Peer Reviewed Articles
Lambert, R.. Imm, K, McNiff, A., Schuck, R., & Choi, S. (in press). “UDL is the What, Design Thinking is the How:” Designing for Differentiation in Mathematics. Mathematics Teacher Education and Development. LambertImmMcNiffSchuckChoi_PrePublicationCopy_MTED_UDL
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. https://link.springer.com/article/10.1007%2Fs40299-021-00568-8
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. https://doi.org/10.1037/edu0000425
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. https://doi.org/10.1007/s13394-019-00299-6
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. https://doi.org/10.1016/j.jmathb.2019.100738
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] doi.org/10.18666/LDMJ-2019-V24-I2-876
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 https://rdsjournal.org/index.php/journal/article/view/839
Lambert, R. (2018). ‘Indefensible, Illogical, and Unsupported’; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities. Education Sciences, 8(2):72. https://doi.org/10.3390/educsci8020072 (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. doi.org/10.1080/19477503.2018.1463006 (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. doi.org/10.1016/j.jmathb.2018.09.001
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). https://www.nctm.org/Publications/Teaching-Children-Mathematics/2018/Vol25/Issue2/Think-Pair-Show-Share-to-Increase-Classroom-Discourse/
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. doi.org/10.3389/feduc.2018.00090
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) doi.org/10.3390/educsci7020051 (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: doi.org/10.5951/teacchilmath.24.1.0048
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) doi.org/10.1111/1467-9604.12142
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) doi.org/10.1080/13603116.2016.1251978
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) doi.org/10.1007/s10649-014-9587-6
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: doi.org/10.5951/mathteacmiddscho.18.8.0500
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)
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.