Candace Walkington | Academic Influence

Candace Walkington's AcademicInfluence.com Rankings

Candace Walkington

Education

#1573

World Rank

#2250

Historical Rank

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Education

Candace Walkington's Degrees

PhD Education Stanford University
Masters Education Stanford University
Bachelors Mathematics University of Texas at Austin

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Why Is Candace Walkington Influential?

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According to Wikipedia, Candace Walkington is an associate professor in the Department of Teaching and Learning at Southern Methodist University, and a recipient of the Presidential Early Career Award for Scientists and Engineers.

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Candace Walkington's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. (2013) (171)
The Role of Situational Interest in Personalized Learning (2018) (74)
Motivating Students by “Personalizing” Learning Around Individual Interests: A Consideration of Theory, Design and Implementation Issues (2014) (70)
Building Cohesion Across Representations: A Mechanism for STEM Integration (2013) (68)
Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language (2017) (64)
Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013) (58)
"Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation (2012) (50)
The Future of Embodied Design for Mathematics Teaching and Learning (2020) (49)
Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof (2014) (47)
Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions (2020) (40)
Personalizing Algebra to Students’ Individual Interests in an Intelligent Tutoring System: Moderators of Impact (2018) (36)
Students authoring personalized “algebra stories”: Problem-posing in the context of out-of-school interests (2015) (35)
BRIDGES AND BARRIERS TO CONSTRUCTING CONCEPTUAL COHESION ACROSS MODALITIES AND TEMPORALITIES:: CHALLENGES OF STEM INTEGRATION IN THE PRE-COLLEGE ENGINEERING CLASSROOM (2014) (27)
Classroom Observation and Value‐Added Models Give Complementary Information About Quality of Mathematics Teaching (2015) (26)
Collaborative gesture as a case of extended mathematical cognition (2019) (23)
Personalization of Instruction: Design Dimensions and Implications for Cognition (2018) (20)
Designing learning personalized to students’ interests: balancing rich experiences with mathematical goals (2017) (18)
Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration (2017) (17)
The Impact of a Personalization Intervention for Mathematics on Learning and Non-Cognitive Factors (2014) (17)
What We Say and How We Do: Action, Gesture, and Language in Proving (2017) (14)
Expanding Notions of “Learning Trajectories” in Mathematics Education (2015) (14)
Using Adaptive Learning Technologies to Personalize Instruction: The Impact of Interest-Based Scenarios on Performance in Algebra (2012) (14)
Adolescent Reasoning in Mathematics: Exploring Middle School Students' Strategic Approaches in Empirical Justifications (2011) (13)
The effect of language modification of mathematics story problems on problem-solving in online homework (2019) (13)
A comparison of symbol -precedence view in investigative and conventional textbooks used in algebra courses (2016) (13)
Does restricting hand gestures impair mathematical reasoning? (2019) (12)
Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof. (2020) (12)
Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education (2018) (11)
Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction (2018) (11)
Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices (2019) (11)
Modal Engagements in Pre-College Engineering: Tracking Math and Science Concepts Across Symbols, Sketches, Software, Silicone, and Wood (2011) (11)
Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization (2019) (11)
Exploring the Assistance Dilemma: The Case of Context Personalization (2011) (9)
Design Research on Personalized Problem Posing in Algebra. (2017) (9)
Hear What They Say and Watch What They Do: Predicting Valid Mathematical Proofs Using Speech and Gesture (2014) (8)
Understanding students' similarity and typicality judgments in and out of mathematics (2011) (6)
Invisible Proof: The Role of Gestures and Action in Proof. (2012) (6)
Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities (2020) (5)
Making Mathematics Relevant: an Examination of Student Interest in Mathematics, Interest in STEM Careers, and Perceived Relevance (2022) (4)
Intrinsic integration in learning games and virtual instruction (2020) (4)
Grounded and Embodied Mathematical Cognition for Intuition and Proof Playing a Motion-Capture Video Game (2020) (4)
Factors Associated With Completion: Pathways Through Developmental Mathematics (2020) (4)
GESTURE AS A WINDOW TO JUSTIFICATION AND PROOF (2013) (3)
An Analysis of Secondary Mathematics Textbooks With Regard to Technology Integration (2020) (3)
"Playing the Game" of Story Problems: Situated Cognition in Algebra Problem Solving (2010) (3)
The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning (2022) (2)
Exploring Links Between Beginning UTeachers' Beliefs and Observed Classroom Practices (2014) (2)
Facilitating Student-Created Math Walks (2021) (2)
The Impact of Cognitive and Non-Cognitive Text-Based Factors on Solving Mathematics Story Problems (2014) (2)
Collaborative Gesture as a Case of Distributed Mathematical Cognition (2018) (1)
Kinecting Geometric Proofs Concepts Using Gestures. (2018) (1)
A Meta-Analysis on the Effects of Problem-Posing in Mathematics Education on Performance and Dispositions (2022) (1)
The Effect of Relevant Directed Arm Motions on Gesture Usage and Proving of Geometry Conjectures (2020) (1)
Collaborative Gestures among High School Students Conjointly Proving Geometric Conjectures. (2019) (1)
Enabling and understanding embodied stem learning (2017) (1)
The Effect of Inhibiting Hand Gestures on Mathematical Reasoning (2018) (0)
The effect of language modification of mathematics story problems on problem-solving in online homework (2019) (0)
Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language (2017) (0)
ON PERSONALIZED PROBLEM POSING IN ALGEBRA (2018) (0)
Posing mathematics problems about STEM careers: problem quality, scaffolds, and problem solving (2022) (0)
Middle School Students' and Mathematicians' Judgments of Mathematical Typicality (2018) (0)
Designing learning personalized to students’ interests: balancing rich experiences with mathematical goals (2017) (0)
The Relationship Between Math Interest and STEM Career Interest: When Am I Ever Going to Use This? (2020) (0)
Being Mathematical Relations: Dynamic Gestures Support Mathematical Reasoning (2014) (0)
Personalizing Algebra to Students’ Individual Interests in an Intelligent Tutoring System: Moderators of Impact (2018) (0)
Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction (2018) (0)
Posing Math Problems About Our Community: Investigating the WalkSTEM Club (2021) (0)
How Students Reason Differently in Everyday and Mathematical Contexts: Typicality and Example Choice in Justification (2012) (0)
Embodiment as a Rosetta stone: Collective conjecturing in a multilingual classroom using a motion capture geometry game (2020) (0)
Relationships Between Gesture Beliefs, Domain Knowledge, and Gesture Usage in Mathematics (2019) (0)
Investigating problem-posing during math walks in informal learning spaces (2023) (0)
Collaborative Gestures When Proving Geometric Conjectures. (2017) (0)
Four principles for designing embodied mathematics activities (2019) (0)
Measuring high school students’ funds of knowledge for learning mathematics (2020) (0)

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Other Resources About Candace Walkington

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What Schools Are Affiliated With Candace Walkington?

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