Selected Book Chapters
- Cohen, D. K. & Ball, D. L. (2007). Innovation and the problem of scale (Adobe PDF). In B. Schneider & S. McDonald (Eds.) Scale-Up In Education: Ideas in Principle (Volume I), (pp. 19-36). Lanham, MD: Rowman & Littlefield. An earlier draft of this paper was presented at a 2003 meeting (“Conceptualizing Scale-Up”), sponsored by the Data Research and Development Center of The University of Chicago, and supported by the National Science Foundation, in connection with the Interagency Research Initiative (IERI).
- Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school (Adobe PDF). In J. Kilpatrick, W. G. Martin, and D. Schifter (Eds.), A Research Companion to Principles and Standards for School Mathematics, (pp. 27-44). Reston, VA: National Council of Teachers of Mathematics.
- Ball, D.L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching (Adobe PDF). In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group, (pp. 3-14). Edmonton, AB: CMESG/GCEDM.
- Boaler, J., Ball, D. L., & Even, R. (2003). Preparing researchers for disciplined inquiry: Learning from, in, and for practice (Adobe PDF). In A. Bishop & J. Kilpatrick (Eds.), International Handbook of Mathematics Education (491-521). Dordrecht: Kluwer.
- Ball, D.L. (2002). What does it take to (teach to) reason in the primary grades? (Adobe PDF). In Proceedings for the International Congress of Mathematicians (pp. 908-911). Beijing, China: Higher Education Press.
- Cohen, D. K., Raudenbush, S. & Ball, D. L. (2002). Resources, instruction, and research (Adobe PDF). In F. Mosteller & R. Boruch (Eds.), Evidence matters: Randomized trials in education research, (pp.80-119). Washington, DC: Brookings Institution Press.
- Ball, D. L., Lubienski, S., and Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge (Adobe PDF). In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). New York: Macmillan.
- Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics (Adobe PDF). In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83-104). Westport, CT: Ablex.
- Ball, D. L. (2000). Working on the inside: Using one's own practice as a site for studying mathematics teaching and learning (Adobe PDF). In Kelly, A. & Lesh, R. (Eds.). Handbook of research design in mathematics and science education, (pp. 365- 402). Dordrecht, Netherlands: Kluwer.
- Ball, D. L., & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom (Adobe PDF). In D. Phillips (Ed.), Yearbook of the National Society for the Study of Education, Constructivism in Education, (pp. 193-224). Chicago: University of Chicago Press.
- Ball, D. L. (1999). Crossing boundaries to examine the mathematics entailed in elementary teaching (Adobe PDF). In T. Lam (Ed.), Contemporary Mathematics (pp.15-36). Providence: American Mathematical Society.
- Ball, D. L. & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education (Adobe PDF). In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass.
- Ball, D. L. & Lampert, M. (1999) Multiples of evidence, time, and perspective: Revising the study of teaching and learning (Adobe PDF). In E. Lagemann & L. S. Shulman, Issues in education research: Problems and possibilities (pp. 371 &endash; 398). San Francisco: Jossey Bass.
- Lampert, M. & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions (Adobe PDF). In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33 &endash; 53). San Francisco: Jossey Bass.
- Ball, D. L. (1997). Developing mathematics reform: What don't we know about teacher learning -- but would make good working hypotheses (Adobe PDF). In S.N. Friel & G.W. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K-5 mathematics. Lanham, NY: University Press of America.
- Ball, D. L. (1997). What do students know? Facing challenges of distance, context, and desire in trying to hear children (Adobe PDF). In B. Biddle, T. Good, & I. Goodson (Eds.), International handbook on teachers and teaching(Vol. II), (pp. 679-718). Dordrecht, Netherlands: Kluwer Press.
- Ball, D. L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions (Adobe PDF). In T. Carpenter, E. Fennema, & T. Romberg, (Eds.), Rational numbers: An integration of research (pp. 157-196). Hillsdale, NJ: Erlbaum.