Faculty Profiles

Bishop, J. P., Hicks, M. D., Koehne, C. R., Bui, M. T. T., & White, A. (2025). An activity-based perspective on mathematical authority. Journal for Research in Mathematics Education, 56(4), 159–183. https://doi.org/10.5951/jresematheduc-2024-0057

Bui, M. T. T., & Bishop, J. L. (n.d.). Measurement: Big ideas and little noticings. Mathematics Teacher: Learning and Teaching Pre-K-12.

Bishop, J. P., Bui, M. T. T., Hicks, M. D., Koehne, C. R., & White, A. (2024). Portraits of mathematical authority in middle-grades classrooms (pp. 1757–1766).

Hicks, M. D., Bishop, J. P., Koehne, C., & Bui, M. (2023). Reconsidering mathematical authority. Mathematics Teacher: Learning and Teaching PreK-12, 116(11), 826–836.

Lamb, L., de Alba, C. A., & Bishop, J. P. (2023). Students pre-instructional ideas about integer multiplication. In T. Lamberg & D. Moss (Eds.) (pp. 448–449).

Lamb, L. L., Bishop, J. P., Whitacre, I., & Philipp, R. A. (2023). Flexibility across and flexibility within: The domain of integer addition and subtraction. Journal of Mathematical Behavior, 70.

Bishop, J. P., Hardison, H. L., & Przybyla-Kuchek, J. E. (2022). Responsiveness to students’ mathematical thinking in middle-grades classrooms. Journal for Research in Mathematics Education, 53(1), 10–40.

Bishop, J. P., Lamb, L., Whitacre, I., Philipp, R., & Schappelle, B. (2022, December). Getting positive about integer arithmetic. NCTM Illuminations. National Council of Teachers of Mathematics. Retrieved from https://www.nctm.org/Classroom-Resources/Illuminations/Lessons/Getting-Positive-About-Integer-Arithmetic/

Bishop, J. P., Koehne, C., & Hicks, M. D. (2022). By whose authority? Negotiating authority for modes of activity in mathematics classrooms. For the Learning of Mathematics, 42(2), 35–41.

Bishop, J. P., Lamb, L. C., Philipp, R. A., Whitacre, I., & Schappelle, B. (2022). Beyond the sign rules. Mathematics Teacher: Learning and Teaching PreK-12, 115(3), 202–210.

Hawthorne, C., Philipp, R. A., Lamb, L. L., Bishop, J. P., Whitacre, I., & Schappelle, B. P. (2022). Reconceptualizing a mathematical domain on the basis of student reasoning: Considering teachers’ perspectives about integers. Journal of Mathematical Behavior, 65.

Bishop, J. P. (2021). Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement. Journal of the Learning Sciences, 30(3), 466–508. https://doi.org/10.1080/10508406.2021.1922413

Hicks, M. D., Tucci, A. A., Koehne, C. R., Melhuish, K. M., & Bishop, J. L. (2021). Examining the Distribution of Authority in an Inquiry-Oriented Abstract Algebra Environment. In S. S. Karunakaran & A. Higgins (Eds.), 2021 Research in Undergraduate Mathematics Education Reports.

Bishop, J. P., Hicks, M., & Koehne, C. (2021). Mathematical authority in authoring, animating, and assessing mathematical ideas. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.) (pp. 1520–1525).

Bishop, J. P., Hardison, H. L., Przybyla-Kuchek, J. E., & Hassay, E. L. (2020). Leveraging student thinking to foster productive discussions. Mathematics Teacher: Learning and Teaching PreK-12, 113(12), 995–1002. https://doi.org/10.5951/MTLT.2019.0096

Hardison, H. L., Przybyla-Kuchek, J., & Bishop, J. P. (2019). Student-to-student responsiveness in middle-grades classrooms. In Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1708–1712). St. Louis, MO: University of Missouri.

Lambert, E., Hicks, M., Koehne, C., & Bishop, J. P. (2019). The power of words spoken: How authority influences discourse (p. 1763).

Lamb, L. L., Bishop, J. P., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). A cross-sectional investigation of students’ reasoning about integer addition and subtraction: Ways of reasoning, problem types, and flexibility. Journal for Research in Mathematics Education, 49(5), 575–613.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2018). Students’ thinking about integer open number sentences. In L. Bofferding & N. M. Wessman-Enzinger (Eds.), Exploring the integer addition and subtraction landscape: Perspectives on integer thinking. (pp. 47–71). Springer.

Whitacre, I., Lamb, L., Azuz, B., Bishop, J. P., Philipp, R. A., & Schappelle, B. P. (2017). Integer comparisons across the grades: Students’ justifications and ways of reasoning. Journal of Mathematical Behavior, 45, 47–62.

Herbel-Eisenmann, B., Meaney, T., Bishop, J. P., & Heyd-Metzuyanim, E. (2017). Highlighting heritages and building tasks: A critical analysis of mathematics classroom discourse literature. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 722–765). Reston, VA: National Council of Teachers of Mathematics.

Bishop, J. P. (2016). Embracing tensions: A commentary to Mistele’s and Jacobsen’s case. In D. Y. White, S. Crespo, & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. (pp. 275–280). Charlotte, NC: Information Age Publishing.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2016). Unlocking the structure of positive and negative numbers. Mathematics Teaching in the Middle School., 22(2), 84–91.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2016). Leveraging structure: Logical necessity in the context of integer arithmetic. Mathematical Thinking and Learning., 18(3), 209–232.

Whitacre, I., Bouhjar, K., Bishop, J. P., Philipp, R. A., Schapelle, B. P., & Lamb, L. L. (2016). Regular numbers and mathematical worlds. For the Learning of Mathematics., 36(2), 20–25.

Bishop, J. P., Hardison, H. L., & Przybyla-Kuchek, J. (2016). Profiles of responsiveness in middle grades mathematics classrooms. In Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1173–1180). Tucson, AZ: University of Arizona.

Lamb, L., Bishop, J. P., Philipp, R. A., Whitacre, I., & Schappelle, B. (2016). The relationship between flexibility and student performance on open number sentences with integers. (pp. 171–178).

Hardison, H. L., Przybyla-Kuchek, J., & Bishop, J. P. (2015). A framework for teacher responsiveness. In Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1176). East Lansing, MI.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2014). Obstacles and affordances for integer reasoning: An analysis of children’s thinking and the history of mathematics. Journal for Research in Mathematics Education, 45(1), 19–61.

Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., & Schappelle, B. P. (2014). Using order to reason about negative numbers: The case of Violet. Educational Studies in Mathematics, 86, 39–59.

Whitacre, I., Bishop, J. P., Philipp, R., Lamb, L. L., Schappelle, B., & Bagley, S. (2014). “Negative of my money, positive of her money”: Secondary students’ ways of relating equations to a context. International Journal of Mathematical Education in Science and Technology, 46(2), 234–249.

Whitacre, I., Bishop, J. P., Philipp, R., Lamb, L. L., & Schappelle, B. (2014). Dollars and sense: Students’ integer perspectives. Mathematics Teaching in the Middle School, 20(2), 84–89.

Bishop, J. P., Lamb, L. L., Philipp, R. A., & Schappelle, B. P. (2014). Opportunities for algebraic reasoning in the context of integers. In L. P. Steffe, K. C. Moore, & L. L. Hatfield (Eds.) (pp. 303–316).

Lamb, L. L., Bishop, J. P., Philipp, R. A., Whitacre, I., Stephan, M., Bofferding, L., … Bagley, S. (2013). Building on the emerging knowledge base for teaching and learning in relation to integers. In M. V. Martinez & A. C. Superfine (Eds.) (pp. 1358–1366).

Carreras, A., Gomez, C. N., & Bishop, J. P. (2013). Using metaphors to explore preservice teacher’s beliefs about teaching mathematics. In M. V. Martinez & A. C. Superfine (Eds.) (p. 1267).

Bishop, J. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34–74.

Whitacre, I., Bishop, J. P., Lamb, L., Philipp, R., Schappelle, B., & Lewis, M. (2012). What sense do children make of negative dollars? In L. R. Van Zoest, J. J. Lo, & J. L. Kratky (Eds.) (pp. 958–964).

Lamb, L. L., Bishop, J. P., Philipp, R., Whitacre, I., Schappelle, B., & Lewis, M. L. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18(1), 5–9.

Lamb, L. L., Bishop, J. P., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2012). High school students’ conceptions of the minus sign. Mathematics Teaching, 227, 4–44.

Whitacre, I., Bishop, J. P., Lamb, L. L., Philipp, R. A., Schappelle, B. P., & Lewis, M. L. (2012). Happy and sad thoughts: An exploration of children’s integer reasoning. Journal of Mathematical Behavior, 31, 356–365.

Whitacre, I., Bishop, J. P., Lamb, L. C., Philipp, R., Schappelle, B., & Lewis, M. (2011). Integers: History, textbook approaches, and children’s productive mathematical intuitions. In L. R. Wiest & T. Lamberg (Eds.) (pp. 913–920).

Bishop, J. P., Lamb, L. L., Philipp, R. A., Schappelle, B. P., & Whitacre, I. (2011). First graders outwit a famous mathematician. Teaching Children Mathematics, 17, 350–358.

Bishop, J. P., Lamb, L., Philipp, R., Schappelle, B., & Whitacre, I. (2010). A developing framework for children’s reasoning about integers. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.) (pp. 695–702).

Roschelle, J., Pierson, J., Empson, S., Shechtman, N., Dunn, M., & Tatar, D. (2010). Equity in scaling up SimCalc: Investigating differences in student learning and classroom implementation. In S. R. Goldman, J. Pellegrino, K. Gomez, L. Lyons, & J. Radinsky (Eds.) (Vol. 1, pp. 333–340).

Pierson, J., & Pierson, E. (2010). Teaching mathematical vocabulary in the context of problem solving. California Mathematics Communicator, 34(4), 24–27.

Bishop, J. P., & Whitacre, I. (2010). Intellectual work: The depth of mathematical discourse and its relationship to student learning. In P. Brosnan, D. b Erchick, & L. Flevares (Eds.) (pp. 401–409).

Roschelle, J., Shechtman, N., Hegedus, S., Pierson, J., McLesse, M., & Tatar, D. (2008). Cognitive complexity in mathematics teaching and learning: Emerging findings in a large-scale experiment. In P. A. Kirschner, J. J. G. Van Merrienboer, & T. de Jong (Eds.) (Vol. 2, pp. 271–278).

Pierson, J. (2007). The impact of moment-to-moment discourse moves on opportunities to learn mathematics. In L. R. Wiest & T. Lamberg (Eds.).

Pierson, J., Maldonado, L. A., & Pierson, E. L. (2007). Talking mathematics: A case study of one kindergarten teacher’s practices to scaffold mathematical discourse. In L. R. Wiest & T. Lamberg (Eds.).

Greenstein, S., Maldonado, L. A., & Pierson, J. (2007). Using a computational, finite-difference model to understand the trainer-of-trainers model of teacher professional development.

Martin, T., Pierson, J., Rivale, S. D., Vye, N. J., & Bransford, J. D. (2007). The role of generating ideas in challenge-based instruction in promoting adaptivity. In Innovations 2007: World Innovations in Engineering Education and Research.

Schmidt, K. J., Pierson, J., & Campbell, M. I. (2006). A look at integrating technology into active, community-based learning.