Papers
Selected publications. Some papers available to download as pdf files.
(2011) Empson, S. B. & Levi, L. Extending Children’s Mathematics: Fractions and Decimals. Portsmouth, NH: Heinemann Press.
(2011). Empson, S. B., Levi, L., & Carpenter, T. P. The Algebraic Nature of Fractions: Developing Relational Thinking in Elementary School. To appear in J. Cai & E. Knuth (Eds.), Early Algebraization: A Global Dialogue from Multiple Perspectives, 409-426. New York: Springer.
Empson, S. B. & Jacobs, V. J. (2008). Learning to Listen to Children’s Mathematics. In T. Wood (Series Ed.) & P. Sullivan (Vol. Ed.), International handbook of mathematics teacher education, vol.1: Knowledge and beliefs in mathematics teaching and teaching development (pp. 257-281). Rotterdam, the Netherlands: Sense Publishers.
Turner, E. E., Junk, D. & Empson, S. B. (2007). The power of Paper-Folding Tasks: Supporting Multiplicative Thinking and Rich Mathematical Discussion. Teaching Children Mathematics, 13(6), 322-329.
Empson, S. B., Junk, D., Dominguez, H., & Turner, E. E. (2006). Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children’s Thinking. Educational Studies in Mathematics, 63, 1-28.
Empson, S. B. & Turner, E. E. (2006). The Emergence of Multiplicative Thinking in Children’s Solutions to Paper Folding Tasks. Journal of Mathematical Behavior, 25, 46-56.
Steinberg, R., Empson, S. B. & Carpenter, T. P. (2004). Inquiry into Children’s Mathematical Thinking as a Means to Teacher Change. Journal of Mathematics Teacher Education, 7(3), 237-267.
Empson, S. B. & Junk, D. (2004). Teachers’ Knowledge of Children’s Mathematics after Implementing a Student-Centered Curriculum. Journal of Mathematics Teacher Education, 7, 121-144.
Empson, S. B. & Knudsen, J. (2003). Building on Children’s Thinking to Develop Proportional Reasoning. Texas Mathematics Teacher, L(2), 16-21.
Empson, S. B. (2003) Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis. Journal for Research in Mathematics Education, 34, 305-343.
Empson, S. B. (2002). Organizing diversity in early fraction thinking. National Council of Teachers of Mathematics 2002 Yearbook. In B. Litwiller & G. Bright (Eds.), Making Sense of Fractions, Ratios and Proportions (pp. 29-40). Reston, VA: NCTM.
Empson, S. B. (2001). Equal Sharing and the Roots of Fraction Equivalence. Teaching Children Mathematics, 7, 421-425.
Empson, S. B. (1999). Equal Sharing and Shared Meaning: The Development of Fraction Concepts in a First-Grade Classroom. Cognition and Instruction, 17, 283-343.
Carpenter, T. P., Fennema, E., Franke, M., Levi, L. & Empson, S. B. (1999). Children’s Mathematics: Cognitively Guided Instruction. Portsmouth, NH: Heinemann.
Carpenter, T. P., Franke, M. L., Jacobs, V., Fennema, E. & Empson, S. B. (1998). A Longitudinal Study of Invention and Understanding in Children’s Use of Multidigit Addition and Subtraction Procedures. Journal for Research in Mathematics Education, 29(1), 3-20.
Fennema, E., Carpenter, T. P., Franke, M., Levi, L., Jacobs, V. & Empson, S. B. (1996). Mathematics Instruction and Teachers’ Beliefs: A Longitudinal Study of Using Children’s Thinking. Journal for Research in Mathematics Education, 27(4), 403-434.
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