Published Research

Peer Reviewed Articles

Lambert, R., Nguyen, T., Mendoza, M., & McNiff, A. (in press). Addressing Agency and Achievement in a Multiplication Intervention. Insights into Learning Disabilities 10 (1), 79-101. Prepress version Lambert, Nguyen & Mendoza 2022 Proof

Lambert, R, Hernández-Saca, D, Mireles-Rios, R, Monroy Castro, M. (2022). “It is like a feeling”: Theorizing emotion in mathematics through Complex Embodiment. Mathematics, 10(6):937. Open Access: 

Lambert, R., & Harriss, E. (2022). Insider accounts of dyslexia from research mathematicians. Open Access: Educational Studies in Mathematics.

Lambert, R. (2021). The Magic is in the margins; Universal Design for Learning Math (UDL Math). Mathematics Teacher: Learning and Teaching Pre-K–12, 114 (9) [MTLTPK-12] The Magic Is in the Margins_ UDL Math (1)

Lambert, R.. Imm, K, McNiff, A., Schuck, R., & Choi, S. (2021). “UDL is the What, Design Thinking is the How:” Designing for Differentiation in Mathematics. Mathematics Teacher Education and Development. Open access:

Lambert, R., & Schuck, R. (2021). “The wall now between us”; Teaching math to students with disabilities during the COVID spring of 2020. Asia-Pacific Educational Researcher

Lambert, R., Sugita, T., Yeh, C., Hunt, J. H., & Brophy, S. (2020). Documenting increased participation of a student with autism in the standards for mathematical practice. Journal of Educational Psychology, 112(3), 494 513.

Lambert, R., & Tan, P. (2019). Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities. Mathematics Education Research Journal.

Disability Matters in Math_Preprint Draft_9_24_19_MERJ_Manuscript
Lambert, R. (2019). Political, relational, and complexly embodied; Experiencing disability in the mathematics classroom. ZDM Mathematics Education. Advance online publication. Full text (Author’s Manuscript)DOI 10.1007/s11858-019-0103101
Hunt, J. H., Silva, J., & Lambert, R. (2019). Empowering students with specific learning disabilities: Jim’s concept of unit fraction. The Journal of Mathematical Behavior, 56, 100738.
Lambert, R., Chun, M., Davis, J., Ceja, K. L., Aguilar, K., Moreno, P., & Manset, L. (2019). “My dyslexia is like a bubble”: How insiders with Learning Disabilities describe their differences, strengths, and challenges. Learning Disabilities: A Multidisciplinary Journal, 24(1), 1–18. Full Text (Author’s Manuscript) [Does not list full authorship, please use author list here]
Tan, P., & Lambert, R. (2019). Disability and educators in mathematics schooling research: A critical exploratory review. Review of Disability Studies: An International Journal, 15(1). Retrieved from
Lambert, R. (2018). ‘Indefensible, Illogical, and Unsupported’; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities. Education Sciences, 8(2):72. (full text) (Special Issue: Myths in Mathematics Education

Lambert, R., Tan, P., Hunt, J., & Candela, A. (2018). Rehumanizing the mathematics education of students with disabilities; Critical perspectives on research and practice. Investigations in Mathematics Learning, 10 (3), 1-4. (Special Issue: Critical Perspectives on Disability in Mathematics Education) Full text (Author’s Manuscript).

Tan, P., Lambert, R., Padilla, A. & Wieman, R. (2018). A Disability Studies in Mathematics Education review of intellectual disabilities: Directions for future inquiry and practice. The Journal of Mathematical Behavior.

Hunt, J., MacDonald, B., Lambert, R., Sugita, T., & Silva, R. (2018). “Think pair show share”: UDLizing talk moves to increase classroom discourse. Teaching Children Mathematics. 25(2).

Curwen, M. S., Ardell, A., MacGillivray, L., & Lambert, R. (2018). Systems thinking in a second grade curriculum: Students engaged to address a statewide drought. Frontiers in Education, 3.

Lambert, R., & Tan, P. (2017). Conceptualizations of students with and without disabilities as mathematical problem solvers in educational research: A critical review. Education Sciences, 7(2), 51. (full text) (Special Issue: Critical Issues in Mathematics Education)

Lambert, R., Imm, K., & Williams, D. A. (2017). Number strings: Daily computational fluency. Teaching Children Mathematics, 24(1), 48–55. Full text: Lambert Imm Williams 2017   Website:

Lambert, R. & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning. 31(4), 347–366. Full text (Author’s Manuscript)

Lambert, R. (2016). “When I am being rushed it slows down my brain”: Constructing self-understandings as a mathematics learner. International Journal of Inclusive Education. 0(0), 1–11. Full text (Author’s Manuscript)

Lambert, R. (2015). Constructing and resisting dis/ability in mathematics classrooms: A case study exploring the impact of different pedagogies. Educational Studies in Mathematics. 1-18. full text (Author’s Manuscript)

Lambert, R. & Stylianou, D. (2013). Posing cognitively demanding tasks for all students. Mathematics Teaching in the Middle School. Vol. 18, No. 8.  Full text:  Lambert Stylianou 2013 Website:

Foote, M.Q. & Lambert, R. (2011).  “I have a solution to share”: Learning through equitable participation in a mathematics classroom. Canadian Journal of Science, Mathematics, and Technology Education, 11 (3), 247 – 260. Full text (Author’s Manuscript)

Book Chapters

Lambert, R & Valle, J.  (2010). Chapter one: Envisioning the reweaving. In C. Fosnot (Ed.), Models of Intervention in Mathematics: Reweaving the Tapestry. National Council of Teachers of Mathematics, Reston: VA.

Note: Author’s Manuscript (AAM) is the final version of the author’s work before the paper goes into final production. It is a draft, and may contain errors. I am able to share full text in this form on this website. For the complete version, you can use the DOI which will bring you to the journal’s webpage.