Barrett, J.E. Analyzing the development of children’s thinking: a review of “learning and teaching early math: the learning trajectories approach”. *J Math Teacher Educ* **25, **257–262 (2022).

https://doi.org/10.1007/s10857-022-09533-8

Sarama, J., Clements, D. H., Barrett, J. E., Cullen, C. J., Hudyma, A., & Vanegas, Y. (2021). Length measurement in the early years: teaching and learning with learning trajectories, *Mathematical Thinking and Learning*

https://doi.org/10.1080/10986065.2020.1858245

Eames, C., Barrett, J. E., Cullen, C., Ruthersford, G., Klanderman, D., Clements, D. H., Sarama, J., & Van Dine, D. (2020). Examining and Developing Fourth Grade Children’s Area Estimation Performance, *School Science and Mathematics*, 120 (2), 67-78.

https://doi.org/10.1111/ssm.12386** **

Cullen, A., & Barrett, J. E. (2019). Area Measurement: Structuring with Nonsquare Units, in *Mathematical Thinking and Learning*, 21(3). https://doi.org/10.1080/10986065.2019.1608619

Cullen, A., Eames, C., Cullen, C., Barrett, J. E., Sarama, J., Clements, D. H., & Van Dine, D. (2018). Effects of Three Interventions on Children’s Spatial Structuring and Coordination of Area Units, in *the Journal for Research in Mathematics Education*, 49 (5), 533-574. https://doi.org/10.5951/jresematheduc.49.5.0533

Clements, D. H., Sarama, J., Van Dine, D. W., Barrett, J. E., Cullen, C. J., Hudyma, A., . . . Eames, C. (2018). Evaluation of three interventions teaching area measurement as spatial structuring to young children. *Journal of Mathematical Behavior*. doi: https://doi.org/10.1016/j.jmathb.2017.12.004

Barrett, J. E., Cullen, C. J., Klanderman, D., & Behnke, D. (2017). *A Pleasure to Measure*. (National Council of Teachers of Mathematics): Reston, VA.

Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), *Compendium for Research in Mathematics Education.* (pp. 355-385): Reston, VA: National Council of Teachers of Mathematics.

Barrett, J. E., Sarama, J. & Clements, D. H. (2017).*Children’s measurement: A longitudinal study of children’s knowledge and learning of length, area, and volume.* (JRME Monograph No. 16). Reston, VA: National Council of Teachers of Mathematics.

Knapp, A. K., Barrett, J. E. and Moore, C. J. (2016). Prompting Teacher Geometric Reasoning through Coaching in a Dynamic Geometry Software Context. *School Science and Mathematics*, 116: 326–337. doi:10.1111/ssm.12184

Stevens, S., Wenk-Gotwals, A., Jin, H., & Barrett, J. (2015). Chapter 3: Learning Progressions Research Planning and Design. In M. Solem, N. Tu Huynh, R. Boehm (Eds.), Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking: A Research Handbook. (Cambridge Scholars Publishing): Newcastle, UK.

Barrett, J., & Jin, H. (2015). Chapter 4: Examples of Research Tools Developed in Mathematics Education and Science Education. In M. Solem, N. Tu Huynh, R. Boehm (Eds.), Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking: A Research Handbook. (Cambridge Scholars Publishing): Newcastle, UK.

Barrett, J. E., & Battista, M. T. (2014). A Case Study of Different Learning Trajectories for Length Measurement. In J. Confrey, A. Maloney & K. Nguyen (Eds.), *Learning over Time: Learning Trajectories in Mathematics Education*. Raleigh, North Carolina: Information Age Publishers, pp. 97-124.

Barrett, J., Clements, D., Sarama, J., Cullen, C., McCool, J., Witkowski Rumsey C., & Klanderman, D. (2012). Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study*. Mathematical Thinking and Learning 14 (1), 28-54.*

Barrett, J., Cullen, C., Sarama, J., Clements, D., Klanderman, D., Miller, A., & Witkowski Rumsey, C. (2011). Children’s Unit Concepts in Measurement: A Teaching Experiment Spanning Grades 2 through 5. *ZDM: The International Journal on Mathematics Education, 43 (5) 637-650.*

Sarama, J. Clements, D. H., Barrett, J., VanDine, D. W., and McDonel, J. S. (2011). Evaluation of a Hypothetical Learning Trajectory for Length in the Early Years. *ZDM:* *The International Journal on Mathematics Education, 43 (5), 667-680.*

Daro, P., Mosher, F. A., & Corcoran, T. (2011) [with: J. Barrett, M. Battista, D. Clements, J. Confrey, V. Daro, A. Maloney, W. Nagakura, M. Petit, and J. Sarama]. *Learning Trajectories in Mathematics: A foundation for standards, curriculum, assessment, and instruction*. New York: Teachers College-Columbia University.

Cullen, C. J., Miller, A. L., Barrett, J. E., Clements, D. H., & Sarama, J. (2011). Unit eliciting task structures: Verbal prompts for comparative measures. In Ubuz, B. (Ed.), *Proceedings of the 35**th Annual Conference of the International Group for the Psychology of Mathematics **Education.*Vol. 2, pp. 249-256. Ankara, Turkey: PME.

Cullen, C. J., & Barrett, J. E., (2010) Strategy use indicative of an understanding of units of length. In M. Pinto & T. Kawasaki (Eds.), *Proceedings of the 34**th Annual Conference of the International Group for the Psychology of Mathematics **Education.*Vol. 2, pp. 281-288. Belo Horizonte, Brazil: International Group for the Psychology of Mathematics Education.

Presmeg, N. C. & Barrett, J. (2009). “Lesson study characterized as a multi-tiered teaching experiment.” In T. Baba (Research Leader, Graduate School for International Development and Cooperation, Hiroshima University), *International comparative studies on influence** of teachers’ views about education on mathematics lessons at primary schools.* Report, International Cooperation Project towards the Endogenous Development of Mathematics Education (pp. 304-314).

Yu, P., Barrett, J., & Presmeg, N. (2009). “Prototypes and Categorical Reasoning: A Perspective to Explain How Children Learn about Interactive Geometry Objects.” In T. V. Craine (Ed.), *Understanding Geometry for a Changing World* (Seventy-first Yearbook of the National Council of Teachers of Mathematics). Reston, VA: NCTM, pp. 109-125.

Barrett, J. E., Clements, D. H., Klanderman, D. B., Pennisi, S. J., Polaki, V. (2006). “Students’ coordination of geometric reasoning and measuring strategies on a fixed perimeter task: Developing mathematical understanding of linear measurement.” *Journal for Research in Mathematics Education*, 37(3), 187-221.

Barrett, J. E., & Clements, D. H. (2003). “Quantifying Length: Fourth-Grade children’s developing abstractions for measures of linear quantity.” *Cognition and Instruction*, 21(4), 475-520.

Barrett, J. (2003) “Stretching Rulers”, which appears in, Sketchpad activities for young learners: Grades 3-5, (editor, Nathalie Sinclair), pp. 38-41. This is a web-based teaching resource supporting the development of Sketchpad in Grades 3-5: published electronically by Key Curriculum Press: Berkeley, CA.

Barrett, J. (2003) “Curved Path”, which appears in, Sketchpad activities for young learners: Grades 3-5, (editor, Nathalie Sinclair), pp. 42-44. This is a web-based teaching resource supporting the development of Sketchpad in Grades 3-5: published electronically by Key Curriculum Press: Berkeley, CA.