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Candace Walkington
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Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes.
CA Walkington
Journal of educational psychology 105 (4), 932, 2013
3452013
The role of situational interest in personalized learning.
ML Bernacki, C Walkington
Journal of Educational Psychology 110 (6), 864, 2018
1782018
Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions
C Walkington, ML Bernacki
Journal of research on technology in education 52 (3), 235-252, 2020
1682020
The future of embodied design for mathematics teaching and learning
D Abrahamson, MJ Nathan, C Williams-Pierce, C Walkington, ER Ottmar, ...
Frontiers in Education 5, 147, 2020
1652020
Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language
MJ Nathan, C Walkington
Cognitive research: principles and implications 2, 1-20, 2017
1452017
Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues
C Walkington, ML Bernacki
Motivational interventions 18, 139-176, 2014
1332014
Building cohesion across representations: A mechanism for STEM integration
MJ Nathan, R Srisurichan, C Walkington, M Wolfgram, C Williams, ...
Journal of Engineering Education 102 (1), 77-116, 2013
1282013
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof
MJ Nathan, C Walkington, R Boncoddo, E Pier, CC Williams, MW Alibali
Learning and Instruction 33, 182-193, 2014
982014
Supporting algebraic reasoning through personalized story scenarios: How situational understanding mediates performance
C Walkington, A Petrosino, M Sherman
Mathematical Thinking and Learning 15 (2), 89-120, 2013
782013
Students authoring personalized “algebra stories”: Problem-posing in the context of out-of-school interests
C Walkington, M Bernacki
The Journal of Mathematical Behavior 40, 171-191, 2015
722015
“Playing the game” of story problems: Coordinating situation-based reasoning with algebraic representation
C Walkington, M Sherman, A Petrosino
The Journal of Mathematical Behavior 31 (2), 174-195, 2012
722012
Personalizing algebra to students’ individual interests in an intelligent tutoring system: Moderators of impact
C Walkington, ML Bernacki
International Journal of Artificial Intelligence in Education 29, 58-88, 2019
652019
Collaborative gesture as a case of extended mathematical cognition
C Walkington, G Chelule, D Woods, MJ Nathan
The Journal of Mathematical Behavior 55, 100683, 2019
582019
Development of the UTeach observation protocol: A classroom observation instrument to evaluate mathematics and science teachers from the UTeach preparation program
C Walkington, P Arora, S Ihorn, J Gordon, M Walker, L Abraham, ...
Unpublished paper. Southern Methodist University, 2012
582012
How readability factors are differentially associated with performance for students of different backgrounds when solving mathematics word problems
C Walkington, V Clinton, P Shivraj
American Educational Research Journal 55 (2), 362-414, 2018
542018
Bridges and barriers to constructing conceptual cohesion across modalities and temporalities: Challenges of STEM integration in the precollege engineering classroom
C Walkington, M Nathan, M Wolfgram, M Alibali, R Srisurichan
Engineering in pre-college settings: Research into practice, 183-210, 2014
522014
Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof.
MJ Nathan, KE Schenck, R Vinsonhaler, JE Michaelis, MI Swart, ...
Journal of Educational Psychology 113 (5), 929, 2021
502021
How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula.
C Walkington, V Clinton, SN Ritter, MJ Nathan
Journal of Educational Psychology 107 (4), 1051, 2015
492015
Personalization of instruction: Design dimensions and implications for cognition
C Walkington, ML Bernacki
The Journal of Experimental Education 86 (1), 50-68, 2018
482018
Classroom observation and value‐added models give complementary information about quality of mathematics teaching
C Walkington, M Marder
Designing teacher evaluation systems: New guidance from the Measures of …, 2015
472015
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