Jackson, C., Buchheister, K. W., & Taylor, C. E. (2023). Attending to what prospective teachers notice about students’ intersecting identities. School Science & Mathematics, 123(8), 461-475. https://doi.org/10.1111/ssm.12609
Jackson, C., Buchheister, K. W., & Taylor, C. E. (2023). Interpreting prospective teachers’ responses to inequities in a written vignette: A plan for action. School Science & Mathematics, 123(6), 249-264. https://doi.org/10.1111/ssm.12615
Jackson, C., Taylor, C. E., Jurgenson, K., & Stagg, J. (2023). Powerful Mathematicians who Changed the World: The Mystery Underground, Grades 6-8. National Council of Teachers of Mathematics.
Taylor, C. E., Marcum-Dietrich, N., Ramos-Sepulveda, L., Washington, T., Yalda, S., & Williams, A. (2023). Building capacity to identify and address the needs and challenges of STEM education majors [White paper].
Jackson, C., Buchheister, K., & Taylor, C. E. (2023). A planning framework foregrounding equity in mathematics teaching and learning. Investigations in Mathematics Learning, 15(2), 103-117. https://doi.org/10.1080/19477503.2022.2150462
Buchheister, K. W., Jackson, C., & Taylor, C. E. (2023). Fostering cultural community wealth: Using community centered phenomena to develop paramount tasks. Science and Children, 60(4), 59-63.
Taylor, C. E., Jackson, C., & Buchheister, K. (2022). Planning paramount tasks from culturally rich literature. Mathematics Teacher: Learning and Teaching PK-12, 115(7), 502-506. https://doi.org/10.5951/MTLT.2021.0172
Buchheister, K., Jackson, C., & Taylor, C. E. (2021). Using the what-how-who structure to plan an equitable mathematics lesson. Teaching Equity and Excellence in Mathematics, 12(2), 16-24.
Appova, A. & Taylor, C. E. (2020). Providing opportunities to develop prospective teachers’ pedagogical content knowledge. The Mathematics Enthusiast, 17(2 & 3), 673-724. https://doi.org/10.54870/1551-3440.1501
Taylor, C. E. & Smith, R.C. (2019). Secondary mathematics teacher educators’ interpretations of the situative perspective. The Mathematics Educator, 28(2), 52-75.
Appova, A. & Taylor, C. E. (2019). Experienced mathematics teacher educators’ practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses. Journal of Mathematics Teacher Education, 22(2), 179-204. https://doi.org/10.1007/s10857-017-9385-z
Buchheister, K., Jackson, C., & Taylor, C. E. (2019). “Sliding” into an equitable lesson. Teaching Children Mathematics, 25(4), 224-231. https://doi.org/10.5951/teacchilmath.25.4.0224
Buchheister, K., Jackson, C., & Taylor, C. E. (2019). What, how, who: Developing mathematical discourse. Mathematics Teaching in the Middle School, 24(4), 202-208. https://doi.org/10.5951/mathteacmiddscho.24.4.0202
Jackson, C., Taylor, C. E., & Buchheister, K. (2018). Seeing mathematics through different eyes: An equitable approach to use with prospective teachers. In T. Bartell (Ed), Toward equity and social justice in mathematics education (pp. 263-285). Cham, Switzerland: Springer.
Smith, R. C., Taylor, C. E., & Shin, D. (2018). Theoretical perspectives, goals, and activities for secondary mathematics education methods courses. In S. Kastberg, A. M. Tyminski, A. Lischka, & W. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp. 311-324). Charlotte, NC: Information Age Publishing.
Taylor C. E., Rehm, M., & Catepillán, X. (2018). Maya calendars: Mathematics and culture mixed in the classroom. In S. McMillen, E. Friedland, and P. del Prado Hill (Eds.), Integrating Math across the K-6 Curriculum. Reston, VA: NCTM.
Buchheister, K., Jackson, C., & Taylor, C. E. (2017). Maths games: A universal design approach to mathematical reasoning. Australian Primary Mathematics Classroom, 22(4), 7-12.
Buchheister, K., Jackson, C., & Taylor, C. E. (2017). Defining effective learning tasks for all. In C. Martin & D. Polly (Eds.), Handbook of Research on Teacher Education and Professional Development (pp. 561-581). Hershey, PA: IGI Global
Welder, R. M., Appova, A., Olanoff, D., Taylor, C. E., & Kulow, T. (2016). Improving preservice elementary teacher education through the preparation and support of elementary mathematics teacher educators. In Wood, M.B., Turner, E.E., Civil, M., & Eli, J.A. (Eds.). Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1713-1722). Tucson, AZ: The University of Arizona.
Eisenhut, L. & Taylor, C. E. (2015). In class purposes of flipped mathematics educators. Journal of Mathematics Education at Teachers College 6(2), 17-25. https://doi.org/10.7916/jmetc.v6i2.615
Jackson, C., Taylor, C. E., & Buchheister, K. (2015). What is equity? Ways of seeing. In Bartell, T.G., Beida, K.N., Putnam, R.T., Bradfield, K., & Dominguez, H. (Eds.). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 510-517). East Lansing, MI: Michigan State University.
Taylor, C. E., Rehm, M., & Catepillán, X. (2015). Maya calendars in the classroom. Mathematics Teaching in the Middle School, 21(2), 106-113. https://doi.org/10.5951/mathteacmiddscho.21.2.0106
Buchheister, K., Jackson, C., & Taylor, C. (2015). An inside track: Fostering mathematical practices. Teaching Children Mathematics, 22(1), 28-35.
Taylor, C. E. & Appova, A. (2015). Mathematics teacher educators’ purposes for K-8 content courses. In Beswick, K., Muir, T., & Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference, Vol. 4, pp. 241-248. Hobart, Australia: PME.
Buchheister, K., Jackson, C., & Taylor, C. E. (2014). Integrating universal design and response to intervention in methods courses for general education mathematics teachers. Journal of Mathematics Education at Teachers College, 5(2), 63-71.
Taylor, C., Buchheister, K., & Jackson, C. (2014). Problem Solvers: Solutions: What is the best option? Teaching Children Mathematics, 21(4), 203-206. https://doi.org/10.5951/teacchilmath.22.1.0028
Taylor C. E., Blum, D., & Falci, C. (2013). Factoring trinomials using the ARCH method. PCTM Magazine, LII(1), 9-10.
Taylor, C., Buchheister, K., & Jackson, C. (2013). What is the best option? Teaching Children Mathematics, 20(4), 216-220. https://doi.org/10.5951/teacchilmath.20.4.0216
Taylor, C. E. (2013). Facilitating prospective teachers’ knowledge of student understanding: The case of one mathematics teacher educator. In Lindmeier, A. M. & Heinze, A. (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 273-280. Kiel, Germany: PME.
Lannin, J. K., Webb, M., Chval, K., Arbaugh, F., Hicks, S., Taylor, C., & Bruton, R. (2013). The development of beginning mathematics teacher pedagogical content knowledge. Journal of Mathematics Teacher Education, 16(6), 403-426. doi: 10.1007/s10857-013-9244-5
Wilburne, J. W. & Taylor, C. E. (2013). The common core mathematics classroom: Essential student practices. Pennsylvania Educational Leadership, 32(2), 7-18.
Jackson, C., Taylor, C. E., & Buchheister, K. (2013). Bingo! Select games for mathematical thinking. Mathematics Teaching in the Middle School, 18(7), 424-429. https://doi.org/10.5951/mathteacmiddscho.18.7.0424
Van Zoest, L. R., Stockero, S. L., & Taylor, C. E. (2012). The durability of professional and sociomathematical norms intentionally fostered in an early pedagogy course. Journal of Mathematics Teacher Education, 15(4), 293-315. doi: 10.1007/s10857-011-9183-y
Stockero, S. L., Van Zoest, L. R., & Taylor, C. E. (2010). Characterizing pivotal teaching moments in beginning mathematics teachers’ practice. In Brosnan, P., Erchick, D. B., & Flevares, L. (Eds.), Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. VI, pp. 1403-1410. Columbus, OH: The Ohio State University.
Van Zoest, L. R., Stockero, S. L., & Taylor, C. E. (2010). Professional and sociomathematical norms exhibited by prospective and beginning teachers. In M. F. Pinto & T. F. Kawaski (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 265-272. Belo Horizonte, Brazil: PME.
Van Zoest, L. R., Stockero, S. L., & Taylor, C. E. (2009). Durability of professional and sociomathematical norms fostered in a mathematics methods course. In S. L. Swars, D. W. Stinson & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 5, pp. 1236-1243. Atlanta, GA: Georgia State University.