Selected Publications
Books
Hulbert, E. T., Petit, M. M., Ebby, C. B., Cunningham, E. P., & Laird, R. E. (2024). A focus on multiplication and division: Bringing research to the classroom, Second edition. Routledge.
Petit, M. M., Laird, R. E., Ebby, C. B., & Marsden, E. L. (2022). A focus on fractions: Bringing mathematics education research to the classroom (3rd ed.). Routledge.
Ebby, C. B., Hulbert E. T., & Broadhead, R. M. (2021). A focus on addition and subtraction: Bringing mathematics education research to the classroom. Routledge.
Selected Articles and Book Chapters
Ebby, C. B., Remillard, J. T., & Goldsmith-Markey, L. T. (2023). Learning to teach responsively through asynchronous collaborative discourse around video records of practice. Journal of Teacher Education, 74(5), 451–466. https://doi.org/10.1177/00224871231153108
Supovitz, J. A., Ebby, C. B., Remillard, J. T., & Nathanson, R. (2021). Experimental impacts of learning trajectory-oriented formative assessment on student problem-solving accuracy and strategy sophistication. Journal for Research in Mathematics Education, 52(4), 444–473. https://doi.org/10.5951/jresematheduc-2021-0032
Ebby, C. B., Hulbert, E. T., & Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346–353. https://doi.org/10.5951/teacchilmath.25.6.0346
Ebby, C. B. (2018). Using a learning trajectory to make sense of student work for instruction. In N. Barnes & H. Fives (Eds.), Cases of teachers’ data use (pp. 44–62). Routledge. https://doi.org/10.4324/9781315165370-4
Ebby, C. B., & Petit, M. (2018). Using learning trajectories to elicit, interpret and respond to student thinking. In E. A. Silver & V. L. Mills (Eds.), A fresh look at formative assessment in mathematics teaching. National Council of Teachers of Mathematics.
Ebby, C. B., & Petit, M. (2017). Using learning trajectories to enhance formative assessment. Mathematics Teaching in the Middle School, 22, 368–372. https://doi.org/10.5951/mathteacmiddscho.22.6.0368
Christman, J. B., Ebby, C. B., & Edmunds, K. (2016). Data use practices for improved mathematics teaching and learning: The importance of productive dissonance and recurring feedback cycles. Teachers College Record, 118(11), 1–32. https://doi.org/10.1177/016146811611801101
Ebby, C. B., & Sirinides, P. M. (2015). Conceptualizing teachers’ capacity for learning trajectory-oriented formative assessment in mathematics. In J. A. Middleton, J. Cai, & H. Hwang (Eds.), Large-scale studies in mathematics education (159–176). Springer. https://doi.org/10.1007/978-3-319-07716-1_8
Remillard, J., Ebby, C. B., Lim, V., Reinke, L., Magee, E., Hoe, N., & Cyrus, M. (2014). Increasing access to mathematics through locally relevant curriculum. In K. Karp (Ed.), NCTM Annual Perspectives in Mathematics Education (APME) 2014: Using research to improve instruction. National Council of Teachers of Mathematics.
Ebby, C. B. (2013). Rethink your drink. Mathematics teaching in the middle school, 19(4), 242–247. https://doi.org/10.5951/mathteacmiddscho.19.4.0242
Ebby, C. B., Lim, V., Reinke, L., Remillard, J., Magee, E., Hoe, N., & Cyrus, M. (2011). Community based mathematics project: Conceptualizing access through locally relevant mathematics curricula. Perspectives on Urban Education, 8(2), 11–17. https://urbanedjournal.gse.upenn.edu/archive/volume-8-issue-2/community-based-mathematics-project-conceptualizing-access-through-locally-
Ebby, C. B., Palaitis, M., & Silver, P. (2007). Improving mathematics instruction through classroom-based inquiry. Teaching Children Mathematics, 14(3), 182–186. https://doi.org/10.5951/tcm.14.3.0182
Ebby, C. B. (2005). The powers and pitfalls of algorithmic knowledge: A case study. Journal of Mathematical Behavior, 24(1), 73–87. https://doi.org/10.1016/j.jmathb.2004.12.002
Ebby, C. B. (2000). Learning to teach mathematics differently: The interaction between coursework and fieldwork for preservice elementary teachers. Journal for Mathematics Teacher Education, 3(1), 69–97. https://doi.org/10.1023/A:1009969527157
