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# Dr. Jeffrey Barrett

### Biography

### Current Courses

### Research Interests & Areas

### BS Applied Mathematics

### MS Elementary Education

### Ph D Mathematics Education

### Outstanding College Researcher in Sciences and Mathematics

### Alumni of the Year

### Member of the Million Dollar Club

### Book Review

### Book, Chapter in Scholarly Book-New

### Book, Scholarly-New

### Conference Proceeding

### Journal Article, Academic Journal

### Presentations

### Grants & Contracts

*Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K through Middle School*. National Science Foundation: Discovery Research K-12. Federal. (2014)
*Mathematical Concept Development through Measurement for teachers of Grades 1 through 5*. Illinois Mathematics and Science Partnerships Program. (2012)
*Mathematics and Science Partnership: STEM Education and Leadership*. Illinois State Board of Education (ISBE). Illinois State University. (2008)
*Industrial/Engineering (STEM) Master’s degree*. Illinois State Board of Education. Illinois State University. (2007)
*A Longitudinal Examination of Children’s Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K to Grade 5*. National Science Foundation: Discovery Research K-12.

Professor

Mathematics

Office

Stevenson Hall - STV 329D

Office Hours

3:00 PM until 5:00 PM on Wednesdays

Office Phone

Email

- About
- Education
- Awards & Honors
- Research

Jeffrey E. Barrett is Professor of Mathematics Education and Associate Director of the Center for Mathematics, Science and Technology at Illinois State University.

131Geometric Reasoning:Geometry As Earth Measures

Primary research interests include the learning and teaching of the mathematics of measurement, geometric reasoning, the use of computer software to model mathematical ideas, and the professional development of teachers engaged in teaching elementary and middle-school level mathematics or science. Dr. Barrett is currently Principal Investigator of a four-year project, Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K through Middle School in collaboration with Douglas Clements and Julie Sarama at the University of Denver along with Craig Cullen, a colleague at Illinois State University. Barrett recently completed a related four-year project: A Longitudinal Examination of Children’s Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K to Grade 5 in collaboration with Douglas Clements and Julie Sarama at the University of Denver. Both projects are part of the Discovery Research K-12 Program of the National Science Foundation.

Biola University

La Mirada, CA

State University of New York at Buffalo

Buffalo, NY

State University of New York at Buffalo

Buffalo, NY

College of Arts and Sciences

2018

Department of Learning and Instruction, Graduate School of Education, University at Buffalo, SUNY

2009

Illinois State University

2009

Miller, A. L., & Barrett, J. E. (2016). Surveying current research on young children’s mathematical learning [Book review]. Journal for Research in Mathematics Education, 47(3), 312–316. doi:10.5951/jresematheduc.47.3.0312

Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for Research in Mathematics Education. (pp. 355-385): Reston, VA: National Council of Teachers of Mathematics.

Barrett, J. E., Cullen, C. J., Miller, A. L., Eames, C. L., Kara, M., & Klanderman, D. (2017). Area in the middle and later elementary grades. In J. E. Barrett, D. H. Clements, & J. Sarama (Eds.), Children’s measurement: A longitudinal study of children’s knowledge and learning of length, area, and volume. Journal for Research in Mathematics Education monograph series (Vol. 16, pp. 105–127). Reston, VA: National Council of Teachers of Mathematics.

Cullen, C. J., Barrett, J. E., Kara, M., Eames, C. L., Miller, A. L., & Klanderman, D. (2017). Integration of results: A new learning trajectory for volume. In J. E. Barrett, D. H. Clements, & J. Sarama (Eds.), Children’s measurement: A longitudinal study of children’s knowledge and learning of length, area, and volume. Journal for Research in Mathematics Education monograph series (Vol. 16, pp. 181–201). Reston, VA: National Council of Teachers of Mathematics.

Barrett, J. E., & Battista, M. (2014). Comparing Learning Trajectories and Levels of Sophistication in the Development of Students’ Reasoning about Length: A Case Study. In J. Confrey, A. Maloney and K. Nguyen (Eds.), Learning Over Time: Learning Trajectories in Mathematics Education. (Information Age Publishing): Raleigh North Carolina.

Barrett, J., & Jin, H. (2014). Chapter 4: Examples of Research Tools Developed in Mathematics Education and Science Education. In M. Solem, N. Tu Huynh, R. Boehm (Eds.), GeoProgressions: Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking: A research Handbook (a working handbook for research in geography education). Washington, DC: Association of American Geographers.

Barrett, J. E., Cullen, C. J., Klanderman, D., & Behnke, D. (2017). A Pleasure to Measure. (National Council of Teachers of Mathematics): Reston, VA.

Beck, P. S., Eames, C. L., Cullen C. J., Barrett, J. E., Clements, D. H., & Sarama, J. (2014). Linking children’s knowledge of length measurement to their use of double number lines. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Annual Conference of the International Group for the Psychology of Mathematics Education. (Vol. 2) (pp. 105-112). Vancouver, Canada: PME

Clements, D. H., Sarama, J., Van Dine, D. W., Barrett, J. E., Cullen, C. J., Hudyma, A., . . . Eames, C. L. (2018). Evaluation of three interventions teaching area measurement as spatial structuring to young children. *Journal of Mathematical Behavior*, 50, 23–41. doi:10.1016/j.jmathb.2017.12.004

Cullen, A., Eames, C., Cullen, C., Barrett, J. E., Sarama, J., Clements, D. H., & Van Dine, D. (2018), *Effects of Three Interventions on Children’s Spatial Structuring and Coordination of Area Units*, in the Journal for Research in Mathematics Education, 49 (5), 533-574.

Knapp, A.K., Barrett, J.E. and Moore, C. J. Prompting Teacher Geometric Reasoning through Coaching in a Dynamic Geometry Software Context. School Science and Mathematics 116: 326–337, 2016.

Barrett, J., Clements, D., Sarama, J., Cullen, C., McCool, J., Witkowski, C., & Klanderman, D. (2012). Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study. Mathematical Thinking and Learning, 14 (1), 28-54.

Barrett, J., Cullen, C., Sarama, J., Clements, D., Klanderman, D., Miller, A., & Witkowski-Rumsey, C. (2011). Children’s Unit Concepts in Measurement: A Teaching Experiment Spanning Grades 2 through 5. ZDM: The International Journal on Mathematics Education, 43 (5), 637-650.

Barrett, J. E. (2018), Teaching Multiplication with Area Measurement Models, a talk presented at the 33rd Annual Conference on Teaching Mathematics, Illinois Council of Teachers of Mathematics, Southern Section, at Carbondale, IL, on February 15, 2018.

Barrett, J., Confrey, J., Stephens, A., Sarama, J. & Rich, K., (2018). I participated in a 75 minute panel presentation: The Ongoing Process of Validating or Adapting Learning Trajectories Over Time, at the “Discovery Research PreK-12 PI Meeting" of the National Science Foundation, held in Washington, D.C. The panel was chaired by Jere Confrey, on June 7, 2017.

Barrett, J. E., & Behnke, D. (2015). Ridiculous Rulers and other Zany Measurement Ideas. A PreK-2 Workshop, resented at the NCTM 2015 Regional Conference & Exposition: Nashville, Tennessee, November 19, 2015.

2017-06-08T13:05:11.458-05:00
2017