Selected Journal Articles:
- Flood, V. J. (2021). The secret multimodal life of IREs: Looking more closely at representational gestures in a familiar questioning sequence. Linguistics and Education, 63, 100913.
- Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning, ZDM Mathematics Education, (52)7, 1307-1331.
- Flood, V. J. (2018). Multimodal revoicing as an interactional mechanism for connecting scientific and everyday concepts. Human Development, 61(3), 145-173.
Selected Proceedings Papers:
- Booth, E. T., Flood, V. J., Harrer, B. W. (2024) The Enactment of an Instant: A Study of Gesture in Introductory Physics. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, and E. Suarez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences 2024. Buffalo, NY: International Society of the Learning Sciences, 1590–1593.
- Lee, S., Scheunemann, S. M., Flood, V. J., Harrer, B. W. (2024). Gesture in Synthesizing Student Contributions in Whole-Class Discussion of Graphical Representations of Energy. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, and E. Suarez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences 2024. Buffalo, NY: International Society of the Learning Sciences, 1698–1701.
- Zirek, C., Flood, V. J., Harrer, B. W., (2024). “Laminated Layers of Abstraction in Physics Students’ Gesture”. In R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert, and E. Suarez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences 2024. Buffalo, NY: International Society of the Learning Sciences, 1814–1817.
- Scheuneman, S. M., Flood, V. J., & Harrer, B. W. (2023) Characterizing representational gestures in collaborative sense-making of vectors in introductory physics. In D. Jones, Q. Ryan, & A. Pawl (Eds.), Proceedings of the Physics Education Research Conference 2023. Sacramento, CA, 290-295.
- Flood, V. J. & Harrer, B. W. (2023) How Kinetically-Held Gestures Support Collaborative Problem Solving in Physics. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences 2023. Montreal, Canada: International Society of the Learning Sciences, 1522-1525.
- Flood, V. J. Wang, X. C., & Sheridan, M. (2022) Embodied responsive teaching for supporting computational thinking in early childhood. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences 2022. Hiroshima, Japan: International Society of the Learning Sciences, 855-862. Winner ICLS Best Paper Award
- Wang, X. C., Flood, V. J., & Cady, A. (2021). Computational Thinking through Body and Ego Syntonicity: Young Children’s Embodied Sense-Making Using A Programming Toy. In Proceedings of the 15th International Conference of the Learning Sciences 2021. International Society of the Learning Sciences. Nominated ICLS Best Paper Award
- Flood, V. J., & Harrer, B. W. (2021). Responding to STEM Students’ Gestured Candidate Responses. In Proceedings of the 15th International Conference of the Learning Sciences-2021. International Society of the Learning Sciences.
- Flood, V. J. & Harrer, B. W. (2020). How physics students re-use gestures in collaborative knowledge building. In D. Keifert (Chair), Analytical designs: Goodwin’s substrates as a tool for studying learning. In M. Gresalfi, M. & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences 2020, Volume 2 (pp. 374-381). Nashville, TN: International Society of the Learning Sciences.
Selected Book Chapters:
- Flood, V. J. (2024). Embodiment in Education. In L. Shapiro & S. Spaulding, (Eds.), The Routledge Handbook of Embodied Cognition (2nd Edition). Routledge.
- Flood, V. J. (In Press). Mathematical enskilment: Embodied apprenticeship in mathematical taskscapes. In Edwards, L. D. & Krause, C. M. The body in mathematics: Theoretical and methodological lenses. Brill.
- Abrahamson, D., Tancredi, S., Chen, R. S. Y., Flood, V. J., & Dutton, E. (2024). Embodied design of digital resources for mathematics education: Theory, methodology, and framework of a pedagogical research program. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education. Springer.
- Swidan, O., Schacht, F., Ludwig, M., Flood, V. J. (2024). Instrumental orchestration with emerging digital technology. In B. Pepin, G. Guedet, & J. Choppin (Eds.). Handbook of Digital Resources in Mathematics Education. Springer.
- Flood, V. J., Shvarts, A., Abrahamson, D. (2022) Responsive teaching for embodied learning with technology. In S. Macrine & Fugate, J. (Eds.), Movement matters: How embodied cognition informs teaching and learning. MIT Press.
- DeLiema, D., Dahn, M., Flood, V. J., Asuncion, A., Abrahamson, D., Enyedy, N., Steen, F. F. (2020). Debugging as a context for collaborative reflection on problem-solving processes. In E. Manolo (Ed.), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom (pp. 209-228). Routledge.
