Barnett-Clarke, C., Fisher, W., Marks, R., & Ross, S. (in press). Developing an essential understanding: Rational numbers. In Developing an essential understanding series (R. I. Charles & R. M. Zbiek (Eds.). Reston, VA: National Council of Teachers of Mathematics.
Barnett-Clarke, C., Ramirez, A., with Coggins, D. (2010). Math Pathways & Pitfalls early and whole number concepts with algebra readiness: Lessons and teaching manual for grade K and grade 1. San Francisco: WestEd.
Barnett-Clarke, C., Ramirez, A., with Coggins, D. (2010). Math Pathways & Pitfalls place value and whole number operations with algebra readiness: Lessons and teaching manual for grade 2 and grade 3. San Francisco: WestEd.
Barnett-Clarke, C., Ramirez, A., with Coggins, D. (2010). Math Pathways & Pitfalls fractions and decimals with algebra readiness: Lessons and teaching manual for grade 4, grade 5, and grade 6. San Francisco: WestEd.
Barnett-Clarke, C., Ramirez, A., with Coggins, D. (2010). Math Pathways & Pitfalls percents, ratios, and proportions with algebra readiness: Lessons and teaching manual for grade 6, grade 7, and grade 8. San Francisco: WestEd.
Barnett-Clarke, C., & Ramirez, A. (2004). Case discussions. In L. B. Easton (Ed.), Powerful designs for professional learning (pp. 75–84). Oxford, OH: National Staff Development Council.
Barnett-Clarke, C., & Ramirez, A. (2004). Language pitfalls and pathways to mathematics. In R. N. Rubenstein (Ed.), Perspectives on the teaching of mathematics (pp. 56–66). Reston, VA: National Council of Teachers of Mathematics.
Barnett-Clarke, C., & Ramirez, A., with Coggins, D., & Alldredge, S. (Eds.). (2003). Number sense and operations in the primary grades: Casebook and facilitator’s guide. Portsmouth, NH: Heinemann.
Barnett-Clarke, C. (2001). Case design and use: Opportunities and limitations. Research in Science Education, 31(2), 309–312.
Barnett, C. (2001). Promising approaches for helping prospective elementary teachers learn mathematics for teaching: Case materials. In Knowing and learning mathematics for teaching: Proceedings of a Workshop of the Mathematical Sciences Education Board and National Research Council (pp. 90–93). Washington, DC: National Academy Press.
Barnett, C., Carlsson, G., Coggins, D., Honig, B., Kravin, D., Conway, C., & Chinn, M. (1999). A mathematics source book for elementary and middle schoolteachers: Key concepts, teaching tips and learning pitfalls. Novato, CA: Arena Press.
Barnett, C. (1998). Mathematics Case Methods Project. Journal of Mathematics Teacher Education, 1(3), 349–356.
Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14, 81–9.
Barnett, C. (1998). The role of teachers’ knowledge in assessment. In G. W. Bright & J. M. Joyner (Eds.), Classroom assessment in mathematics: Views from a National Science Foundation working conference (pp. 117–120). Lanham, MD: University Press of America.
Barnett, C., & Friedman, S. (1997). Mathematics case discussions: Nothing is sacred. In E. Fennema & B. Scott-Nelson (Eds.), Mathematics teachers in transition (pp. 381–399). Hillsdale, NJ: Lawrence Erlbaum Associates.
Barnett, C., & Ramirez, A. (1996). Fostering critical analysis and reflection through mathematics case discussions. In J.C.K. Trimble & P. Desberg (Eds.), The case for education: Contemporary approaches for using case methods (pp.1–13). Needham Heights, MA: Allyn & Bacon.
Barnett, C., Goldenstein, D., & Jackson, B. (Eds.). (1994). Fractions, decimals, ratios, and percents: Hard to teach and hard to learn? Portsmouth, NH: Heinemann.
Barnett, C., Goldenstein, D., & Jackson, B. (Eds.). (1994). Fractions, decimals, ratios, and percents: Facilitator’s Discussion Guide: Hard to teach and hard to learn? Portsmouth, NH: Heinemann.
Barnett, C. (1991). Building a case-based curriculum to enhance the pedagogical content knowledge of mathematics teachers. Journal of Teacher Education, 42(4), 263–272.
Eicholz, R., O’Daffer, P, Fleenor, C., Charles, R., Young, S., & Barnett, C. (1985, 1987, 1991). Addison-Wesley mathematics, Grades K– 8. Menlo Park, CA: Addison-Wesley.
Mayfield-Ingram, K., & Ramirez, A. (2006). The journey through middle school mathematics. Berkeley, CA: University of California, Lawrence Hall of Science, EQUALS Publications.
Starkey, P., Klein, A., & Ramirez, A. (2001). Preschool mathematics curriculum: A developmental approach. Glenview, IL: Scott Foresman.
Barnett-Clarke, C., & Ramirez, A. (2009). Rethinking discussion-based lessons to strengthen and broaden participation. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Barnett, C., & Ramirez, A. (2006). The impact of Math Pathways & Pitfalls lessons on mathematics learning. Paper presented at a meeting of the National Council of Teachers of Mathematics Research Presession, St. Louis.
Barnett, C., & Ramirez, A. (2000). The role of meta-reflection in teacher professional development. Paper presented at a meeting of the American Educational Research Association, New Orleans.
Barnett, C., & Tyson, P. (1994). Facilitating mathematics case discussions while preserving shared authority. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Barnett, C., & Tyson, P. (1993). Mathematics teaching cases as a catalyst for informed strategic inquiry. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
Ramirez, A (2009). Math Pathways & Pitfalls: Structures That Promote Rigorous and Equitable Mathematical Discussion and Develop the Use of Academic Language for All Students. Presentation at the California Association for Bilingual Education, Long Beach, CA.
Ramirez, A. (1996). Complex instruction in the middle grades: Access to interaction and status for all students. Presentation at the Mathematical Power and the African-American Child Conference, Berkeley, CA.