Candace Walkington
Biographic Data
| ID | 5180664 |
|---|---|
| NAME | Candace Walkington |
| GIVEN NAMES | Candace |
| FAMILY NAME | Walkington |
| SIGNATURE | WALKINGTON C |
| AFFILIATIONS | Southern Methodist University |
| ORCID | 0000-0002-2338-8760 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Mathematics teachers using generative AI to pose math problems related to students’ interests
Recent advances in generative AI (GenAI) allow mathematics teachers to personalize tasks to their students’ out-of-school interests in areas like sports or music. This can allow teachers to better integrate their students’ unique experiences into the mathematics classroom. It also capitalizes on affordances of generative AI to create fine-grained mathematical tasks about specific topics. We examine a group of seven 7th-grade mathematics teachers …
Middle School Girls’ Attitudes and Engagement in Generative AI Cybersecurity Summer Camp
Informal science, technology, engineering, and mathematics (STEM) learning settings can provide early and accessible opportunities for students who have been historically underrepresented in computing to engage with cybersecurity concepts and emerging technologies. This one-group pretest-posttest mixed-methods study examined a week-long, GenAI-integrated informal cybersecurity summer camp for 33 underrepresented and underserved racial and ethnic …
The impact of different collaboration formats on mathematical problem-solving in augmented reality
Augmented reality (AR), where digital holograms are layered over the real world, is rapidly being applied to different educational domains, including mathematics education. However, little is known about how AR can be effectively designed for collaborative use. There are both practical and theory-based reasons to set up collaboration in AR in different ways, which result in different costs and opportunities for learning. Here we compare parallel …
From Abstract to Tangible
This study investigates the use of GeoGebra, a Dynamic Geometry Software (DGS) for math learning in Virtual Reality (VR) using head-mounted displays. We conducted a study with n = 20 middle school students receiving a mathematics tutoring intervention over time in a VR environment. Using theories of embodied cognition and playful mathematics, this paper focuses on distinguishing between mathematical play and general play in VR environments. We al…
Multimodal analysis of interaction data from embodied education technologies
The emergence of immersive digital technologies, such as shared augmented reality (shAR), virtual reality (VR) and motion capture (MC) offers promising new opportunities to advance our understanding of human cognition and design innovative technology-enhanced learning experiences. Theoretical frameworks for embodied and extended cognition can guide novel ways in which learning in these environments can be understood and analyzed. This conceptual …
The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning
Rising in the ranks
This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a gro…
Understanding Racially Minoritized Girls’ Perceptions of Their STEM Identities, Abilities, and Sense of Belonging in a Summer Camp
Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for underrepresented racially minoritized (URM) students (Black, Latinx, low socioeconomic status) in STEM sub…
Intrinsic integration in learning games and virtual instruction
Embodied geometric reasoning
Grounded and embodied cognition (GEC) serves as a framework to investigate mathematical reasoning for proof (reasoning that is logical, operative, and general), insight (gist), and intuition (snap judgment). Geometry is the branch of mathematics concerned with generalizable properties of shape and space. Mathematics experts (N = 46) and nonexperts (N = 44) were asked to judge the truth and to justify their judgments for four geometry conjectures.…
The Future of Embodied Design for Mathematics Teaching and Learning
A rising epistemological paradigm in the cognitive sciences—embodied cognition—has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experienc…
Appraising research on personalized learning
This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experienc…
Hybrid content-specific and generic approaches to lesson observation
How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems
The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors—such as length, word difficulty, and pronouns—interact with student background cha…
No prominent works on this page.
How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems
The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors—such as length, word difficulty, and pronouns—interact with student background cha…
The Future of Embodied Design for Mathematics Teaching and Learning
A rising epistemological paradigm in the cognitive sciences—embodied cognition—has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experienc…
Appraising research on personalized learning
This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experienc…
Hybrid content-specific and generic approaches to lesson observation
Intrinsic integration in learning games and virtual instruction
Embodied geometric reasoning
Grounded and embodied cognition (GEC) serves as a framework to investigate mathematical reasoning for proof (reasoning that is logical, operative, and general), insight (gist), and intuition (snap judgment). Geometry is the branch of mathematics concerned with generalizable properties of shape and space. Mathematics experts (N = 46) and nonexperts (N = 44) were asked to judge the truth and to justify their judgments for four geometry conjectures.…
Rising in the ranks
This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a gro…
Understanding Racially Minoritized Girls’ Perceptions of Their STEM Identities, Abilities, and Sense of Belonging in a Summer Camp
Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for underrepresented racially minoritized (URM) students (Black, Latinx, low socioeconomic status) in STEM sub…
Multimodal analysis of interaction data from embodied education technologies
The emergence of immersive digital technologies, such as shared augmented reality (shAR), virtual reality (VR) and motion capture (MC) offers promising new opportunities to advance our understanding of human cognition and design innovative technology-enhanced learning experiences. Theoretical frameworks for embodied and extended cognition can guide novel ways in which learning in these environments can be understood and analyzed. This conceptual …
The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning
From Abstract to Tangible
This study investigates the use of GeoGebra, a Dynamic Geometry Software (DGS) for math learning in Virtual Reality (VR) using head-mounted displays. We conducted a study with n = 20 middle school students receiving a mathematics tutoring intervention over time in a VR environment. Using theories of embodied cognition and playful mathematics, this paper focuses on distinguishing between mathematical play and general play in VR environments. We al…
Mathematics teachers using generative AI to pose math problems related to students’ interests
Recent advances in generative AI (GenAI) allow mathematics teachers to personalize tasks to their students’ out-of-school interests in areas like sports or music. This can allow teachers to better integrate their students’ unique experiences into the mathematics classroom. It also capitalizes on affordances of generative AI to create fine-grained mathematical tasks about specific topics. We examine a group of seven 7th-grade mathematics teachers …
Middle School Girls’ Attitudes and Engagement in Generative AI Cybersecurity Summer Camp
Informal science, technology, engineering, and mathematics (STEM) learning settings can provide early and accessible opportunities for students who have been historically underrepresented in computing to engage with cybersecurity concepts and emerging technologies. This one-group pretest-posttest mixed-methods study examined a week-long, GenAI-integrated informal cybersecurity summer camp for 33 underrepresented and underserved racial and ethnic …
The impact of different collaboration formats on mathematical problem-solving in augmented reality
Augmented reality (AR), where digital holograms are layered over the real world, is rapidly being applied to different educational domains, including mathematics education. However, little is known about how AR can be effectively designed for collaborative use. There are both practical and theory-based reasons to set up collaboration in AR in different ways, which result in different costs and opportunities for learning. Here we compare parallel …
Psychology (11 works) · Computer Science (9 works) · Mathematics education (9 works) · Artificial Intelligence (5 works) · Educational technology (4 works) · Embodied cognition (4 works) · Human–computer interaction (4 works) · Innovative Teaching and Learning Methods (4 works) · Multimedia (4 works) · Pedagogy (4 works)