Candace Walkington

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"Playing the Game" of Story Problems: Situated Cognition in Algebra Problem Solving

Candace Walkington, Candace A. Walkington, 2010 .

Personalization of Instruction: Design Dimensions and Implications for Cognition

Matthew L. Bernacki, Candace Walkington, Candace A. Walkington, 2018 .

"Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation

A. Petrosino, Candace Walkington, Milan Sherman, 2012 .

Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes.

Candace Walkington, Candace A. Walkington, 2013 .

Students authoring personalized “algebra stories”: Problem-posing in the context of out-of-school interests

Matthew L. Bernacki, Candace Walkington, Candace A. Walkington, 2015 .

Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language

Mitchell J. Nathan, Candace Walkington, Candace A. Walkington, 2017, Cognitive research: principles and implications.

Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration

Mitchell J. Nathan, M. Alibali, Candace Walkington, 2017 .

Intrinsic integration in learning games and virtual instruction

Candace Walkington, 2020 .

The Future of Embodied Design for Mathematics Teaching and Learning

Mitchell J. Nathan, M. Alibali, D. Abrahamson, 2020, Frontiers in Education.

Building Cohesion Across Representations: A Mechanism for STEM Integration

Martha W. Alibali, Mitchell J. Nathan, Candace Walkington, 2013 .

BRIDGES AND BARRIERS TO CONSTRUCTING CONCEPTUAL COHESION ACROSS MODALITIES AND TEMPORALITIES:: CHALLENGES OF STEM INTEGRATION IN THE PRE-COLLEGE ENGINEERING CLASSROOM

Martha W. Alibali, Mitchell J. Nathan, Candace Walkington, 2014 .

Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices

Mitchell J. Nathan, Elizabeth L. Pier, M. Alibali, 2019, Contemporary Educational Psychology.

Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof

Martha W. Alibali, Rebecca Boncoddo, Mitchell J. Nathan, 2014 .

Collaborative Gestures When Proving Geometric Conjectures.

Mitchell J. Nathan, Candace Walkington, Dawn M. Woods, 2017 .

Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction

M. Marder, Candace Walkington, Candace A. Walkington, 2018 .

Factors Associated With Completion: Pathways Through Developmental Mathematics

Candace Walkington, Elizabeth Howell, Candace A. Walkington, 2020, Journal of College Student Retention: Research, Theory & Practice.

Using Adaptive Learning Technologies to Personalize Instruction: The Impact of Interest-Based Scenarios on Performance in Algebra

Candace Walkington, Milan Sherman, 2012, ICLS.

The effect of language modification of mathematics story problems on problem-solving in online homework

Candace Walkington, Virginia Clinton, Anthony Sparks, 2019, Instructional Science.

A comparison of symbol -precedence view in investigative and conventional textbooks used in algebra courses

Candace Walkington, Milan Sherman, Elizabeth Howell, 2016 .

Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof.

Michael I. Swart, Mitchell J. Nathan, Joseph E. Michaelis, 2020, Journal of Educational Psychology.

The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning

Mitchell J. Nathan, Candace Walkington, Kelsey Schenck, 2022, Cogn. Sci..

A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions

Candace Walkington, Min Wang, A. Rouse, 2022, Investigations in Mathematics Learning.