Below you will find information forwarded by some of the presenters about their recent publications.
Mathematical Power: Lessons from a Classroom. Portsmouth, NH: Heinemann, 1993.
Ball, D. L., & Bass, H. (in press). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics. JAI/Ablex.
Ball, D. L. (in press). Teaching with respect to mathematics and students. In T. Wood and B. Scott Nelson (Eds.) Beyond classical pedagogy: Teaching elementary school mathematics. Hillsdale, NJ: Erlbaum.
Ball, D. L., Lubienski, S., and Mewborn, D. (in press). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). New York: Macmillan.
Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241-247.
Ball, D. L. & Bass, H. (2000). Review of The Number Devil by Hans Magnum Enzensberger. Notices of the American Mathematical Society, 47 (1), 51-56.
Ball, D.L. (2000). Foreword. In Stein, M.K., M.S. Smith, M.A. Henningsen, and E. Silver, Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press. pp. ix-xiv.
Ball, D. L. & Cohen, D. K. (2000). Challenges of improving instruction: A view from the classroom. Washington, DC: Council of Basic Education.
Ball, D. L. (2000). Working on the inside: Using one own practice as a site for studying mathematics teaching and learning. In Kelly, A. & Lesh, R. (Eds.). Handbook of research design in mathematics and science education, (pp. 365- 402). Dordrecht, Netherlands: Kluwer.
Ball, D. L., and Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D. Phillips (Ed.), Yearbook of the National Society for the Study of Education, Constructivism in Education, (pp. 193-224). Chicago: University of Chicago Press.
Ball, D. L. (1999). Crossing boundaries to examine the mathematics entailed in elementary teaching. In T. Lam (Ed.), Contemporary Mathematics (pp.15-36). Providence: American Mathematical Society.
Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass.
Ball, D. L. & Lampert, M. (1999) Multiples of evidence, time, and perspective: Revising the study of teaching and learning. In E. Lagemann & L. S. Shulman, Issues in education research: Problems and possibilities (pp. 371 – 398). San Francisco: Jossey Bass.
Chazan, D. & Ball, D. L. (1999). Beyond being told not to tell. For the Learning of Mathematics, 9, 2 – 10.
Cohen, D. K., Raudenbush, S., Ball, D. L (2000). Educational resources, instruction, and research. Working paper, Center for Teaching Policy. Seattle: University of Washington. (An earlier version of this paper was presented at the fall meeting of the American Academy of Arts and Sciences, October, 1999.)
Cohen, D. K. & Ball, D. L. (1999). Instruction, capacity, and improvement. (CPRE Research Report No. RR-043). Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education
Lampert, M. & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33 – 53). San Francisco: Jossey Bass.
Carpenter, T.P., & Moser, J.M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 15, 179-202.*
Romberg, T.A., & Carpenter, T.P. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M.C. Wittrock (Ed.), Third handbook of research on teaching. New York: Macmillan.**
Carpenter, T.P., Fennema, E., Peterson, P.L., Chiang, C.P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499-531.
Carpenter, T.P., Ansell, E., Franke, M.L., Fennema, E., & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children’s problem-solving processes. Journal for Research in Mathematics Education, 24 (5), 428-441.
Carpenter, T.P., Fennema, E., & Franke, M.L. (1996) Cognitively Guided Instruction: a knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 3-20.
Fennema, E., Carpenter, T.P., Franke, M.L., Levi, L., Jacobs, V., & Empson, B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25 (4), 12-21.
Carpenter, T.P., Franke, M.L., Jacobs, V., Fennema, E (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction, Journal for Research in Mathematics Education, 29, 3-20.
Fennema, E., Carpenter, T.P., Jacobs, V.R., Franke, M.L., Levi, L. (1998). A longitudinal study of gender differences in young children’s mathematical thinking. Educational Researcher, 27 (5), 4-11, 19-21.
Franke, M.L., Carpenter, T.P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ self-sustaining, generative change in the context of professional development. International Journal of Teaching and Teacher Education, 14, 67-80.
Carpenter, T.P., Fennema, E., Franke, M.L., Empson, S.B., & Levi, L.W. (1999). Children’s mathematics: Cognitively Guided Instruction. Portsmouth, NH: Heinemann.
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (In press) Capturing teachers’ generative growth: A follow-up study of professional development in mathematics. American Educational Research Journal
* National Council of Teachers of Mathematics Award for the best article in Journal for Research in Mathematics Education
** American Educational Research Association Award for the best review article in AERA publications.