^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., Clinton, V., & Shivraj, P. (2018). How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Math Word Problems. American Educational Research Journal, 55(2), 362-414. DOI: 10.3102/0002831217737028
^Pier, E. L., Walkington, C., Clinton, V. E., Boncoddo, R., Williams-Pierce, C., Alibali, M.A., & Nathan, M. J. (2019). Embodied Truths: How Dynamic Gesture and Transformational Speech Contribute to Mathematical Proof Practices. Contemporary Educational Psychology, 58, 44-57.
^Nathan, M. & Walkington, C. (2017). Grounded and Embodied Mathematical Cognition: Promoting Mathematical Insight and Proof Using Action and Language. Cognitive Research: Principles and Implications, 2(1), 9. DOI: 10.1186/s41235-016-0040-5