Timothy Charoenying



Contact: [email] timothykc <at> berkeley <dot> edu

About Me: My name is Tim. I lead a fairly pedestrian life--literally. In my free time, I enjoy hiking and walking with my wife and two dogs around San Francisco. Prior to coming to Berkeley I worked as a special education teacher in New York City. I also have a background in web design and development. The site you are looking at right now was built by me using an open source content management system known as drupal.

Research Interests: I am interested in the design of contexts for learning, a specific interest of mine is understanding how designers can influence/structure individual's cognition and affective dispositions through their design/activity mediated choices.

In my current research project I examine how students' multi-modal, perceptual resources can be more closely aligned with mathematical concepts, in particular, those pertaining to early rational number instruction. Additionally, I have been looking at how students' goal oriented objectives are influenced by, and in turn, influence an activity design.

A current work-in-progress is entitled the “Graph Hopper." This design is intended to: 1) support young children’s conceptualization of number, 2) develop their ability to interpret graphic representations of data such as bar and line graphs, and 3) encourage physical exercise.

Publications/Presentations:
  • Abrahamson, D., Gutiérrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012).Fostering hooks and shifts: tutorial tactics for guided mathematical discovery. Technology, Knowledge, and Learning, 17(1-2), 61-86.
  • Charoenying, T., Gaysinsky, A., Ryokai, K. (2012) The Choreography of Conceptual Development in Computer Supported Instructional Environments. Full Paper 11th International Conference on Interaction Design and Children 2012, June 12–15, 2012, Bremen, Germany
  • Charoenying, T. & Trnicic (2011). Evocation and Enactment: Understanding Trajectoriesof Conceptual Development in Artifact-Mediated Situations. Full Paper Proceedings of the 19th International Conference on Computers in Education, Chiang Mai, Thailand. November 28th-December 2nd , 2011
  • Charoenying, T. (2011). The evocation and enactment of conceptual schemes:Understanding the micro-genesis of mathematical cognition through artifact-mediated activity. Full Paper Proceedings of the 33rd Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 156-164)., Reno, October 20-23, 2011.
  • Charoenying, T. (2010). Accountable game design: Structuring the dynamics of studentlearning interactions Journal of Educational Computing Research, 43(2), 135 - 163.
  • Charoenying, T. (2008). Accountable game designs for classroom learning. In Proceedings of the 7th international conference on Interaction design and children (pp. 1-5). Chicago, Illinois: ACM.
PRESENTATIONS
  • Charoenying, T., Gaysinsky, A., Trninic, D. (2012) Body Syntonicity Redux: Modeling theChoreography of Conceptual Schemes.Workshop paper presented at SIGCHI 12, May 5–10, 2012, Austin, Texas, USA.
  • Abrahamson, D., & Charoenying, T. (2012, April). Doing-for-seeing, seeing-for-doing:demonstration and imitation as critical opportunities for schema development in embodied-interaction mathematics learning. Paper presented at AERA 2012, Vancouver, April 13-17. 
  • Abrahamson, D., Gutiérrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012,April). Fostering mathematical discovery: one tutor’s strategies for ushering the construction of proportional schemas via mediated embodied interaction. In J. Radinsky (Chair) & J. Lemke (Discussant), Emergent methods for studying spatial and embodied dimensions of learning. Symposium presented AERA 2012(SIG Learning Sciences), Vancouver, April 13-17. 
  • Charoenying, T., Trninic, D., & Abrahamson, D. (2012, April). The choreography ofconceptual development: cognitive schemes meet cultural practice in instructional design. Poster presented at the annual meeting of the American Educational Research Association, Vancouver, April 13-17. 
  • Charoenying, T. (2012). The Choreography of Conceptual Development in ComputerSupported Instructional Environments. Doctoral Consortium paper International Conference on Interaction Design and Children 2012, June 12–15, 2012, Bremen, Germany
  • Charoenying, T. (2010, May). Water works: toward embodied coherence in instructionaldesign. In MathemaTechs: Technology in Mathematics Education. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
  • Charoenying, T. (2010, May). Embodied coherence in representational contexts forstudents with disabilities. In B. Bottge (Chair) & D. Van Garderen (Discussant), Mathematics in special education. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
  • Gutiérrez, J. F., & Charoenying, T. (2010, May). Educational design as the production ofboundary objects. In P. Hardre (Chair), The learning and practice of design: Thinking, knowing, seeing, doing. Paper presented at the annual meeting of the American Educational Research Association, April 30 - May 4.
  • Charoenying, T. (2009, April). Accountable game design for supporting classroom learning.Paper and poster presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.Charoenying, T. (2009, April). Computational classroom analysis: Using computers to model complex classroom phenomena.Paper and poster presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.