Smith, C., & Walkington, C. (2019). Four principles for designing embodied mathematics activities. Australian Mathematics Education Journal, 1(4), 16-20.
Smith, C. (2018). Learning through body-based activities in secondary geometry: An analysis of learning and viewpoint. School Science and Mathematics, 118(5), 179-189.
King, B., & Smith, C. (2018). Mixed-reality learning environments: What happens when you move from a laboratory to a classroom? International Journal of Research in Education and Science (IJRES), 4(2), 577-594.
Olofson, M., Downes, J., Smith, C., Legeros, L., & Bishop, P. (2018). An instrument to measure teacher practices to support personalized learning in the middle grades. Research in Middle Level Education Online, 41(7), 1-21.
Smith, C., Tinkler, A., DeMink-Carthew, J., & Tinkler, B. (2017). Pre-service teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development, 19(1), 107-120.
King, B., & Smith, C. (2017). Understanding sorting algorithms through a fraction activity. Teaching Children Mathematics, 23(9), 560-563.
Smith, C., & Kenlan, K. (2016). Invention activities support statistical reasoning. Mathematics Teaching in the Middle School, 21(6), 358-363.
Smith, C., King, B., & González, D. (2015). Using multimodal learning analytics to identify patterns of interactions in a body-based mathematics activity. Journal of Interactive Learning Research, 27(4), 355-379.
Martin, T., Smith, C., Velasquez, N., Aghababayan, A., Janisiewicz, P., & Baker, S. (2015). Learning fractions by splitting: Using learning analytics to illuminate the development of mathematical understanding. The Journal of the Learning Sciences, 24(4), 593-637.
Smith, C., King, B., & González, D. (2015). The STEAM behind the scenes. Teaching Children Mathematics, 22(1), 46-49.
Berland, M., Davis, D., & Smith, C. (2015). AMOEBA: Facilitating data-driven, real-time, novice programmer collaboration. International Journal of Computer-Supported Collaborative Learning, 10(4), 425-447.
Smith, C., King, B., & Hoyte, J. (2014). Learning angles through movement: Critical actions for learning in an embodied activity. Journal of Mathematical Behavior, 36, 95-108.
Smith, C., & Neumann, M. (2014). Scratch it out! Enhancing geometrical understanding. Teaching Children Mathematics, 21(3), 185-188.
Berland, M., Martin, T., Benton, T., Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564-599.
Martin, T., Berland, M., Benton, T., & Smith, C. (2013). Learning programming with IPRO: The effects of a mobile, social programming environment. Journal of Interactive Learning Research, 24(3), 301-328.
Martin, T., Svhila, V., & Smith, C. (2012). The role of physical action in fraction learning. Journal of Education and Human Development, 5(1), 1-17.
Smith, C., Berland, M., & Martin, T. (2015). Playing robot: Exploring how students alternate perspectives in IPRO. In V. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 132-148). New York: Routledge.