James Hiebert Publications

Dr. James Hiebert is Robert J. Barkley Professor in the School of Education. His research interests focus on improving teaching and learning in mathematics classrooms. Please see the information below for a list of publications by year.

2021

Cai, J., Hwang, S., Hiebert, J., Hohensee, C., Morris, A., & Robison, V. (in press). Communicating the significance of research questions: Insights from peer review at a flagship journal. International Journal of Science and Mathematics Education.

Hiebert, J., & Stigler, J. W. (in press). Creating practical theories of teaching. In A.-K. Praetorius & C. Charalambous (Eds.), Theorizing teaching: Bringing together expert perspectives to move the field forward. Cham, Switzerland: Springer.

2020

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S., & Hiebert, J. (2020). Five critical problems to address through research in mathematics education. (Editorials). Journal for Research in Mathematics Education, 51 (1, 2, 3, 4, 5).

Cai, J., Hwang, S., Hiebert, J., Hohensee, C., Morris, A., & Robison, V. (in press). Communicating the significance of research questions: Insights from peer review at a flagship journal. International Journal of Science and Mathematics Education.

Hiebert, J., & Berk, D. (2020). Foreword: Building a profession of mathematics teacher education. The Math Enthusiast, 17 (2-3, Special Issue), 325-336.

2019

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S., & Hiebert, J. (2019). Methodologies for improving the impact of research on practice. (Editorials). Journal for Research in Mathematics Education, 50 (1, 2, 3, 4, 5).

Hiebert, J., Berk, D., Miller, E., Gallivan, H., & Meikle, E. (2019). Relationships between opportunity to learn mathematics in teacher preparation and graduates’ knowledge for teaching mathematics. Journal for Research in Mathematics Education, 50 (1), 23-50.

Hiebert, J., & Stigler, J. W. (2019). Preface (pp. v-vii). In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective. Cham, Switzerland: Springer Nature.

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. Journal 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.