| 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 | 429 | 2013 |
| 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 | 279 | 2020 |
| 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 | 244 | 2020 |
| The role of situational interest in personalized learning. ML Bernacki, C Walkington Journal of Educational Psychology 110 (6), 864, 2018 | 242 | 2018 |
| 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 | 173 | 2017 |
| 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 | 156 | 2014 |
| 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 | 151 | 2013 |
| 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 | 114 | 2014 |
| 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 | 104 | 2019 |
| 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 | 83 | 2013 |
| 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 | 82 | 2015 |
| “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 | 82 | 2012 |
| 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 | 80 | 2019 |
| 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 | 70 | 2021 |
| 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 | 65 | 2018 |
| Personalization of instruction: Design dimensions and implications for cognition C Walkington, ML Bernacki The Journal of Experimental Education 86 (1), 50-68, 2018 | 62 | 2018 |
| 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 | 62 | 2012 |
| 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 | 55 | 2014 |
| 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 | 53 | 2015 |
| 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 | 52 | 2015 |
Martha W. AlibaliProfessor of Psychology, University of WisconsinDirección de correo verificada de wisc.edu