Prof. Nemirovsky works on research and development aimed at changing images of mathematics that are prevalent in our culture. Prior to coming to MMU, he directed educational projects in Argentina, Mexico, and the USA. He conducts research and theory development on the interplay between embodied cognition, affects, and mathematics learning. He has been working with several science and art museums in mathematics-oriented projects that combine research, development, and museum staff professional development. In addition to research papers, he has co-authored curricular units and has designed multiple devices for students' use.
R. Hall, R. Nemirovsky (2012). Mathematical Embodied Cognition. BR. Nemirovsky, R. Hall.
R. Nemirovsky, AS. Rosebery, J. Solomon, B. Warren (2004). Everyday Matters in Science and Mathematics Studies of Complex Classroom Events. Routledge.
T. Wright, R. Nemirovsky, CC. Tierney (1996). Timelines and rhythm patterns representing time.
C. Tierney, R. Nemirovsky, T. Noble (1995). Patterns of change tables and graphs.
C. Tierney, R. Nemirovsky, AS. Weinberg (1994). Changes over time graphs.
CC. Tierney, AS. Weinberg, R. Nemirovsky (1994). Up and down the number line changes.
ML. Kelton, JY. Ma, C. Rawlings, B. Rhodehamel, P. Saraniero, et al. (2018). Family meshworks: children’s geographies and collective ambulatory sense-making in an immersive mathematics exhibition. Children's Geographies. 16(5), pp.543-557.
R. Nemirovsky (2017). On the difficulties to resurrect the beyond. A commentary on the article Learning beyond the body by Juan-Ignacio Pozo / Sobre las dificultades para resucitar el más allá. Un comentario sobre el artículo Aprender más allá del cuerpo de Juan-Ignacio Pozo. Infancia y Aprendizaje. pp.1-12.
JB. Ernest, R. Nemirovsky (2016). Arguments for Integrating the Arts: Artistic Engagement in an Undergraduate Foundations of Geometry Course. PRIMUS. 26(4), pp.356-370.
VJ. Flood, FG. Amar, R. Nemirovsky, BW. Harrer, MRM. Bruce, et al. (2015). Paying Attention to Gesture when Students Talk Chemistry: Interactional Resources for Responsive Teaching. Journal of Chemical Education. 92(1), pp.11-22.
R. Nemirovsky, ML. Kelton, B. Rhodehamel (2013). Playing Mathematical Instruments: Emerging Perceptuomotor Integration With an Interactive Mathematics Exhibit. Journal for Research in Mathematics Education. 44(2), pp.372-415.
R. Nemirovsky, ML. Kelton, B. Rhodehamel (2012). Gesture and imagination. Gesture. 12(2), pp.130-165.
R. Hall, R. Nemirovsky (2012). Introduction to the Special Issue: Modalities of Body Engagement in Mathematical Activity and Learning. Journal of the Learning Sciences. 21(2), pp.207-215.
R. Nemirovsky, C. Rasmussen, G. Sweeney, M. Wawro (2012). When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation. Journal of the Learning Sciences. 21(2), pp.287-323.
R. Nemirovsky (2011). Episodic Feelings and Transfer of Learning. Journal of the Learning Sciences. 20(2), pp.308-337.
R. Nemirovsky, T. Noble, C. DiMattia, A. Barros (2011). Making A Circle: Tools, Representations, and the Spaces Where We Live. Cognition and Instruction. 24(4), pp.387-347.
R. Nemirovsky, F. Ferrara (2009). Mathematical imagination and embodied cognition. Educational Studies in Mathematics. 70(2), pp.159-174.
R. Nemirovsky, C. DiMattia, B. Ribeiro, T. Lara-Meloy (2005). Talking About Teaching Episodes. Journal of Mathematics Teacher Education. 8(5), pp.363-392.
R. Nemirovsky, J. Solomon (2005). Mathematical Conversations. REDIMAT : Journal of Research in Mathematics Education. 13,
R. Nemirovsky, A. Galvis (2004). Facilitating Grounded Online Interactions in Video-Case-Based Teacher Professional Development. Journal of Science Education and Technology. 13(1), pp.67-79.
R. Nemirovsky, T. Noble, C. DiMattia (2004). On Learning to See. International Journal of Computers for Mathematical Learning. 9(2), pp.109-167.
R. Nemirovsky (2004). On forms of knowing: The role of bodily activity and tools in mathematical learning. Educational Studies in Mathematics. 57(3),
T. Noble, R. Nemirovsky, T. Wright, C. Tierney (2001). Experiencing Change: The Mathematics of Change in Multiple Environments. Journal for Research in Mathematics Education. 32(1), pp.85-85.
R. Nemirovsky (2001). Children Creating Ways to Represent Changing Situations: On the Development of Homogeneous Spaces. Educational Studies in Mathematics. 45, pp.67-102.
R. Nemirovsky, C. Tierney, T. Wright (1998). Body Motion and Graphing. Cognition and Instruction. 16(2), pp.119-172.
R. Nemirovsky (1997). Mathematics of change: Ins and Outs or Ups and Downs. Teaching Children Mathematics. 3(6), pp.336-345.
R. Nemirovsky, T. Noble (1997). Mathematical visualization and the place where we live. Educational Studies in Mathematics. 33(2), pp.99-131.
R. Nemirovsky, J. Kaput (1995). Moving to the next level: A mathematics of change theme throughout the K-16 curriculum. UME Trends. 6(6), pp.20-21.
R. Nemirovsky (1994). On ways of symbolizing: The case of Laura and the velocity sign. The Journal of Mathematical Behavior. 13(4), pp.389-422.
R. Nemirovsky, S. Monk (1994). The Case of Dan: Student construction of a functional situation through visual attributes. Research in Collegiate Mathematics. 4, pp.139-168.
R. Nemirovsky, R. Tinker (1993). Explore Chaos: A Case Study. Journal of Computers in Mathematics and Science Teaching. 12(1), pp.1-21.
R. Nemirovsky (1993). Students Making Sense of Chaotic Behavior. Interactive Learning Environments. 3(3), pp.151-175.
H. Gardner∗, R. Nemirovsky (1991). From private intuitions to public symbol systems: An examination of the creative process in georg cantor and sigmund freud. Creativity Research Journal. 4(1), pp.1-21.
R. Nemirovsky (2017). Inhabiting Mathematical Concepts. E. de Freitas, N. Sinclair, A. Coles. In: What is a Mathematical Concept?. Cambridge University Press, pp.251-266.
R. Nemirovsky, M. Kelton, M. Civil (2017). Toward a vibrant and socially significant informal mathematics education. J. Cai. In: Compendium for Research in Mathematics Education. National Council of Teachers of Mathematics, pp.968-980.
R. Nemirovsky, R. Hall, J. Ma, M. Kelton (2016). Towards a Generous* Discussion of Interplay between Natural Descriptive and Hidden Machinery Approaches in Knowledge and Interaction Analysis. A. diSessa, M. Levin, JS. Brown. In: Knowledge and Interaction: A synthetic agenda for the learning sciences. Routledge, pp.496-519.
R. Nemirovsky, M. Kelton (2016). Navigating Turbulent Waters: Objectivity, Interpretation, and Experience in the Analysis of Interaction. A. diSessa, M. Levin, JS. Brown. In: Knowledge and Interaction: A synthetic agenda for the learning sciences. Routledge, pp.458-479.
R. Hall, JY. Ma, R. Nemirovsky (2014). Rescaling bodies in/as representational instruments in GPS drawing. VR. Lee. In: Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. pp.112-131.
R. Nemirovsky, M. Smith (2013). Diagram-Use and the emergence of mathematical objects. B. Brizuela, B. Gravel. In: "Show Me what You Know" Exploring Student Representations Across STEM Disciplines. Teachers College Press, pp.143-162.
R. Nemirovsky (2012). On Ways of Symbolizing: The Case of Laura and Velocity Sign. B. Tinker. In: Microcomputer-Based Labs: Educational Research and Standards. Springer Science & Business Media, pp.177-205.
R. Nemirovsky, I. Whitacre, C. Hohensee (2009). Expresiveness and Mathematics Learning. WM. Roth. In: Mathematical Representation at the Interface of Body and Culture. IAP, pp.275-308.
R. Nemirovsky (2009). A reading of the studies from the perspective of symbol-use. C. Andersen, N. Scheuer, MP. Pérez Echeverria, E. Teubal. In: Representational Systems and Practices as Learning Tools. pp.275-308.
R. Nemirovsky, A. Barros, T. Noble, M. Schnepp (2005). Learning mathematics in high school: Symbolic places and family resemblances. TA. Romberg, TP. Carpenter. In: Understanding Mathematics and Science MattersT. Routledge, pp.185-206.
R. Nemirovsky (2004). Mathematical Places. R. Nemirovsky, B. Warren, A. Rosebery. In: Everyday Matters in Science and Mathematics Studies of Complex Classroom Events. Routledge, pp.45-94.
R. Nemirovsky, T. Noble, T. Wright, C. Tierney (2002). Mathematics Learning in Multiple Environments. J. Sowder, B. Schappelle. In: Lessons learned from research. National Council of Teachers of English, pp.23-26.
R. Nemirovsky (2002). On Guessing the Essential Thing. K. Gravemeijer, R. Lehrer, B. van Oers, L. Verschaffel. In: Symbolizing, Modeling and Tool Use in Mathematics Education. Springer Science & Business Media, pp.233-256.
R. Nemirovsky (2001). Designing design activities: Dilemmas bound to happen. T. Koschmann, R. Hall, N. Miyake. In: Cscl 2 Carrying Forward the Conversation. Routledge, pp.259-264.
R. Nemirovsky, M. Schnepp (2001). Constructing a Foundation for the Fundamental Theorem of Calculus. A. Cuocco, FR. Curcio. In: The Roles of Representation in School Mathematics. National Council of Teachers of, pp.90-102.
R. Nemirovsky, S. Monk (2000). If you look at it the other way...:" An exploration into the nature of symbolizing. P. Cobb, E. Yackel, K. McKlain. In: Symbolizing and Communicating in Mathematics Classrooms Perspectives on Discourse, Tools, and Instructional Design. Routledge, pp.177-221.
R. Nemirovsky (1996). Functional Approach to Algebra: Two Issues. N. Bednarz, C. Kieran, L. Lee. In: Approaches to Algebra Perspectives for Research and Teaching. Springer Science & Business Media, pp.295-313.
R. Nemirovsky (1996). Mathematical Narratives. N. Bednarz, C. Kieran, L. Lee. In: Approaches to Algebra Perspectives for Research and Teaching. Springer Science & Business Media, pp.197-223.
R. Nemirovsky (1992). Don't Tell Me How Things Are, Tell Me How You See Them. R. Ruopp, S. Gal, B. Drayton, M. Pfister. In: Labnet Toward A Community of Practice. Routledge, pp.269-280.
R. Nemirovsky (2018). Pedagogies of Emergent Learning. In: INVITED LECTURES FROM THE 13TH INTERNATIONAL CONGRESS ON MATHEMATICAL EDUCATION. Soc Didact Math, Hamburg, GERMANY, 24/7/2016. pp.401-421.
FG. Amar, V. Flood, R. Nemirovsky, MRM. Bruce, M. Wittmann (2012). Paying attention to gesture in chemical explanations: What does it tell us?. In: ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY. San Diego, CA, 25/3/2012.
InforMath: Mathematics to Enrich Learning Experiences in Science and Art Museums. PI (co-PIs: Molly Kelton & Paul Siboroski) AISL program at NSF (DRL-1323587) $1.5M (2013 - 2017)
Math Core for Museums. co-PI (PI: Jay Newlin) ISE program at NSF (DRL-0840320) $3M (2009 - 2014)
Tangibility for the Teaching, Learning, and Communicating of Mathematics. PI (co-PIs: Rogers Hall, Kevin Leander, Mitchell Nathan & Martha Alibali) REESE program at NSF to San Diego State University (DRL-0816406) $2M (2008 - 2014)
Research on Embodied Mathematical Cognition. co-PI (PI: Rogers Hall) NSF catalyst grant (SLC-0518146) to Vanderbilt University. Subcontract to San Diego State University $200K (2005 - 2007)
Communities of Practice in Peru. PI (for subcontract to TERC) USAID grant awarded to EDC and Concord Consortium with subcontract to TERC $21K (2004 - 2005)
Digital Video & Motion Detection. PD (for subcontract to TERC) SBIR NSF grant to Alberti’s Window. $44K (2003 - 2005)
Eye Tracking for the Study of Seeing and Imagining. PI. Small grant for exploratory research.
$48.3K (2003 - 2004)
Informal Science Education program. co-PI (PI: Jay Newlin) $986.5K (2001 - 2004)
Handling Calculus. co-PI (PI: Jay Newlin) NSF Grant, Informal Science Education program. $986.5K (2001 - 2004)
Math in Motion. PI (co-PI: James Kaput) NSF Grant, ROLE program. $1.5M (2001 - 2004)
A Video-Based 3D motion detector. PI (for subcontract to TERC) Small Business Innovation Research grant to Alberti's Window with subcontract to TERC $48K (2000 - 2002)
Preliminary Investigation on Tomographic Microscopy. PI (co-PI: Hernan Jara) Small grant for exploratory research. $97K (2000 - 2001)
Bridging Research and Practice. PI (co-PI: David Carraher) NSF Grant $1.5M (1998 - 2001)
Urban Calculus Initiative. PI Department of Education grant to the City on a Hill school with subcontract to TERC $215K (1997 - 2000)
Calclab: A Hands-On Learning Environment for Enriching Students' Understanding of Calculus. co-PI (PI: Steve Monk) NSF Grant $448K (1997 - 2000)
Simcalc: Democritizing Access to the Mathematics of Change. co-PI (PI: James Kaput & co-PI: Jeremy Roschelle) NSF Grant $2.131M (1997 - 2000)
Urban Math Initiative. PI Subcontract to the University of Wisconsin (as part of the OERI National Center for Research in Mathematics and Science Education, granted by the U.S. Department of Education) $425K (1996 - 2002)
Reaching Science and Math Education Practitioners with Research: Multimedia to Inform Teachers. co-PI (PI: David Carraher) NSF Grant $47.5K (1997)
Research on System Dynamics in Math Education. PI Subcontract to University of Massachusetts (as part of the Simcalc project directed by James Kaput) $396K (1993-1997)
Students Conceptions of the Mathematics of Change. PI NSF Grant. $1.5M (1992-1997)
Measuring and Modeling. PI NSF grant. $326K (1989 - 1992)