Patel, M. & Mathis, C., (2024). Why are Culture-Based Approaches In Physics Needed?, Physics Education Research Conference Proceedings, pp. 312-317, doi:10.1119/perc.2024.pr.Patel

Smith, M., Dippre, J., Wooley, A., Chamberlain, L., Shirey, K., Levy, E., Mathis, C., & Daane, A. (2024). Decolonizing physics curricula: A case study about a kinematics lesson. Physics Education Research Conference Proceedings, pp. 387-392, doi:10.1119/perc.2024.pr.Smith

Mathis, C. (2024). A Critical Race Theory analysis of lack of access and representation in physics education through counterstory. In An Introduction to Critical Race Theory in Physics Education Research. https://doi.org/10.1119/RevPERv3.1.5

Ibourk, A., & Mathis, C. (2024). Developing preservice elementary teachers’ self-efficacy toward teaching science. International Journal of Science Education, 1-24. https://doi.org/10.1080/09500693.2024.2347154

Mathis, C, S. Southerland, Burgess, T. (2023). Physics Teachers’ Dispositions Towards Culturally Relevant Pedagogy in the Classroom. International Journal of Science Education https://doi.org/10.1080/09500693.2023.2190850

Mathis, C., Daane, A. R., Rodriguez, B., Hernandez, J., & Huynh, T. (2023). How instructors can view knowledge to implement culturally relevant pedagogy. Physical Review Physics Education Research, 19(1), 010105. https://doi.org/10.1103/PhysRevPhysEducRes.19.010105

Smith M., Brown M., Daane A., Mathis C. (2023) Unlearning Indoctrination: Tensions Between Decolonizing Curricula and Characteristics of Whiteness. Physics Education Research Conference Proceedings pp. 314-319, doi:10.1119/perc.2023.pr.Smith

Horak M., Nanthou D., Brown M., Daane A., Mathis C. (2023) Tour Guide, Coach, and Gardener: Teacher’s Metaphors for Equitable Instruction. Physics Education Research Conference Proceedings pp. 132-137, doi:10.1119/perc.2023.pr.Horak

Nanthou D., Gumale A., Brown M., Daane A., Mathis C. (2023) Grappling with the dominant narrative of physics: teachers rethink colonial roots together to reshape classrooms/instructors grapple with the dominant narrative of physics, reshaping classrooms. Physics Education Research Conference Proceedings pp. 236-241, doi:10.1119/perc.2023.pr.Nanthou

Ibourk, A., Mathis, C., Wagner, L. (2022). Preservice Elementary Teachers’ Explanations of Properties of Sound Using a Web-based Inquiry Science Environment (WISE). Research in Science and Technological Education, doi: 10.1080/02635143.2022.2066647

Ibourk, A., Hughes, R., & Mathis, C. (2022). “It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman’s science and math identities. Journal of Research in Science Teaching, 59(7), 1099-1133. https://doi.org/10.1002/tea.21753

Mathis, C., & Southerland, S. (2022). Our Shifting Understandings of Culturally Relevant Pedagogy in Physics. The Physics Teacher, 60(4), 260-265. https://doi.org/10.1119/5.0027583

Hernandez, J., Skiba, J., German, M., Scherr, R., Huynh, T., Mathis, C., & Araya, M. (2022). Exploring Sociopolitical Landscapes in Physics Education. Sustainability and Climate Change, 15(4), 279-288. https://doi.org/10.1089/scc.2022.0023

Mathis, C., Robertson, A. (2021). An Examination of the Role of Physics Culture on In-Service Physics Teachers Relationship between Identity and Equity. 2021 Physics Education Research Conference Proceedings, 264-269 doi:10.1119/perc.2021.pr.Mathis.

Bauman L., Mathis C., McKagan S., Madsen A., Marvin K., Goodhew L., Robertson A. (2021). Centering Physics Faculty Ideas About Resources-Oriented Instruction. 2021 Physics Education Research Conference Proceedings, 33-38 doi:10.1119/perc.2021.pr.Bauman

Doucette D., Daane, A., Flynn A., Gosling C., Hsi D., Mathis C., Morrison A., Park S., Rifkin M., Tabora J. (2021). Teaching Equity in Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.1c00415