My official page at the School of Education and Social Policy, Northwestern University is here.

• Journal Articles

• Book Chapters

• Conference Proceedings

• Dissertation

Sherin, B., & Fuson, K. C. (in press). Multiplication strategies and the appropriation of computational resources. Journal for Research in Mathematics Education.(PDF)

Sherin, B. (in press). Common sense clarified: Intuitive knowledge and its role in physics expertise. Journal of Research in Science Teaching. (PDF)

Sherin, B., Reiser, B., & Edelson, D. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. Journal of the Learning Sciences, 13(3), 387-421. (PDF)

Sherin, B. (2002). Representing geometric constructions as programs: A brief exploration. International Journal of Computers for Mathematical Learning, 7(1), 101-115. (PDF)

Sherin, B. (2001). How students understand physics equations. Cognition and Instruction. 19(4), 479-541. (PDF)

Sherin, B. (2001). A comparison of programming languages and algebraic notation as expressive languages for physics. International Journal of Computers for Mathematics Learning. 6, 1-61. (PDF)

Sherin, B. (2000). How students invent representations of motion: A genetic account. Journal of Mathematical Behavior. 19(4), 399-441. (PDF)

diSessa, A. and Sherin, B. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior. 19 (4), 385-398. (PDF)

Sherin, M., Sherin, B., and Madanes, R. (1999). Exploring diverse accounts of teacher knowledge. Journal of Mathematical Behavior, 18(3), 357-375. (PDF)

diSessa, A. and Sherin, B. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1191.

Sherin, B., diSessa, A., & Hammer, D. (1993). Dynaturtle revisited: Learning physics through the collaborative design of a computer model. Interactive Learning Environments, 3(2), 91-118.

diSessa, A. A., Hammer, D., Sherin, B., & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10, 117-160.

PhD Dissertation

Sherin, B. L. (1996). The symbolic basis of physical intuition: A study of two symbol systems in physics instruction. Unpublished dissertation, UC Berkeley. (PDF)

Sherin, B., Edelson, D., & Brown, M. (to appear). On the content of task-structured curricula. In L. B. Flick & N. G. Lederman (Eds.), Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education: Kluwer Academic Publishers. (PDF).

Sherin, B., Azevedo, F. S., & diSessa, A. (to appear). Exploration zones: A framework for describing the emergent structure of learning activities. In R. Nemirovsky, A. S. Rosebery, J. Solomon & B. Warren (Eds.), Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events. Lawrence Erlbaum. (PDF)

Lee, V., & Sherin, B. (2004). What makes teaching special. Proceedings of Sixth International Conference of the Learning Sciences(ICLS), Mahwah, NJ.

Sherin, B., Kanter, D., Schwarz, J., Stieff, M., Herman, P., & Mackenzie, S. (2002). Conceptual dynamics in project-based science. Keeping Learning Complex: Proceedings of the Fifth International Conference of the Learning Sciences (ICLS) (pp. 429-436), Mahway, NJ. (PDF)

Schwarz, J., & Sherin, B. (2002). Describing science content: Bridging the gap between content and process. Keeping Learning Complex: Proceedings of the Fifth International Conference of the Learning Sciences (ICLS) (pp. 421-428), Mahwah, NJ. (PDF)

Herman, P., Mackenzie, S., Sherin, B., & Reiser, B. (2002). Assessing student learning in project-based science classrooms: Development and administration of written assessments. Keeping Learning Complex: Proceedings of the Fifth International Conference of the Learning Sciences (ICLS) (pp. 159-166), Mahway, NJ. (PDF)

Sherin, B. L. (2001). Toward consensus on computational strategies for single-digit multiplication. In R. Speiser and C. Maher (Ed.), Proceedings of the Twenty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Snowbird, Utah.

Forbus, K., Carney, K., Harris, R., & Sherin, B. (2001). A qualitative modeling environment for middle-school students: A progress report. Proceedings of the Fifteenth International Workshop on Qualitative Reasoning, Stoughton, WI.

Sherin, B., Edelson, D., and Brown, M. (2000). Learning in task-structured curricula. Proceedings of the Fourth international Conference of the Learning Sciences, Ann Arbor, MI.

Sherin, B. and Azavedo, F. (2000). Zones of exploration: A framework for describing and designing student-directed activities. Proceedings of the Fourth international Conference of the Learning Sciences, Ann Arbor, MI.

Sherin, B. (1998). On the meaning of mathematical expressions. In S. B. Berenson & K. R. Dawkins & M. Blanton & W. N. Coulomb & J. Kolb & K. Norwood & L. Stiff (Ed.) Proceedings of the Twentieth annual meeting of the North American chapter of the of the International Group for the Psychology of Mathematics Education, Raleigh, North Carolina.

Fuson, K. C., Smith, S., & Sherin, B. (1998). A vygotskiian action research model for developing and assessing conceptual models and instructional materials interactively. In S. B. Berenson & K. R. Dawkins & M. Blanton & W. N. Coulomb & J. Kolb & K. Norwood & L. Stiff (Ed.) Proceedings of the Twentieth annual meeting of the North American chapter of the of the International Group for the Psychology of Mathematics Education, Raleigh, North Carolina.

Sherin, B. (August, 1997). The language of physics equations. In M. G. Shafto and P. Langley (Ed.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society, Palo Alto, CA, pp. 686-691.Sherin, B. (1996). What it means to "understand" a physics equation. In E. Redish and J. S. Rigden (Ed.), The Changing Role of Physics Departments in Modern Universities: Proceedings of the ICUPE, College Park, MD, pp. 717-726.