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 35th 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 34th 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.