| The development of beginning mathematics teacher pedagogical content knowledge JK Lannin, M Webb, K Chval, F Arbaugh, S Hicks, C Taylor, R Bruton Journal of Mathematics Teacher Education 16, 403-426, 2013 | 133 | 2013 |
| Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses A Appova, CE Taylor Journal of Mathematics Teacher Education 22, 179-204, 2019 | 50 | 2019 |
| The durability of professional and sociomathematical norms intentionally fostered in an early pedagogy course LR Van Zoest, SL Stockero, CE Taylor Journal of Mathematics Teacher Education 15, 293-315, 2012 | 48 | 2012 |
| 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 |
| Providing opportunities to develop prospective teachers’ pedagogical content knowledge A Appova, CE Taylor The Mathematics Enthusiast 17 (2), 673-724, 2020 | 17 | 2020 |
| In-class purposes of flipped mathematics educators LA Eisenhut, CE Taylor Journal of Mathematics Education at Teachers College 6 (2), 2015 | 17 | 2015 |
| 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 |
| The practitioner researcher: a critical and reflexive approach to professional practice C Taylor, S Hicks | 14 | 2009 |
| 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 |
| “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 |
| Improving preservice elementary teacher education through the preparation and support of elementary mathematics teacher educators RM Welder, A Appova, D Olanoff, CE Taylor, T Kulow Proceedings of the 38th annual meeting of the North American Chapter of the …, 2016 | 4 | 2016 |
| Facilitating the development of elementary prospective teachers' pedagogical content knowledge: A case study of a mathematics teacher educator's actions and purposes CE Taylor University of Missouri-Columbia, 2011 | 4 | 2011 |
| Manchester's Trolleybuses DM Eyre, CW Heaps, C Taylor Manchester Transport Museum Society, 1967 | 4 | 1967 |
| 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 |
| Facilitating prospective teachers’ knowledge of student understanding: The case of one mathematics teacher educator CE Taylor MATHEMATICS LEARNING ACROSS THE LIFE SPAN 37, 273-280, 2013 | 3 | 2013 |
| 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 |
Christa JacksonSaint Louis UniversityVerified email at slu.edu
