| “Am I doing enough?” Special educators’ experiences with emergency remote teaching in Spring 2020 RK Schuck, R Lambert Education Sciences 10 (11), 320, 2020 | 206 | 2020 |
| Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies R Lambert Educational Studies in Mathematics, 2015 | 118 | 2015 |
| Conceptualizations of students with and without disabilities as mathematical problem solvers in educational research: A critical review R Lambert, P Tan Education Sciences 7 (2), 51, 2017 | 110 | 2017 |
| A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice P Tan, R Lambert, A Padilla, R Wieman The Journal of Mathematical Behavior 54, 100672, 2019 | 79 | 2019 |
| “Indefensible, illogical, and unsupported”; countering deficit mythologies about the potential of students with learning disabilities in mathematics R Lambert Education Sciences 8 (2), 72, 2018 | 73 | 2018 |
| Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities R Lambert, P Tan Mathematics Education Research Journal 32 (1), 5-35, 2020 | 68 | 2020 |
| “The wall now between us”: Teaching math to students with disabilities during the COVID spring of 2020 R Lambert, R Schuck The Asia-Pacific Education Researcher 30 (3), 289-298, 2021 | 58* | 2021 |
| Collaborating with parents during COVID-19 online teaching: Special educator perspectives RK Schuck, R Lambert, M Wang Education 3-13 51 (2), 292-305, 2023 | 40 | 2023 |
| A critical review of educator and disability research in mathematics education: A decade of dehumanizing waves and humanizing wakes P Tan, A Padilla, R Lambert Review of Educational Research 92 (6), 871-910, 2022 | 39 | 2022 |
| Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion R Lambert, T Sugita Support for Learning 31 (4), 347-366, 2016 | 37 | 2016 |
| Documenting increased participation of a student with autism in the standards for mathematical practice. R Lambert, T Sugita, C Yeh, JH Hunt, S Brophy Journal of Educational Psychology 112 (3), 494, 2020 | 36 | 2020 |
| “‘When I Am Being Rushed It Slows down My Brain’: Constructing Self-Understandings as a Mathematics Learner” R Lambert International Journal of Inclusive Education 21 (5), 521–531, 2017 | 36 | 2017 |
| Dis/Ability and Mathematics: Theorizing the Research Divide between Special Education and Mathematics. R Lambert, P Tan North American Chapter of the International Group for the Psychology of …, 2016 | 33 | 2016 |
| Rehumanizing the mathematics education of students with disabilities; Critical perspectives on research and practice R Lambert, P Tan, J Hunt, AG Candela Investigations in Mathematics Learning 10 (3), 129-132, 2018 | 32 | 2018 |
| Empowering students with specific learning disabilities: Jim’s concept of unit fraction JH Hunt, J Silva, R Lambert The Journal of Mathematical Behavior 56, 100738, 2019 | 31 | 2019 |
| " UDL Is the What, Design Thinking Is the How:" Designing for Differentiation in Mathematics. R Lambert, K Imm, R Schuck, S Choi, A McNiff Mathematics Teacher Education and Development 23 (3), 54-77, 2021 | 30 | 2021 |
| “My dyslexia is like a bubble”: How insiders with learning disabilities describe their differences, strengths, and challenges R Lambert, M Chun, J Davis, KL Ceja, K Aguilar, P Moran, L Manset Learning Disabilities: A Multidisciplinary Journal 24 (1), 2019 | 24 | 2019 |
| Political, relational, and complexly embodied; experiencing disability in the mathematics classroom R Lambert ZDM 51 (2), 279-289, 2019 | 23 | 2019 |
| The magic is in the margins: UDL math R Lambert Mathematics Teacher: Learning and Teaching PK-12 114 (9), 660-669, 2021 | 22 | 2021 |
| Posing cognitively demanding tasks for all students R Lambert, D Stylianou Mathematics Teaching in the Middle School 18 (8), 2013 | 22 | 2013 |
Paulo TanUniversity of California Santa CruzVerified email at ucsc.edu