School of Education

# James Hiebert Publications

**2018**

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). Improving the impact of educational research (Editorials). *Journal for Research in Mathematics Education, 49 *(1, 2, 3, 4, 5).

Ferretti, R.P., & Hiebert, J. (Eds.). (2018). *Teachers, teaching, and reform: Perspectives on efforts to improve educational outcomes*. New York: Routledge.

Hiebert, J., Morris, A. K., & Spitzer, S. M. (2018). Diagnosing learning goals: An often overlooked teaching competency. In T. Leuders, K. Philipp, & J. Leuders (Eds.), *Diagnostic competence of mathematics teachers: Unpacking a complex construct in teacher education and teacher practice *(pp. 193-206). New York: Springer.

Hiebert, J., Wieman, R. M., & Berk, D. Designing systems for continuously improving instruction: The case of teacher preparation mathematics courses. In R. P. Ferretti & J. Hiebert (Eds.), *Teachers, teaching, and reform: Perspectives on efforts to improve educational outcomes *(pp. 116-139). New York: Routledge.

Stigler, J. W., Hiebert, J., & Givvin, K. B. (2018). Does VAM + MET = improved teaching? In R. P. Ferretti & J. Hiebert (Eds.), *Teachers, teaching, and reform: Perspectives on efforts to improve educational outcomes *(pp. 56-74). New York: Routledge.

Wieman, R. M., & Hiebert, J. (2018, October 10). Learning from mistakes: Not just for students. *Teachers College Record, *Online.

**2017**

Cai, J., Morris, A., Hwang, S., Hohensee, C., Robison, V., & Hiebert, J. (2017). Improving the impact of educational research (Editorials). *Journal for Research in Mathematics Education, 48 (1, 2, 3, 4, 5)*.

Ermeling, B. A., Gallimore, R., & Hiebert, J. (2017). Making teaching visible through learning opportunities. *Phi Delta Kappan 98*(8), 54-58.

Hiebert, J. (2017, December 12). The unfortunate reputation of scripted instruction. *Teachers College Record*, Online.

Hiebert, J., Miller, E., Berk, D. (2017). Relationships between mathematics teacher preparation and graduates’ analyses of classroom teaching. *Elementary School Journal, 117, *687-707*.*

Hiebert, J, & Stigler, J. W. (2017). Teaching vs. teachers as a lever for change: Comparing a Japanese and a U.S. perspective on improving instruction. *Educational Researcher, 46, *169-176.

Morris, A. K., & Hiebert, J. (2017). Effects of teacher preparation courses: Do graduates use what they learned to plan mathematics lessons? *American Educational Research Journal, 54, *524-567.

Stigler, J. W., & Hiebert, J. (2017). The culture of teaching: A global perspective. In A. Motoko & G. K. LeTendre (Eds.), *International handbook of teacher quality and policy *(pp. 52-65). New York: Routledge.

**2016**

Ermeling, B., Hiebert, J., & Gallimore, R. (2016). Beyond growth mindset: Creating classroom opportunities for meaningful struggle. *Education Week: Spotlight on growth mindset, *13-14. [Reprinted from *Education Week Teacher*.]

Stigler, J. W., & Hiebert, J. (2016). Lesson study, improvement, and the importing of cultural routines. *ZDM Mathematics Education, 48, *581-587.

**2015**

Ermeling, B., Hiebert, J., & Gallimore, R. (2015, December 7). Beyond growth mindset: Creating classroom opportunities for meaningful struggle. *Education Week Teacher*.

Ermeling, B., Hiebert, J., & Gallimore, R. (2015). Best practice: The enemy of better teaching. *Educational Leadership, 72* (8), 48-53.

Morris, A. K., & Hiebert, J. (2015). Openness and measurement: Two principles for improving educational practice and shared instructional products. *Mathematics Teacher Educator, 3, *130-153.

**2014**

Gallimore, R., & Hiebert, J. (2014, February 28). Red flags on the road to the Common Core State Standards reform. *Teachers College Record*.

Gallimore, R., Hiebert, J., Ermeling, B. (2014, October 14). Rich classroom discourse: One way, not *the way*, to get rich learning. *Teachers College Record.*

Hiebert, J., & Grouws, D. A. (2014). Which instructional methods are most effective for mathematics? In R. E. Slavin (Ed.), *Proven programs in education: STEM *(pp. 14-17). Corwin Press. [Reprinted from Hiebert, J., & Grouws, D. (2009). Which teaching methods are most effective for maths? *Better: Evidence-based Education, 2* (1), 10-11.]

**2013**

Hiebert, J. (2013). Lektionsplanering: Ny verksamhet i gammal form. [Lesson planning reconsidered: Creating a new function for an old form.] In Walby, K. (Ed.), *Matematikundervisning i praktiken* [Mathematics teaching in practice], pp. 49-54. Gotesborg, Sweden: Nationellt centrum for matematikutbuildning. [Reprinted from *Nämnaren, 29(1)*, 53-57.]

Hiebert, J. (2013). Transforming teacher preparation to ensure long-term improvement in STEM teaching. *Teacher Education and Practice, 26, *830-843.

Hiebert, J. (2013). The constantly underestimated challenge of improving mathematics instruction. In K. R. Leatham (Ed.), *Vital directions for mathematics education research *(pp. 45-56). New York: Springer.

**2012**

Hiebert, J., & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. *Journal of Teacher Education, 63*, 92-102.

Hiebert, J. & Morris, A. K. (2012). Extending ideas on improving teaching: Response to Lampert; Lewis, Perry, Friedkin, & Roth; and Zeichner. *Journal of Teacher Education, 63,* 383-385.

**2011**

Morris, A. K., & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. *Educational Researcher, 40*, 5-14.

**2010**

Hiebert, J., Morris, A. K., & Glass, B. (2010). Learning to learn to teach: An “experiment” model for teaching and teacher preparation in mathematics. In A. Bishop (Ed.). *Mathematics education *(Vol. 2, pp. 126-143). London: Routledge. [Reprinted from* Journal of Mathematics Teacher Education *(2003), *6*, 201-222.]

**2009**

Berk, D., & Hiebert, J. (2009). Improving the mathematics preparation of elementary teachers, one lesson at a time. *Teachers and Teaching: Theory and Practice, 15*, 337-356.

Givvin, K. B., Jacobs, J., Hollingsworth, H., & Hiebert, J. (2009). What is effective mathematics teaching? International educators’ judgments of mathematics lessons from the TIMSS 1999 Video Study. In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), *Effective mathematics teaching from teachers’ perspectives: National and cross-national studies* (pp. 37-69). Boston: Sense Publishers.

Hiebert, J. (2009). Foreword. In M. K. Stein, M. S. Smith, M. A. Henningsen, and E. A. Silver (Eds.), *Implementing standards-based mathematics instruction: A casebook for professional development *(2^{nd} ed.). New York: Teachers College Press.

Hiebert, J., & Grouws, D. (2009). Which teaching methods are most effective for math? *Better: Evidence-based Education, 2* (1), 10-11.

Hiebert, J., & Morris, A. K. (Eds.). (2009). Building a knowledge base for educating (mathematics) teachers [Special issue]. *Elementary School Journal, 109*(5).

Hiebert, J., & Morris, A. K. (2009). Building a knowledge base for teacher education: An experience in K-8 mathematics teacher preparation. *Elementary School Journal, 109,* 475-490.

Morris, A. K., & Hiebert, J. (2009). Introduction: Building knowledge bases and improving systems of practice. *Elementary School Journal, 109, *429-441.

Morris, A. K., Hiebert, J., & Spitzer, S. M. (2009). Mathematical knowledge for teaching in planning and evaluating instruction: What can preservice teachers learn? *Journal for Research in Mathematics Education, 40*, 491-529.

Stigler, J. W., & Hiebert, J. (2009). Closing the teaching gap. *Kappan, 91*(3), 32-37.

Stigler, J. W., & Hiebert, J. (2009). *The teaching gap: Best ideas from the worlds’ teachers for **improving education in the classroom* (paperback ed.). New York: Free Press.

**2008**

Hiebert, J., Lambdin, D., & Williams, S. (2008). Reflecting on the conference and looking toward the future. In R. E. Reys & J. A. Dossey (Eds.), *U.S.** doctorates in mathematics education: Developing stewards of the discipline *(pp. 241-252). Providence, RI: American Mathematical Society.

Hiebert, J. (2008). Signposts for teaching mathematics through problem solving. In J. M. Bay-Williams & K. Karp (Eds.), *Growing professionally: Readings from NCTM publications for grades K-8*, pp. 102-107. Reston, VA: National Council of Teachers of Mathematics. [Reprinted from Lester, F. K. Jr. (Ed.). (2003). *Teaching mathematics through problem solving: Prekindergarten – Grade 6* (pp. 53-61). Reston, VA: National Council of Teachers of Mathematics.]

**2007**

Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester, Jr., (Ed.), *Second handbook of research on mathematics teaching and learning* (pp. 371-404). Charlotte, NC: Information Age Publishing.

Hiebert, J., & Grouws, D. A. (2007). *Effective teaching for the development of skill and conceptual understanding of number: What is most effective?* Research Brief for NCTM. Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. *Journal of Teacher Education, 58*, 47-61.

**2006**

Jacobs, J. K., Hiebert, J., Givvin, K. B., Hollingsworth, H., Garnier, H., & Wearne, D. (2006). Does eighth-grade mathematics teaching in the United States align with the NCTM *Standards*? Results from the TIMSS 1995 and 1999 video studies. *Journal for Research in Mathematics Education, 37*, 5-32.

**2005**

Givvin, K. B., Hiebert, J., Jacobs, J. K., Hollingsworth, H., & Gallimore, R. (2005). Are there national patterns of teaching? Evidence from the TIMSS 1999 Video Study. *Comparative Education Review, 49*, 311-343.

Hiebert, J., Stigler, J. W., Jacobs, J. K., Givvin, K. B., Garnier, H., Smith, M., Hollingsworth, H., Manaster, A., Wearne, D., & Gallimore, R. (2005). Mathematics teaching in the United States today (and tomorrow): Results from the TIMSS 1999 Video Study. *Educational Evaluation and Policy Analysis, 27, *111-132.

**2004**

Hiebert, J., Gallimore, R., & Stigler, J. W. (2004). Opening classroom doors: Heroes for the good of the profession. *American Educator, 28 *(1), 28. [Reprinted from: The new heroes of teaching: Opening classroom doors for the good of the profession. *Education Week*, *23 *(10), 56, 42.]

Hiebert, J., & Stigler, J. W. (2004). A world of difference: Classrooms abroad provide lessons in teaching math and science. *Journal of Staff Development, 25 *(4), 10-15.

Stigler, J. W., & Hiebert, J. (2004). Improving mathematics teaching. *Educational Leadership, 61(5)*, 12-17. [Also translated, edited, and published in Swedish journal (2004): *Nämnaren, 31(1), *38-43]

**2003**

Hiebert, J., Gallimore, R., Garnier, H., Givven, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M.-Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. W. (2003). Understanding and improving mathematics teaching: Highlights from the TIMSS 1999 Video Study. *Phi Delta Kappan, 84*, 768-775.

Hiebert, J., Morris, A. K., & Glass, B. (2003). Learning to learn to teach: An “experiment” model for teaching and teacher preparation in mathematics. *Journal of Mathematics Teacher Education, 6*, 201-222.

Hiebert, J. (2003). What research says about the NCTM Standards. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), *A research companion to Principles and Standards for School Mathematics* (pp. 5-23). Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J. (2003). Signposts for teaching mathematics through problem solving. In F. K. Lester, Jr. (Ed.), *Teaching mathematics through problem solving: Prekindergarten – Grade 6* (pp. 53-61). Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., & Wearne, D. (2003). Developing understanding through problem solving. In H. L. Schoen (Ed.), *Teaching mathematics through problem solving: Grades 6 – 12* (pp. 3-13). Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., Gallimore, R., Garnier, H., Givven, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M.-Y., Wearne, D., Smith, M., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. W. (2003). *Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study*. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics.

Hiebert, J., Gallimore, R., & Stigler, J. W. (2003, November 5). The new heroes of teaching: Opening classroom doors for the good of the profession. *Education Week*, *23 *(10), 56, 42.

Jacobs, J., Garnier, H., Gallimore, R., Hollingsworth, H., Givvin, K. B., Rust, K., Kawanaka, T., Smith, M., Wearne, D., Manaster, A., Etterbeek, W., Hiebert, J., & Stigler, J. W. (2003). *Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 1: Mathematics*. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

**2002**

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? *Educational Researcher, 31*(5), 3-15.

Hiebert, J. (2002). Lektionsplanering: Ny verksamhet i gammal form. [Lesson planning reconsidered: Creating a new function for an old form.] *Nämnaren, 29(1)*, 53-57.

Stigler, J. W., & Hiebert, J. (2002). Improving teaching. In P. L. Kimmelman & D. J. Kroeze, *Achieving world class schools: Mastering school improvement using a genetic model* (pp. 293-294). Norwood, MA: Christopher-Gordon Publishers.

**2001**

Hiebert, J., Kilpatrick, J., & Lindquist, M. M. (2001). Improving U.S. doctoral programs in mathematics education. In R. E. Reys & J. Kilpatrick (Eds.), *One field, many paths: U.S. doctoral programs in mathematics education* (pp. 153-159). Providence, RI: American Mathematical Society.

**2000**

Hiebert, J., & Stigler, J.W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS Video Study. *Elementary School Journal, 101*, 3-20.

Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS Video Studies. *Educational Psychologist, 35*, 87-100.

Hiebert, J. (2000). What can we expect from research? *Mathematics Teacher, 93*, 168-169; *Mathematics Teaching in the Middle School, 5*, 413-415; *Teaching Children Mathematics, 6*, 436-437.

**1999**

Carpenter, T.P., Fennema, E., Fuson, K., Hiebert, J., Human, P., Murray, H., Olivier, A., Wearne, D. (1999). Learning basic number concepts and skills as problem solving. In E. Fennema & T.A. Romberg (Eds.), *Mathematics classrooms that promote understanding* (pp. 45-61). Mahwah, NJ: Erlbaum.

Hiebert, J., Stigler, J. W., & Manaster, A. B. (1999). Mathematical features of lessons in the TIMSS Video Study. *Zentralblatt für Didaktik der Mathematik (International Reviews on Mathematical Education), 31(6)*, 196-201.

Hiebert, J. (1999). Relationships between research and the NCTM Standards. *Journal for **Research in Mathematics Education, 30*, 3-19.

Kawanaka, T., Stigler, J.W., & Hiebert, J. (1999). Studying mathematics classrooms in Germany, Japan, and the United States: Lessons from the TIMSS videotape study. In G. Kaiser, E. Luna, & I. Huntley (Eds.), *International comparisons in mathematics education* (pp.86-103). London: Falmer Press.

Stigler, J. W., & Hiebert, J. (1999). *The teaching gap: Best ideas from the worlds’ teachers for **improving education in the classroom*. New York: Free Press.

**1998**

Grant, T.J., Hiebert, J., & Wearne, D. (1998). Observing and teaching reform-minded lessons: What do teachers see? *Journal of Mathematics Teacher Education, 1*, 217-236.

Hiebert, J. (1998). Aiming research toward understanding: Lessons we can learn from children. In A. Sierpinska & J. Kilpatrick (Eds.), *Mathematics education as a research domain: A search for identity* (pp. 141-152). Dordrecht, The Netherlands: Kluwer.

Stigler, J.W., & Hiebert, J. (1998). Teaching is a cultural activity. *American Educator, 22* (4), 4-11.

Stigler, J.W., & Hiebert, J. (1998). The TIMSS videotape study. *American Educator, 22* (4), 7; 43- 45.

**1997**

Fuson, K., Wearne, D., Hiebert, J., Human, P., Murray, H., Olivier, A., Carpenter, T., & Fennema, E. (1997). Children’s conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. *Journal for Research in Mathematics Education, 28*, 130-162.

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1997). Making mathematics problematic: A rejoinder to Prawat and Smith. *Educational Researcher, 26* (2), 24-26.

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K.C., Wearne, D., Murray, H., Human, P., & Olivier, A. (1997). *Making sense: Teaching and learning mathematics with understanding*. Portsmouth, NH: Heinemann.

Hiebert, J. (1997). Re-thinking what cognitive science can contribute to improving students’ learning. *Issues in Education, 3*, 93-100.

Stigler, J.W., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction: An overview of the TIMSS video study. *Phi Delta Kappan, 79* (1), 14-21.

**1996**

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.

Hiebert, J., & Wearne, D. (1996). Instruction, understanding, and skill in multidigit addition and subtraction. *Cognition and Instruction, 14*, 251-283.

**1994**

Hiebert, J. (1994). Learning lessons from children and doing research in mathematics education. In *Background papers for the ICMI Study Conference “What is mathematics education and what are its results?”* (pp. 175-190). College Park, MD: University of Maryland.

Wearne, D., & Hiebert, J. (1994). Place value and addition and subtraction. *Arithmetic **Teacher, 41*, 272-274.

**1993**

Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. *American Educational Research Journal, 30*, 393-425.

Hiebert, J. (1993). Benefits and costs of research that links teaching and learning mathematics. In T. P. Carpenter, E. Fennema, and T. A. Romberg (Eds.), *Rational numbers: An integration of research *(pp. 219-238). Hillsdale, NJ: Erlbaum.

**1992**

Hiebert, J. (1992). Reflection and communication: Cognitive considerations in school mathematics reform. *International Journal of Educational Research, 17*, 439-456.

Hiebert, J. (1992). Mathematical, cognitive, and instructional analyses of decimal fractions. In G. Leinhardt, R. T. Putnam, & R. A. Hattrup (Eds.), *Analysis of arithmetic for mathematics teaching *(pp. 283-322). Hillsdale, NJ: Erlbaum.

Hiebert, J. (1992). Individual and situated cognition: An integrative perspective. [Review of *Culture and cognitive development: Studies in mathematics understanding*]. *Contemporary Psychology, 37*, 580-581.

Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), *Handbook of research on mathematics teaching and learning* (pp. 65-97). New York: Macmillan.

Hiebert, J., & Wearne, D. (1992). Links between teaching and learning place value with understanding in first grade. *Journal for Research in Mathematics Education, 23*, 98-122.

**1991**

Hiebert, J., Wearne, D., & Taber, S. (1991). Fourth graders’ gradual construction of decimal fractions during instruction using different physical representations. *Elementary School Journal, 91*, 321-341.

Hiebert, J., & Wearne, D. (1991). Methodologies for studying learning to inform teaching. In E. Fennema, T. P. Carpenter, & S. J. Lamon (Eds.), *Integrating research on teaching and learning mathematics* (pp. 153-176). Albany, NY: SUNY Press.

**1990**

Hiebert, J. (1990). Reflections on teaching place value and beginning multidigit arithmetic to first graders. In K. Fuson & T. P. Carpenter (Eds.), *Learning and teaching place value and multidigit addition and subtraction* (pp. 18-22). Madison: University of Wisconsin, Wisconsin Center for Education Research.

Hiebert, J. (1990). The role of routine procedures in the development of mathematical competence. In T. J. Cooney (Ed.), *Teaching and learning mathematics in the 1990’s. 1990 Yearbook of the National Council of Teachers of Mathematics* (pp. 31-40). Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., & Lindquist, M. M. (1990). Developing mathematical knowledge in the young child. In J. N. Payne (Ed.), *Mathematics for the young child* (pp. 17-36). Reston, VA: National Council of Teachers of Mathematics.

**1989**

Hiebert, J. (1989). The struggle to link written symbols with understandings: An update. *Arithmetic Teacher, 36* (7), 38-44.

Hiebert, J. (1989). Reforming the indicators of educational reform. [Review of *Improving **indicators of the quality of science and mathematics education in grades K-12*]. *Contemporary Psychology, 34*, 657-658.

Hiebert, J. (1989). Reflections after the conference on number sense. In J. T. Sowder & B. P. Schappelle (Eds.), *Establishing foundations for research on number sense and related topics: Report of a conference* (pp. 82-84). San Diego: San Diego State University, Center for Research in Mathematics and Science Education.

Wearne, D., & Hiebert, J. (1989). Cognitive changes during conceptually based instruction on decimal fractions. *Journal of Educational Psychology, 81*, 507-513.

**1988**

Hiebert, J. (1988). A theory of developing competence with written mathematical symbols. *Educational Studies in Mathematics, 19*, 333-355.

Hiebert, J., & Behr, M. J. (1988). Introduction: Capturing the major themes. In J. Hiebert &J. Behr (Eds.), *Research agenda in mathematics education: Number concepts and operations in the middle grades* (pp. 1-18). Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., & Behr, M. J. (Eds.). (1988). *Research agenda in mathematics education: **Number concepts and operations in the middle grades*. Reston, VA: National Council of Teachers of Mathematics.

Hiebert, J., & Wearne, D. (1988). Instruction and cognitive change in mathematics. *Educational Psychologist, 23*, 105-117.

Wearne, D., & Hiebert, J. (1988). A cognitive approach to meaningful mathematics instruction: Testing a local theory using decimal numbers. *Journal for Research in Mathematics Education, 19*, 371-384.

Wearne, D., & Hiebert, J. (1988). Constructing and using meaning for mathematical symbols: The case of decimal fractions. In J. Hiebert & M. J. Behr (Eds.), *Research agenda in mathematics education: Number concepts and operations in the middle grades* (pp. 220-235). Reston, VA: National Council of Teachers of Mathematics.

**1987**

Hiebert, J. (1987). Research report: Decimal fractions. *Arithmetic Teacher, 34* (7), 22-23.

**1986**** **

Wearne, D., & Hiebert, J. (1986). Uber typische schulerfehler im bereich der dezimalbruche. *Der Mathematikunterricht, 32* (3), 78-88.

Hiebert, J., & LeFevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), *Conceptual and procedural knowledge: The case of mathematics *(pp. 1-27). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Hiebert, J., & Wearne, D. (1986). Procedures over concepts: The acquisition of decimal number knowledge. In J. Hiebert (Ed.), *Conceptual and procedural knowledge: The case of mathematics* (pp. 199-223). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Hiebert, J. (Ed.). (1986). *Conceptual and procedural knowledge: The case of mathematics*. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hiebert, J. (1986). Can schools change this much? [Review of *Young children reinvent **arithmetic: Implications of Piaget’s theory*]. Contemporary Psychology, 31, 612-613.

**1985**

Hiebert, J., & Wearne, D. (1985). A model of students’ decimal computation procedures. *Cognition and Instruction, 2*, 175-205.

Hiebert, J. (1985). Children’s knowledge of common and decimal fractions. *Education and **Urban Society, 17*, 427-437.

Hiebert, J. (1985). [Review and critique of Baroody, A. J. (1984). More precisely defining and measuring the order-irrelevance principle. J*ournal of Experimental Child Psychology, 38*, 33-41]. *Investigations in Mathematics Education, 18 *(3), 1-5.

**1984**

Hiebert, J. (1984). Why do some children have trouble learning measurement concepts? *Arithmetic Teacher, 31*, (7), 19-24.

Hiebert, J. (1984). Children’s mathematics learning: The struggle to link form and understanding. *Elementary School Journal, 84*, 497-513.

Wearne, D. C., & Hiebert, J. (1984). Teaching for thinking in mathematics. *Childhood **Education, 60*, 239-245. (Reprinted in *Curriculum Review*, 1985, *25 *(1), 65-68).

Hiebert, J. (1984). Complementary perspectives [Review of *Acquisition of mathematics **concepts and processes*, *Children’s logical and mathematical cognition*, and *The development of mathematical thinking*]. *Journal for Research in Mathematics Education, 15*, 229-234.

**1983**

Hiebert, J., Carpenter, T. P., & Moser, J. M. (1983). Cognitive skills and arithmetic performance: A reply to Steffe and Cobb. *Journal for Research in Mathematics Education, 14*, 77-79.

Wearne, D. C., & Hiebert, J. (1983). Elementary and junior high school students’ understanding of fractions. *School Science and Mathematics, 83*, 96-106.

Carpenter, T. P., Hiebert, J., & Moser, J. M. (1983). The effect of instruction on children’s solutions of addition and subtraction word problems. *Educational Studies in Mathematics, **14*, 55-72.

**1982**

Hiebert, J., & Carpenter, T. P. (1982). Piagetian tasks as readiness measures in mathematics instruction: A critical review. *Educational Studies in Mathematics, 13*, 329-345.

Hiebert, J., Carpenter, T. P., & Moser, J. M. (1982). Cognitive development and children’s solutions to verbal arithmetic problems. *Journal for Research in Mathematics Education, 13*, 83-98.

Hiebert, J. (1982). The position of the unknown set and children’s solutions of verbal arithmetic problems. *Journal for Research in Mathematics Education, 13*, 341-349.

**1981**

Carpenter, T. P., Hiebert, J., & Moser, J. M. (1981). Problem structure and first-grade children’s initial solution processes for simple addition and subtraction problems. *Journal for Research in Mathematics Education, 12*, 27-39.

Hiebert, J. (1981). Cognitive development and learning linear measurement.* Journal for **Research in Mathematics Education, 12*, 197-211.

Hiebert, J. (1981). Units of measure: Results and implications from National Assessment. *Arithmetic Teacher, 28* (6), 38-43.

Hiebert J. (1981). Children’s thinking. In E. Fennema (Ed.), *Research in mathematics **education: Implications for the 80’s* (pp. 41-61). Alexandria, VA: Association for Supervision and Curriculum Development.

**1980**

Hiebert, J. (1980). The effect of cognitive development on first-grade children’s ability to learn linear measurement concepts. *Journal for Research in Mathematics Education, 11*, 163-165.

**1978**

Hiebert, J., & Tonnessen, L. H. (1978). Development of the fraction concept in two physical contexts: An exploratory investigation. *Journal for Research in Mathematics Education, 9*, 374-378.