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Corey is an Associate Professor of Mathematics Education and the Learning Sciences and director of SMU’s Technology-Enhanced Immersive Learning (TEIL) cluster. His research focuses on mathematical and computational modeling, with a particular emphasis on supporting and understanding the collective learning of classroom groups. He approaches computational thinking and learning from a constructionist perspective, and he engages in design-based research to support and understand new forms of STEAM activity.

Before joining SMU, Brady had faculty appointments at Vanderbilt and Northwestern Universities. He worked in industry, leading the design and development of the TI-Navigator system at Texas Instruments (2001-2006), and heading product development and research at two education technology startups. Brady has also been a classroom teacher, at middle school, high school, and community college levels. He holds degrees in Pure Mathematics (MS), English Literature (MA), and Mathematics Education (PhD).

Recent Publications

Journal Articles

Brady, C. (2023). Making mathematics together by modeling shared experiences. Frontiers in Education, 8.

Pierson, A., Brady, C., Lee, S. (2023). Emotional Configurations in STEM Classrooms: Braiding feeling, sensemaking, and practice in extended investigations. Science Education.

Hernández-Zavaleta, E., Brady, C., Becker, S., & Clark, D. (2023). Spontaneous Hybridizing of Motion and Mapping Supporting Geometric Transformations Learning in Block-Based Programming Environments. Mathematical Thinking and Learning.

Jung, H. & Brady, C. (2023). Modeling Actions Foregrounded in Whole-Class Modeling Discourse: A Case Study of a Model-Eliciting Activity and a Three-Act Task. Mathematical Thinking and Learning.

Johnson, P. M., Baroud, H., Brady, C., & Abkowitz, M (2023) Who contributes to disaster preparedness? Predicting decision-making in collective action problems pertaining to community resilience. Risk Analysis.

Stein, G., Jean, D., Brady, C., & Ledeczi, A. (2023). Browser-based Simulation for Novice-friendly Classroom Robotics. Frontiers in Computer Science: Digital Education, 4:1031572.

Steinberg, S., Gresalfi, M., Vogelstein, L., & Brady, C. (2022). Coding choreography: Understanding student responses to representational incompatibilities between dance and programming. Journal of Research on Technology in Education, 1-18.

Sengupta-Irving, T., Vogelstein, L., Brady, C., & Phillips Galloway, E. (2022). Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning. Journal of the Learning Sciences, 1-39.

Brady, C., Broll, B., Stein, G., Jean, D., Grover, S., Catete, V., Barnes, T., & Ledeczi, A. (2022). Block-based Abstractions and Expansive Services to Make Advanced Computing Concepts Accessible to Novices. Journal of Computer Languages (COLA).

Pierson, A., Brady, C., Clark, D., & Sengupta, P. (2022). Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum. Cognition & Instruction.

Brady, C., Borromeo Ferri, R., & Lesh, R. (2022). Tacit Knowledge and Embodied Insight in Mathematical Modeling. Investigations in Mathematics Learning.

Brady, C., & Jung, H. (2022). Modeling presentations: Towards an assessment of emerging classroom cultures of modeling. Educational Studies in Mathematics, 109, 237–261.

Pierson, A., Clark, D., & Brady, C. (2021). Scientific modeling and translanguaging: A multilingual and multimodal approach to support productive science discourse. Science Education 105(4), 776-813.

Brady, C. (2021). Patches as an Expressive Medium for Exploratory Agent-Based Modelling. British Journal of Education Technology, 52(3), 1024-1042. 

Brady, C. & Lehrer, R. (2021). Sweeping Area across Physical and Virtual Environments. Digital Experiences in Mathematics Education (DEME), 7(1), 66-98.

Pierson, A. & Brady, C. (2020). Expanding Opportunities for Systems Thinking, Conceptual Learning, and Participation through Embodied and Computational Modeling. Systems 48(4).

Johnson, P. M., Brady, C. E., Philip, C., Baroud, H., Camp, J. V., & Abkowitz, M. (2020). A factor analysis approach toward reconciling community vulnerability and resilience indices for natural hazards. Risk Analysis, 40(9), 1795-1810.

Jung, H. & Brady, C. (2020). Maintaining student-centered dialogic interactions in the transition to synchronous online learning. Information and Learning Science 121(5/6) 391-400.

Hjorth, A., Head, B., Brady, C., & Wilensky, U. (2020). LevelSpace: A NetLogo Extension for Multi-Level Agent-Based Modeling. Journal of Artificial Societies and Social Simulation, 23(1), 1-4.

Pierson, A. E., Brady, C. E., & Clark, D. B. (2020). Balancing the environment: Computational models as interactive participants in a STEM classroom. Journal of Science Education and Technology, 29(1), 101-119.

Conference Proceedings

Brady, C. & Vogelstein, L. (2023). Epistemic rekeying: Epistemic tensions across disciplines as opportunities for artistic response. To Appear in Proceedings of PME-NA 2023.

Stroup, W., Petrosino, A., Duseau, K., & Brady, C. (2023). Establishing statistical significance for comparisons using pattern-based items: Change at scale. To Appear in Proceedings of PME-NA 2023.

Brady, C., Jung, H., McLean, J., & Dominguez, A., & Glancy, A. (2023) Models and Modeling Research Colloquium. To Appear in Proceedings of PME-NA 2023.

Brady, C., Jung, H, … (2023). Engineering Connections in Mathematical Modeling Problems Oriented to Social Justice. Proceedings of ASEE 2023.

Pierson, A., Brady, C., & Lee, S. (2023). Braiding Feeling, Sensemaking, and Practice in STEM Investigations. Proceedings of ICLS 2023.

Pierson, A., Brady, C., Lee, S., & Shuler, D. (2023). Cultivating Generative Emotion in Science Classrooms. Proceedings of ICLS 2023. Winner, Outstanding Paper Award, ICLS 2023.

Jen, T., Brady, C., Vogelstein, L., & Ayalon, E. (2023). Designing for feelings: Disruptive beginnings in the design of mixed reality activities for sustainability. Proceedings of ICLS 2023.

Hernández-Zavaleta, E., Becker, S., Clark, D., & Brady, C. (2022) Aprendizaje de transformaciones geométricas en dos entornos de programación por bloques: Hibridación productiva de las concepciones de movimiento y mapeo. Proceedings of RELME 35.

Brady, C., Jen, T., Vogelstein, L, & Dim, E. (2022). Designing with Feeling: How students constructed embodied participatory simulations for groups of younger learners to understand and care about sustainability in ecosystems. In Proceedings of Interaction Design and Children, IDC 2022.

Brady, C., Vogelstein, L., Jen, T., & Dim, E. (2022). The Design of Embodied Participatory Simulations as a Collaborative Learning Environment. In Proceedings of CSCL 2022 (pp. 203-210).

Pierson, A., Brady, C., Clark, D., & Sengupta, P. (2022). Epistemic Commitments: A Lens for Heterogeneity in Science. In Proceedings of ICLS 2022.

Vogelstein, L., Steinberg, R., Thomas, C., & Brady, C. (2022). Pedagogically Sculpting Participation Across Relations and Interdisciplinary Boundaries. In Symposium, Teaching On-the-Move: Mapping Relations as Pedagogical Cartographers. In Proceedings of ICLS 2022.

Kaiser, G., Schukajlow, S., Barquero, B, Borromeo Ferri, R, Blum, W, Brady, C…. (2022). Innovative perspectives in research in mathematical modelling education. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45).

Borromeo Ferri, R & Brady, C. (2022). Intuition and Innovation in Modelling. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45).

Hernández-Zavaleta, E., Becker, S., Clark, D., & Brady, C. (2022). Academically meaningful play in the mathematics classroom: Learning symmetry and transformations through the Transformations Quest educational video game. Proceedings of Games, Learning, and Society, 2022.

Broll, B., Ledeczi, A., Stein, G., Jean, D., Brady, C., Grover, S., Catete, V., & Barnes, T. (2021). Removing the Walls Around Visual Educational Programming Environments. Proceedings of VL/HCC2021 (IEEE Symposium on Visual Languages and Human-Centric Computing).

Brady, C., Vogelstein, L., Gresalfi, M., & Knowe, M. (2021) Circular Reasoning: Shifting epistemological frames across mathematics and coding activities. Research Report. Proceedings of PME-NA 2021.

Jung, H. & Brady, C. (2021) A sequence of mathematical modeling tasks: students and preservice teachers’ learning. Proceedings of PME-NA 2021.

Brady, C. & Jung, H. (2021) Research Colloquium on Models and Modeling. Proceedings of PME-NA 2021.

Hernández-Zavaleta, J. E., Becker, S., Clark, D., Brady, C., & Major, N. (2021). Students’ Computational Thinking in Two Mathematics Block-based Programming Environments: Research During COVID-19. Proceedings of STEM 2021 Conference.

Hernández-Zavaleta, J. E., Becker, S., Clark, D., Brady, C. & Cao, L. (2021). Learning About Geometric Transformations: A Review of Metaphors and Themes. Proceedings of Canadian Society for the Study of Education Conference 2021.

Hernández-Zavaleta, J. E., Becker, S., Clark, D., & Brady, C. (2021). Motion and Mapping Interwoven: Teaching Geometric Transformations Understandings Through Block-based Programming. Proceedings of Canadian Society for the Study of Education Conference 2021.

Pierson, A. & Brady, C. (2021). Expansive Embodied Modeling: Inviting and Leveraging Students’ Ideas and Linguistic Resources. Proceedings of ICLS 2021.

Reimers, J. & Brady, C. (2021). Theatrical modeling of planetary systems: Expanding the role of perspective in modeling. Proceedings of ICLS 2021.

Vogelstein, L. Brady, C., Steinberg, R., & Thomas, C. (2021). Flares in the Soup Game: Improvisational Collective Choreography and Computational Expressivity. Proceedings of ICLS 2021.

Brady, C., Gresalfi, M., Steinberg, S., & Knowe, M. (2020). Debugging for art’s sake: Beginning programmers’ debugging activity in an expressive coding context. Proceedings of ICLS 2020. Winner, Best Paper, ICLS 2020.

Brady, C., Haas, A., Lee, O. (2020). Modeling and Meta-Modeling in Elementary Science Learning: Physical, Diagrammatic, and Computational Models. Proceedings of ICLS 2020.

Pierson, A., Clark, D., & Brady, C. (2020). Modeling in Languages, Languages of Modeling: Integrating Science Practices and Translanguaging Practices. Proceedings of ICLS 2020.

Pierson, A., Brady, C. & Clark, D. (2020). Hybrid Modeling in 6th Grade STEM: Seeds of Convergence Research. Proceedings of ICLS 2020.

Reimers, J. & Brady, C. (2020). Theatrical modeling as a design for perspectival learning, Poster, Proceedings of ICLS 2020.

Gresalfi, M., Brady, C., Knowe, M., & Steinberg, S. (2020). Engaging in a new practice: What are students doing when they are “doing” debugging? Proceedings of ICLS 2020.

Sengupta-Irving, T., Vogelstein, L., Brady, C., & Phillips Galloway, E. (2020). Exploring the Pedagogical Moves of Artist Mentors in Democratizing and Diversifying Maker Education. Short Paper, Proceedings of ICLS 2020.

Brady, C. & Vogelstein, L. (2020). Patches as an Expressive Medium for Agent-Based Modelling and Programming. Proceedings of Constructionism 2020.

Reimers, J. & Brady, C. (2020). Performances-to-think-with: Theatrical modeling of solar systems and celestial phenomena. Proceedings of Constructionism 2020.

Brady, C. & Yarnes, L. (2020). Embodied Participatory Simulations of Disease as an Entry Point for Network Analysis. Proceedings of Constructionism 2020.

Hjorth, A., Brady, C., & Wilensky, U. (2020) Thinking in Levels Across Multiple Levels. Proceedings of Constructionism 2020.

Book Chapters

Brady, C. (in press) Embodied experimentation with Alberti’s Window. In L. Edwards & C. Krause (Eds.). The Body in Mathematics: Theoretical and Methodological Lenses.

Brady, C., Ramirez, P., & Lesh, R. (in press). Problem Posing and Modeling: Confronting the Dilemma of Rigor or Relevance. In Tin Lam Toh (Ed.). Problem Posing and Solving in Mathematics Education (ICME14 Topic Study Group 17).

Jung, H. & Brady, C. (in press). Teachers Posing Model-Eliciting Activities to Connect Socially-Relevant Perspective with Closely Connected Mathematical Ideas. ICTMA Volume.

Brady, C., Jung, H., Dominguez, A., McLean, J., & Glancy, A. (2023) Student Presentations of Mathematical Modelling as a Setting for Fostering Reflective Discourse. In G. Greefrath, S. Carreira, & G. Stillman (Eds.). Advancing and consolidating research on applications and modelling in mathematics education (ICME14 Topic Study Group 22).

McLean, J., Brady, C., Jung, H., Dominguez, A., & Glancy, A. (2023) Seeing the Forest for the Trees: Investigating students’ data moves in a citizen science based model-eliciting activity. In G. Greefrath, S. Carreira, & G. Stillman (Eds.). Advancing and consolidating research on applications and modelling in mathematics education (ICME14 Topic Study Group 22).

Brady, C. & Lesh, R. (2021). Development in Mathematical Modeling. In J. Suh, M. Wikstrom, & L. English (Eds). Exploring Mathematical Modeling with Young Learners (pp. 95-110). Springer.

Brady, C., McLean, J., Jung, H., Glancy, A., & Dominguez, A. (2020). Investigating the Complexity of Student Modelling by Coordinating a Diversity of Research Perspectives. In G. Stillman, G. Kaiser & E. Lampen (Eds), Mathematical Modelling Education and Sense Making. Springer.