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
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
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