Selected Publications
Kindrat, A., & Osana, H. P. (in press). The relationship between mental computation and relational thinking in the seventh-grade. Fields Mathematic Education Journal.
Osana, H. P., & Proulx, J. (in press). A tale of two researchers: Points of common interest and contrast in a collaborative study on the mathematical thinking of preservice teachers. Journal of Numerical Cognition.
Osana, H. P., Przednowek, K., Cooperman, A., & Adrien, E. (2017). Encoding effects on first-graders’ use of manipulatives. Journal of Experimental Education, 1-19.
Osana, H. P., Adrien, E., & Duponsel, N. (2017). Effects of instructional guidance and sequencing of manipulatives and written symbols on second graders’ numeration knowledge. Education Sciences, 7(2), 52-74.
Osana, H. P., & Duponsel, N. (2016). Manipulatives, diagrams, and mathematics: A framework for future research on virtual manipulatives. In P. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (pp. 95-120). New York, NY: Springer.
Osana, H. P., & Pitsolantis, N. (2013). Addressing the struggle to link form and understanding in fractions instruction. British Journal of Educational Psychology, 83, 29-56.
Recent Conference Presentations
Foster, K., & Osana, H. P. (2018). What’s not equal about equal sharing? Effects of context on fourth-graders’ performance on fractions problems. American Educational Research Association (AERA), New York, NY.
Osana, H. P., Blondin, A., Alibali, M. W., & Donovan, A. M. (2018). The affordances of physical manipulatives on second-graders’ learning of number and place value. American Educational Research Association (AERA), New York, NY.
Kindrat, A. N., & Osana, H. P. (2018). The effects of a mental mathematics intervention on seventh-graders’ relational thinking. American Educational Research Association (AERA), New York, NY.
Foster, K., & Osana, H. P. (October 2017). Pretending wogs are logs: Exploring contextual effects of equal sharing problems in fourth-graders. North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Indianapolis, IN.
Osana, H. P., & Blondin, A. (October 2017). The relationship between dual representation of written numerals and place value knowledge in the first and second grades. Cognitive Development Society, Portland, OR.
Tomaszewski, A., & Osana, H. P. (July 2017). Manipulatives as analogs: One second-grade teacher’s use of cognitive supports during instruction on numeration. Fourth Analogy Conference, Paris, France.
Osana, H. P., Duponsel, N., Adrien, E., & Foster, K. (April 2017). Supporting fourth-grade students' representations and solution strategies for equal sharing problems. American Educational Research Association (AERA), San Antonio, TX.
Blondin, A., Tomaszewski, A., & Osana, H. P. (April 2017). Teachers’ use of instructional analogies with manipulatives in the second-grade classroom. American Educational Research Association (AERA), San Antonio, TX.
Desmarais, K., Osana, H. P., & Adrien, E. (June 2016). The problem-solving strategies used by children with intellectual disabilities during Schema Based Instruction. Jean Piaget Society, Chicago, IL.
Osana, H. P., & Pitsolantis, N. (April 2016). Supporting Kindergarten children's dual representation: Meaningful use of mathematics manipulatives. American Educational Research Association (AERA), Washington, DC.
Royea, D., Nicol, C., & Osana, H. P. (July 2015). “Borrowing from the neighbour”: Preservice teachers’ interpretations of student errors. Thirty-ninth meeting of the International Group for the Psychology of Mathematics Education (PME), Hobart, Australia.
Adrien, E., Duponsel, N., & Osana H. P. (April 2015). Effects of explanations and presentation order of manipulatives and written symbols in second-grade addition instruction. American Educational Research Association (AERA). Chicago, IL.
Osana, H. P., Adrien, E., Cooperman, A., Coret, M., Hosan, N., Kong, R. W., LeVos, J. S., Piatt, C., Valle, A., & Bisanz, J. (April 2015). Translating research on instruction and professional development into student learning about mathematical equivalence. American Educational Research Association (AERA). Chicago, IL.
Osana, H. P., Houstoun, D., & Desmarais, K. (May 2014). Le raisonnement quantitatif et la résolution de problème des futurs enseignants. Association canadienne-française pour l'avancement des sciences (ACFAS), Montreal, QC.
Osana, H. P., & Sokol, E. (April 2014). The effects of exposure to problems in symbolic contexts: The case of the equal sign. American Educational Research Association (AERA). Philadelphia, PA.
Osana, H. P., Proulx, J., Adrien, E., & Nadeau, D. (November 2013). Developing relational thinking in preservice teachers. North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Chicago, IL.
Przednowek, K., Osana, H. P., Cooperman, A., & Adrien, E. (November 2013). Introducing manipulatives: To play or not to play. North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Chicago, IL.