Walkington, C., Clinton, V., Ritter, S., & Nathan, M. J. (in press). How Readability and Topic Incidence Relate to Performance on Mathematics Story Problems in Computer-Based Curricula. Journal of Educational Psychology.
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.
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.
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.
Walkington, C., Nathan, M., Wolfgram, M., Alibali, M., & Srisurichan, R. (in press). Bridges and barriers to constructing conceptual cohesion across modalities and temporalities: Challenges of STEM integration in the precollege engineering classroom. Chapter in Engineering in PreCollege Settings: Research into Practice. Johannes Strobel, Senay Purzer, Monica Cardella, (Eds.), Sense Publishers.
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.
Walkington, C., Sherman, M., & Howell, E. (in press). Connecting Algebra to sports, video games, and social networking: How personalized learning makes ideas “stick.” Mathematics Teacher.
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.