**Taylor, C. E.,** Jackson, C., & Buchheister, K. (2022). Planning paramount tasks from culturally rich literature. *Mathematics Teacher: Learning and Teaching PK-12, 115*(7), p. 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 38 ^{th} 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 32 ^{nd} 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.