Ebby, C.B., & Petit, M. (2017). Using learning trajectories to enhance formative assessment. Mathematics Teaching in the Middle School, 22, 368-372.
Ebby, C.B., & Petit, M. (In press). Using learning trajectories to elicit, interpret and respond to student thinking. In E. A. Silver & V. L. Mills (Eds.), Eliciting and using evidence of student thinking to guide instruction: linking formative assessment to other effective instructional practices. Reston, VA; National Council of Teachers of Mathematics.
Hulbert, B., Petit, M., Ebby, C.B., Cunningham, E., & Laird, R. (In press). 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 Mathematic,s 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, 2000.