| Evaluations of intergroup resource allocations: The role of theory of mind KL Mulvey, K Buchheister, K McGrath Journal of Experimental Child Psychology 142, 203-211, 2016 | 40 | 2016 |
| Maths games: A universal design approach to mathematical reasoning K Buchheister, C Jackson, CE Taylor Australian Primary Mathematics Classroom 22 (4), 7-12, 2017 | 39 | 2017 |
| What, how, who: Developing mathematical discourse K Buchheister, C Jackson, CE Taylor Mathematics Teaching in the Middle School 24 (4), 202-208, 2019 | 19 | 2019 |
| Seeing mathematics through different eyes: An equitable approach to use with prospective teachers C Jackson, CE Taylor, K Buchheister Toward equity and social justice in mathematics education, 263-285, 2018 | 15 | 2018 |
| Bingo! Select games for mathematical thinking C Jackson, C Taylor, K Buchheister Mathematics teaching in the middle school 18 (7), 424-429, 2013 | 12 | 2013 |
| Integrating universal design and response to intervention in methods courses for general education mathematics teachers KE Buchheister, C Jackson, C Taylor | 11 | 2014 |
| Multiple perspectives on cognitive development: Radical constructivism, cognitive constructivism, sociocultural theory, and critical theory M Muller, KE Buchheister, G Boutte | 10 | 2017 |
| The mathematical development in number and operation of struggling first graders J Lannin, D Garderen, SJ Matthew, K Buchheister, T Hill, C Jackson Investigations in Mathematics Learning 6 (2), 19-47, 2013 | 9 | 2013 |
| “Sliding” into an equitable lesson K Buchheister, C Jackson, C Taylor Teaching Children Mathematics 25 (4), 224-231, 2019 | 6 | 2019 |
| An inside track: Fostering mathematical practices K Buchheister, C Jackson, C Taylor Teaching Children Mathematics 22 (1), 28-35, 2015 | 6 | 2015 |
| Examining number: A soft idea JM Switzer, K Buchheister, B Dougherty Teaching Children Mathematics 21 (2), 69-71, 2014 | 4 | 2014 |
| Using the what-how-who structure to plan an equitable mathematics lesson K Buchheister, C Jackson, C Taylor Teaching for Excellence and Equity in Mathematics 12 (2), 2021 | 3 | 2021 |
| Defining effective learning tasks for all K Buchheister, C Jackson, CE Taylor Handbook of research on teacher education and professional development, 561-581, 2017 | 3 | 2017 |
| Planning paramount tasks from culturally rich literature CE Taylor, C Jackson, K Buchheister Mathematics Teacher: Learning and Teaching PK-12 115 (7), 502-506, 2022 | 2 | 2022 |
| What is equity? ways of seeing C Jackson, C Taylor, K Buchheister | 2 | 2015 |
| Stop-Motion Animation as a Tool for Assessing Preservice Early Childhood and Elementary Teachers’ Understanding of Connections among Mathematical Representations and … A Thomas, K Buchheister Society for Information Technology & Teacher Education International …, 2019 | 1 | 2019 |
| Attending to what prospective teachers notice about students' intersecting identities C Jackson, K Buchheister, CE Taylor School Science and Mathematics 123 (8), 461-475, 2023 | | 2023 |
| kids code: tools to support mathematical precision through meaningful connections. K Buchheister Elementary STEM Journal 24 (4), 2020 | | 2020 |
| Tools to support mathematical precision through meaningful connections. KE Buchheister | | 2020 |
| Repeated reasoning: Building children’s mathematical habits of mind in early coding. A Thomas, KE Buchheister | | 2020 |
