constructing number: Merging perspectives from psychology and mathematics education. Springer (Research in
Mathematics Education series).
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Church, R. B., Alibali, M. W. & Kelly, S. D. (Eds.). (2017). Why gesture? How the hands function in speaking, thinking, and communicating. Amsterdam: John
Benjamins.
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American
Psychological Foundation, Robert L. Fantz Memorial Award, 2004, for young investigator in perceptual or cognitive development
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Siegler, R. S. & Alibali, M. W. (2005). Children's thinking (4th ed.). Upper Saddle River, NJ: Prentice Hall.
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Award for
Excellence in Teaching, Department of Psychology, University of Wisconsin–Madison, 2001–2002
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https://web.archive.org/web/20081115165732/http://psych.wisc.edu/faculty/bio/kmAlibali.html
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Chancellor's
Distinguished Teaching Award, University of Wisconsin–Madison, 2004
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Friedrich
Wilhelm Bessel Research Award, Alexander von Humboldt Foundation, 2013
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from the article and its talk page, especially if potentially
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