• Runnalls, C. (2022, July 8). Do you see what I see? Preservice teachers’ mathematical and cultural noticing in children’s books. Invited talk, Latinx in the Mathematical Sciences Conference 2022. IPAM, Los Angeles, CA.
  • Hong, D.S., & Runnalls, C. (2022, January 7). Exploring PSTs’ responses to student volume misconceptions. Research presentation, National Council of Teachers of Mathematics 2021 Research Conference. Virtual meeting.
  • Hong, D.S., & Runnalls, C. (2022, January 7). “I need to measure the base and the height:” Examining preservice teachers’ responses to area conservation tasks. Research presentation, National Council of Teachers of Mathematics 2021 Research Conference. Virtual meeting.
  • Runnalls, C. (2021, December 3). Do you see what I see? Teachers’ mathematical and cultural noticing in children’s books. Invited Research Presentation, CSU Long Beach Mathematics & Statistics Colloquium. Virtual meeting.
  • Runnalls, C. (2021, August 26). Reclaiming Mathematics for Our Students (and Ourselves): The Why, The How, and The Challenges. Tennessee Teaching Integrated Math 1 for Social Justice Professional Development Project. Virtual meeting.
  • Runnalls, C., & Wilson, R. (2021, June 17). What is a fair living wage? California Mathematics Project Virtual Summer Institute. Virtual meeting.
  • Runnalls, C. (2021, May 28). Predicting the mathematics pathways of English language learners: A multilevel analysis. Research Report, 42ndAnnual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Virtual meeting.
  • Hong, D. S., & Runnalls. C. (2021, April 12). “I need to convert the triangle to a right triangle”: Examining preservice teachers’ responses to area conservation tasks. Paper Session, 2021 Annual Meeting of the American Educational Research Association. Virtual meeting. 
  • Runnalls, C., & Wilson, R. (2020, December 9). Taxicab geometry: A new perspective. California Mathematics Project Professional Development Workshop. Virtual meeting.
  • Runnalls, C. (2020, June 22). Flipping the script: Reclaiming mathematics for students (and ourselves). Invited session for the California Mathematics Project at California State University Dominguez Hills & CSUDH Mathematics Teachers’ Circle. Online. 
  • Hong, D. S., & Runnalls. C. (2020, April 17-21). Space-filling, layers, and formulas: PSTs’ responses to students’ volume misconceptions. Roundtable Session, 2020 Annual Meeting of the American Educational Research Association. San Francisco, California. (Conference canceled.)
  • Runnalls, C. (2020, March 7). Seeing you in me and me in you: Mathematics as a window and a mirror. California Mathematics Project Professional Development Workshop. Cal Poly Pomona, Pomona, CA.
  • Runnalls, C. (2020, February 1). An introduction to rehumanizing mathematics: Positioning ourselves and others. California Mathematics Project Professional Development Workshop. Cal Poly Pomona, Pomona, CA.
  • Hong, D. S., & Runnalls, C. (2019, November 17). Counting, layers, and formulas: PSTs’ responses to students’ volume misconceptions. Research presentation, 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO. 
  • Hallare, M., McGee, R., Runnalls, C., & Sambandham, B. (2019, July 31). Equity and Diversity in the College Mathematics Classroom. Panel organized for the 2018 Peach and 2019 Silver Dots of Project NExT, MathFest 2019. Cincinnati, OH. 
  • Runnalls, C. (2019, April 3). Examining the 12th-grade mathematics NAEP: Validity considerations for ELLs. Research presentation, National Council of Teachers of Mathematics 2019 Research Conference. San Diego, CA. 
  • Runnalls, C. (2019, March 9). Exploring task modifications for linguistically diverse learners. California Mathematics Project Professional Development Workshop. Cal Poly Pomona, Pomona, CA.
  • Runnalls, C. (2019, January 19). A formative assessment of formative assessment: Exit slips over the years. MAA Contributed Paper Session, Joint Mathematics Meetings. Baltimore, MD.
  • Runnalls, C., & Hong, D. S. (2018, November 18). Half the base or half the height?: PSTs’ evaluation of a triangle area strategy. Research presentation, 40th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.
  • Runnalls, C. (2018, September 26). When math isn’t universal: Teaching with linguistic diversity in mind.  Colloquium of the Department of Mathematics & Statistics. Cal Poly Pomona, Pomona, CA.