Selected Publications
Ebby, C. B., Hulbert E. T., & Broadhead, R. M. (2021). A focus on addition and subtraction: Bringing mathematics education research to the classroom. Routledge.
Ebby, C. B., Hulbert, E. T., & Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346–353.
Ebby, C. B., Remillard, J., & D'Olier, J. H. (2019). Pathways for analyzing and responding to student work for formative assessment: The role of teachers’ goals for student learning. CPRE Working Papers. Consortium for Policy Research in Education.
Supovitz, J. A., Ebby, C. B., Remillard, J., & Nathenson, R. A. (2018). Experimental impacts of the Ongoing Assessment Project on teachers and students. CPRE Research Reports. Consortium for Policy Research in Education.
Ebby, C. B. (2018). Using a learning trajectory to make sense of student work for instruction. In N. Barnes, & H. Fives, (Eds.), Cases of teachers’ data use (pp. 44–62). Routledge.
Ebby, C. B., Fink, R., & Sirinides, P. (2018). Enactment of lessons from a technology-based curriculum: The role of instructional practices in students’ opportunity to learn. CPRE Research Reports. Consortium for Policy Research in Education.
Ebby, C. B., & Petit, M. (2018). Using learning trajectories to elicit, interpret and respond to student thinking. In E. A. Silver & V. L. Mills (Eds.), A Fresh look at formative assessment in mathematics teaching. Reston, VA: National Council of Teachers of Mathematics.
Ebby, C. B., & Petit, M. (2017). Using learning trajectories to enhance formative assessment. Mathematics Teaching in the Middle School, 22, 368–372.
Hulbert, B., Petit, M., Ebby, C. B., Cunningham, E., & Laird, R. (2017). A focus on multiplication and division: bringing research to the classroom. Routledge.
Christman, J. B., Ebby, C. B., & Edmunds, K. (2016). Data use practices for improved mathematics teaching and learning: The importance of productive dissonance and recurring feedback cycles. Teachers College Record, 118 (11), 1–32.
Ebby, C. B., & Sirinides, P. M. (2015). Conceptualizing teachers’ capacity for learning trajectory-oriented formative assessment in mathematics. In J.A. Middleton, J. Cai, & H. Hwang (Eds.), Large-scale studies in mathematics education (159–176). New York: Springer.
Petit, M., Laird, R., Marsden, E. & Ebby, C. B. (2016). A focus on fractions: bringing research to the classroom, second edition. Routledge.
Remillard, J., Ebby, C. B., Lim, V., Reinke, L., Magee, E., Hoe, N., & Cyrus, M. (2014). Increasing access to mathematics through locally relevant curriculum. In NCTM Annual Perspectives in Mathematics Education (APME) 2014: Using research to improve instruction. Reston, VA: National Council of Teachers of Mathematics.
Ebby, C. B. (2013). Rethink your drink. Mathematics Teaching in the Middle School, 19(4), 242–247.
Ebby, C. B., Lim, V., Reinke, L., Remillard, J., Magee, E., Hoe, N., & Cyrus, M. (2011). Community based mathematics project: conceptualizing access through locally relevant mathematics curricula. Perspectives on Urban Education, 8(2), 11–17.
Ebby, C. B., Palaitis, M., & Silver, P. (2007). Improving mathematics instruction through classroom-based inquiry. Teaching Children Mathematics, 14: 182–186.
Ebby, C. B. (2005). The powers and pitfalls of algorithmic knowledge: a case study. Journal of Mathematical Behavior, 24: 73–87.
Ebby, C. B. (2000). Learning to teach mathematics differently: the interaction between coursework and fieldwork for preservice elementary teachers. Journal for Mathematics Teacher Education, 3: 69–97.