Difference between revisions of "Jere Confrey"
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[[File:Jere Confrey.jpg|300px|thumb|right|Jere Confrey]] | |||
Jere Confrey is the Joseph D. Moore Distinguished Professor in the College of Education at North Carolina State University. | |||
* Faculty profile: http://ced.ncsu.edu/user/jere_confrey | |||
==Publications== | ==Publications== | ||
[[Jere Confrey|Confrey, J.]], [[Alan Maloney|Maloney, A. P.]], & [[Andrew Corley|Corley, A. K.]] (2014). [[Confrey, Maloney, & Corley (2014)|Learning trajectories: A framework for connecting standards with curriculum]]. ''[[ZDM]]'', 1–15. http://doi.org/10.1007/s11858-014-0598-7 | |||
[[William Penuel|Penuel, W. R.]], [[Jere Confrey|Confrey, J.]], [[Alan Maloney|Maloney, A.]], & [[André Rupp|Rupp, A. A.]] (2014). [[Penuel, Confrey, Maloney, & Rupp (2014)|Design decisions in developing learning trajectories-based assessments in mathematics: A case study]]. ''[[Journal of the Learning Sciences]]'', 23(1), 47–95. http://doi.org/10.1080/10508406.2013.866118 | |||
[[Holt Wilson|Wilson, P. H.]], [[Paola Sztajn|Sztajn, P.]], [[Cynthia Edgington|Edgington, C.]], & [[Jere Confrey|Confrey, J.]] (2013). [[Wilson, Sztajn, Edgington, & Confrey (2013)|Teachers' use of their mathematical knowledge for teaching in learning a mathematics learning trajectory]]. ''[[Journal of Mathematics Teacher Education]]'', 17(2), 149–175. http://doi.org/10.1007/s10857-013-9256-1 | |||
[[Erin Krupa|Krupa, E. E.]], & [[Jere Confrey|Confrey, J.]] (2012). [[Krupa & Confrey (2012)|Using instructional coaching: Customized professional development in an integrated high school mathematics program]]. In [[Jennifer Bay-Williams|J. M. Bay-Williams]] & [[William Speer|W. R. Speer]] (Eds.), ''[[Professional collaborations in mathematics teaching and learning: Seeking success for all]]'' (pp. 161–174). Reston, VA: National Council of Teachers of Mathematics. | |||
[[Paola Sztajn|Sztajn, P.]], [[Jere Confrey|Confrey, J.]], [[Holt Wilson|Wilson, P. H.]], & [[Cynthia Edgington|Edgington, C.]] (2012). [[Sztajn, Confrey, Wilson, & Edgington (2012)|Learning trajectory based instruction: Toward a theory of teaching]]. ''[[Educational Researcher]]'', 41(5), 147–156. http://doi.org/10.3102/0013189X12442801 | |||
[[Paul Cobb|Cobb, P.]], [[Jere Confrey|Confrey, J.]], [[Andrea diSessa|diSessa, A. A.]], [[Richard Lehrer|Lehrer, R.]], & [[Leona Schauble|Schauble, L.]] (2003). [[Cobb, Confrey, diSessa, Lehrer, & Schauble (2003)|Design experiments in educational research]]. ''[[Educational Researcher]]'', 32(1), 9–13. http://doi.org/10.3102/0013189X032001009 | |||
[[Richard Lehrer|Lehrer, R.]], [[Dolores Strom|Strom, D.]], & [[Jere Confrey|Confrey, J.]] (2002). [[Lehrer, Strom, & Confrey (2002)|Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity]]. ''[[Cognition and Instruction]]'', 20(3), 359–398. http://doi.org/10.1207/S1532690XCI2003_3 | |||
[[Jere Confrey|Confrey, J.]], & [[Erick Smith|Smith, E.]] (1995). [[Confrey & Smith (1995)|Splitting, covariation, and their role in the development of exponential functions]]. ''[[Journal for Research in Mathematics Education]]'', 26(1), 66–86. http://doi.org/10.2307/749228 | [[Jere Confrey|Confrey, J.]], & [[Erick Smith|Smith, E.]] (1995). [[Confrey & Smith (1995)|Splitting, covariation, and their role in the development of exponential functions]]. ''[[Journal for Research in Mathematics Education]]'', 26(1), 66–86. http://doi.org/10.2307/749228 | ||
Latest revision as of 06:07, 23 May 2015
Jere Confrey is the Joseph D. Moore Distinguished Professor in the College of Education at North Carolina State University.
- Faculty profile: http://ced.ncsu.edu/user/jere_confrey
Publications
Confrey, J., Maloney, A. P., & Corley, A. K. (2014). Learning trajectories: A framework for connecting standards with curriculum. ZDM, 1–15. http://doi.org/10.1007/s11858-014-0598-7
Penuel, W. R., Confrey, J., Maloney, A., & Rupp, A. A. (2014). Design decisions in developing learning trajectories-based assessments in mathematics: A case study. Journal of the Learning Sciences, 23(1), 47–95. http://doi.org/10.1080/10508406.2013.866118
Wilson, P. H., Sztajn, P., Edgington, C., & Confrey, J. (2013). Teachers' use of their mathematical knowledge for teaching in learning a mathematics learning trajectory. Journal of Mathematics Teacher Education, 17(2), 149–175. http://doi.org/10.1007/s10857-013-9256-1
Krupa, E. E., & Confrey, J. (2012). Using instructional coaching: Customized professional development in an integrated high school mathematics program. In J. M. Bay-Williams & W. R. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all (pp. 161–174). Reston, VA: National Council of Teachers of Mathematics.
Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning trajectory based instruction: Toward a theory of teaching. Educational Researcher, 41(5), 147–156. http://doi.org/10.3102/0013189X12442801
Cobb, P., Confrey, J., diSessa, A. A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. http://doi.org/10.3102/0013189X032001009
Lehrer, R., Strom, D., & Confrey, J. (2002). Grounding metaphors and inscriptional resonance: Children's emerging understanding of mathematical similarity. Cognition and Instruction, 20(3), 359–398. http://doi.org/10.1207/S1532690XCI2003_3
Confrey, J., & Smith, E. (1995). Splitting, covariation, and their role in the development of exponential functions. Journal for Research in Mathematics Education, 26(1), 66–86. http://doi.org/10.2307/749228
Confrey, J., & Smith, E. (1994). Exponential functions, rates of change, and the multiplicative unit. Educational Studies in Mathematics, 26(2-3), 135–164. http://doi.org/10.1007/BF01273661