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Candace Walkington

Manuscripts

In Preparation or Under Review

Nathan, M. J., Wolfgram, M., Srisuruchan, R., Walkington, C., & Alibali, M. W. (in preparation). Threading mathematics through symbols, sketches, software, silicone and wood: Tailoring high school STEM instruction to build cohesion across modal engagements. To be submitted to Cognition and Instruction.

Pier, E. L., Walkington, C. A., Boncoddo, R., Clinton, V. E., Alibali, M.A., & Nathan, M. J. (in preparation). Show and tell: Using students' speech to predict dynamic gesture production and validity during proof construction. To be submitted to The Journal of the Learning Sciences.

Walkington, C., & Bernacki, M. (under review). Students Authoring Personalized “Algebra Stories”: Problem-Posing in the Context of Out-of-School Interests. Submitted to Journal of Mathematical Behavior.

Walkington, C., Cooper, J., Akinsiku, O., & Kalish, C. (under review). Middle school students and mathematicians representations of mathematical objects. Submitted to Cognition and Instruction.

Walkington, C. & Mingle, L. (2015). Personalization to students’ interests in Reasoning Mind: Depth, grain size, and ownership. Unpublished manuscript. (here)

2015/In Press

Walkington, C., Sherman, N., & Howell, E. (accepted with revisions). A comparison of Symbol-Precedence View in investigative and conventional textbooks used in Algebra courses. Journal for Research in Mathematics Education. (note: Sherman and Walkington are both first authors)

Walkington, C., Clinton, V., Ritter, S., & Nathan, M. (in press). How Text-Based Measures of Readability and Topic Incidence Relate to the Solving of Mathematics Story Problems. Journal of Educational Psychology.

Weber, E., Walkington, C., & McGalliard, W. (accepted). Broadening perspectives on learning and learning trajectories in mathematics education research. Mathematical Thinking and Learning.

2014

Bernacki, M., & Walkington, C. (2014). The Impact of a Personalization Intervention for Mathematics on Learning and Non-Cognitive Factors. In Stamper, J., Pardos, Z., Mavrikis, M., McLaren, B.M. (eds.) Proceedings of the 7th International Conference on Educational Data Mining, London. (note: Bernacki and Walkington are both first authors) (here)

Nathan, M., Walkington, C., Boncoddo, R., Pier, E., Williams, C., & Alibali, M. (2014). Actions Speak Louder with Words: The Roles of Action and Pedagogical Language for Grounding Mathematical Reasoning. Learning and Instruction, 33, 182-193.

Pier, E., Walkington, C., Williams, C., Boncoddo, R., Alibali, M. W., Nathan, M. J., & Waala, J.* (2014). Hear what they say and watch what they do: Predicting valid mathematical proofs using speech and gesture.  In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 649-656). Boulder, CO: University of Colorado. (*winner of ICLS 2014 Best Student Paper)(here)

Walkington, C., & Bernacki, M. (2014). Motivating students by “personalizing” learning around individual interests: A consideration of theory, design, and implementation issues. In S. Karabenick & T. Urdan (eds.) Advances in Motivation and Achievement Volume 18, Emerald Group Publishing.

Walkington, C., Boncoddo, R., Williams, C.*, Nathan, M., Alibali, M., Simon, E., & Pier, E.* (2014). Being mathematical relations: Dynamic gestures support mathematical reasoning. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 479-486). Boulder, CO: University of Colorado. (here)

Walkington, C., & Bernacki, M. (2014). Students authoring personalized “algebra stories”: Problem-posing in the context of out-of-school interests. Presented at 2014 Annual Meeting of American Educational Research Association. (here)

Walkington, C., Clinton, V., Ritter, S., Nathan, M., & Fancsali, S. (2014). The Impact of Cognitive and Non-Cognitive Text-Based Factors on Solving Mathematics Story Problems. In Stamper, J., Pardos, Z., Mavrikis, M., McLaren, B.M. (eds.) Proceedings of the 7th International Conference on Educational Data Mining, London. (here)

Walkington, C., & Marder, M. (2014). Exploring excellence in teaching using the UTeach Observation Protocol: Connecting teaching behaviors to teacher value-added on assessments measuring conceptual understanding. In Kane, T. J., Kerr, K. A. and Pianta, R. C. (Eds.) Designing teacher evaluation systems:  New guidance from the Measures of Effective Teaching project.  San Francisco:  Jossey-Bass. (here)

Walkington, C., Nathan, M., Wolfgram, M., Alibali, M., & Srisurichan, R. (2014). Bridges and barriers to constructing conceptual cohesion across modalities and temporalities: Challenges of STEM integration in the precollege engineering classroom. In S. Purzer, J. Strobel, & M. Cardella (Eds.). Engineering in pre-college Settings: Research into Practice (pp.183-210). West Lafayette, Indiana: Purdue University Press. (here)

Walkington, C., Sherman, M., & Howell, E. (2014). Personalized learning in algebra. Mathematics Teacher, 108(4), 272-279. (here)

Wasserman, N., & Walkington, C. (2014). Exploring links between beginning UTeacher’s beliefs and observed classroom practices. Teacher Education & Practice, 27(2-3), 376-401. (here)

2013

Boncoddo, R., Williams, C., Pier, L., Walkington, C., Alibali, M., Nathan, M., & Dogan, F. (2013). Gesture as a window to justification and proof. In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 229-236). Chicago, IL: University of Illinois at Chicago. (here)

Clinton, V., Walkington, C., & Howell, E. (2013).  Exploring connections between story problem topics and problem solving:  Is work hard and socializing easy? In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.  Chicago, IL:  University of Illinois at Chicago. (here)

Nathan, M., Srisurchan, R., Walkington, C., Wolfgram, M., Williams, C., & Alibali, M. (2013). Cohesion as a mechanism of STEM integration. Journal of Engineering Education, 102(1), 77-116. (here)

Walkington, C. (2013). Using learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932-945. (Special Issue on Advanced Learning Technologies). (here)

Walkington, C., Clinton, V., & Howell, E. (2013).  The associations between readability measures and problem solving in algebra. In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 86-89). Chicago, IL: University of Illinois at Chicago. (here)

Walkington, C., Cooper, J., & Howell, E. (2013). The effects of visual representations and interest-based personalization on solving percent problems. In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 533-536). Chicago, IL: University of Illinois at Chicago. (here) (NOTE: Both Walkington and Cooper are first authors on this paper).

Walkington, C., Petrosino, A., & Sherman, M. (2013). Supporting algebraic reasoning through personalized story scenarios: How situational understanding mediates performance and strategies. Mathematical Thinking and Learning, 15(2), 89-120. (here)

Williams, C.C., Pier, E., Walkington, C., Alibali, M.W., Nathan, M., Dogan, M.F., & Boncoddo, R. (2013). Broadening what we perceive: An introduction to research methods for analyzing gesture and language.  In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1260-1263). Chicago, IL: University of Illinois at Chicago. (here)

2012

Walkington, C., Cooper, J., Kalish, C., & Akinsiku, O. (2012). How middle school students reason differently in everyday and mathematical contexts: Typicality and example choice in mathematical justification. In Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics EducationKalamazoo, MI. (here)

Walkington, C., & Sherman, M. (2012). Using Adaptive Learning Technologies to Personalize Instruction: The Impact of Interest-Based Scenarios on Performance in Algebra. To appear in Proceedings of the 10th International Conference of the Learning Sciences. Sydney, Australia. (here)

Walkington, C., Sherman, M., & Petrosino, A. (2012). ‘Playing the game’ of story problems: Coordinating situation-based reasoning with algebraic representation. Journal of Mathematical Behavior, 31(2), 174-195.

Walkington, C., Srisurichan, R., Nathan, M., Williams, C., & Alibali, M. (2012). Grounding Geometry Justifications in Concrete Embodied Experience: The Link Between Action and Cognition. Paper presented at the 2012 Annual Meeting of the American Educational Research Association. Vancouver, Canada. (here)

Walkington, C., & Valerius, M. (2012). Using Classroom Observation Research to Inform Debates about Teaching Effectiveness. Paper presented at 2012 Research Pre-session for National Council of Teachers of Mathematics Annual Meeting, Philadelphia, PA. (here)

Williams, C., Walkington, C. Boncoddo, R., Srisurichan, R., Pier, L., Nathan, M., & Alibali, M. (2012). Invisible proof: The role of gestures and action in proof. In Proceedings of the 33rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics EducationKalamazoo, MI. (here)

2011

Cooper, J., Walkington, C., Williams, C., Akinsiku, O., Kalish, C., Ellis, A., & Knuth, E. (2011). Adolescent reasoning in mathematics: Exploring middle school students’ strategic approaches to empirical-based justifications. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA. (here)

Nathan, M., Walkington, C., Srisurichan, R., & Alibali, M. (2011). Modal Engagements in Pre-College Engineering: Tracking Math and Science Concepts Across Symbols, Sketches, Software, Silicon, and Wood. In Proceedings of the 118th American Society of Engineering Education Annual Conference and Exposition. Vancouver, CA.(here)

Walkington, C., & Maull, K. (2011). Exploring the assistance dilemma: The case of context personalization. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA. (here)

Walkington, C., Arora, P., Ihorn, S., Gordon, J., Walker, M., Abraham, L., & Marder, M. (2011). Development of the UTeach Observation Protocol: A Classroom Observation Instrument to Evaluate Mathematics  and Science Teachers from the UTeach Preparation Program (UTeach Technical Report 2011-01). UTeach Natural Sciences, University of Texas at Austin. (here)

Williams, C., Akinsiku, O., Walkington, C., Cooper, J., Ellis, A., Kalish, C., Knuth, E. (2011).  Understanding students’ similarity and typicality judgments in and out of mathematics. In Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.  Reno, NV. (here)

2010

Walkington, C. (2010). “Playing the game” of story problems: Situated cognition in algebra problem solving (Doctoral dissertation). University of Texas, Austin, TX. (here)
 

Doctoral commencement at University of Texas at Austin with advisor Anthony Petrosino.

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