Lampert, M. & Cobb, P. (2003) Communication and learning in the mathematics classroom. In J. Kilpatrick & D. Shifter, Eds. Research Companion to the NCTM Standards . Reston, VA: National Council of Teachers of Mathematics, pp. 237-249.
Lampert, M. (2002) Appreciating the complexity of teaching and learning in school. In Anna Sfaard and Kay McClain, Eds. Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning . Special Issue, Journal of the Learning Sciences, 11 (2-3), 365-369.
Lampert, M. (2001) Teaching Problems and the Problems in Teaching . New Haven, CT: Yale University Press.
Lampert, M. (2000) Knowing teaching: The intersection of research on teaching and qualitative research. Harvard Educational Review , 70 (1), 86-99. (Also published in B. Brizuela, J.P. Stewart, R.G. Carillo, and J.G. Berger (Eds.) Acts of Inquiry in Qualitative Research . Cambridge, MA: Harvard Educational Review, 2000.)
Ball, D.B.& Lampert, M. (1999) Multiples of evidence, time, perspective: Revising the study of teaching and learning. In E.C. Lagemann & L.S. Shulman (Eds.) Issues in Education Research: Problems and Possibilities . NY: Jossey-Bass, pp. 371-398.
Lampert, M. & Ball, D. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond and Gary Sykes, eds., Teaching as the Learning Profession: Handbook of Teaching and Policy . NY: Jossey-Bass.
Lampert, M. (1999) Knowing teaching from the inside out: Implications of inquiry in practice for teacher education. In Gary A. Griffin (Ed.), On Teacher Education: 1999 Yearbook . Chicago, Ill.: National Society For The Study Of Education.
Lampert, M. (1998). Studying teaching as a thinking practice. In J. Greeno and S.G. Goldman (Eds.) Thinking Practices . Hillsdale, NJ: Lawrence Erlbaum and Associates.
Lampert, M. & Ball, D. (1998) Teaching, Multimedia and Mathematics: Investigations of Real Practice. NY: Teacher's College Press.
Lampert, M. & Blunk, M., Eds. (1998) Talking Mathematics: Studies of Teaching and Learning in School . NY: Cambridge University Press.
Lampert, M. (1998). Why study mathematical talk and school learning? In Lampert, M. & Blunk, M., (Eds.), Talking Mathematics: Studies of Teaching and Learning in School . NY: Cambridge University Press.
Lampert, M. (1998). Mathematical talk: What is there to teach and how might it be learned? In Lampert, M. & Blunk, M., (Eds.), Talking Mathematics: Studies of Teaching and Learning in School . NY: Cambridge University Press.
Lampert, M. (1997). Understanding and managing classroom dilemmas in the service of good teaching. In Nicholas Burbules and David T. Hansen, eds., Teaching and Its Predicaments, Westview Press, pp. 145-162.
Lampert, M. (1997). Teaching about thinking and thinking about teaching, revisited. In Virginia Richardson, Ed., Constructivist Teacher Education . London: Falmer Press, pp. 84-107.
Lampert, M.; Rittenhouse, P. & Crumbaugh, C. (1996) Agreeing to disagree: Developing sociable mathematical discourse. In Olson, D. & Torrance, N. (Eds.) Handbook of Education and Human Development . Oxford, Blackwell's Press, pp. 731-764.
Lampert, M. (1994) Teaching that connects students' inquiry with curricular agendas in schools. In D. N. Perkins, J. L. Schwartz, M. M. West and M. S. Wiske, (Eds.). Software Goes to School Teaching for Understanding with New Technologies (pp. 213-232). NY: Oxford University Press.
Lampert, M. (1994) Why use interactive media in teacher preparation? Innovator , Volume 25 (1).
Lampert, M. , Heaton, R. , & Ball, D. (1994) Using technology to support a new pedagogy of mathematics education, Journal of Special Education Technology ( special issue on technology and teaching), Volume 12 (3).
Heaton, R. & Lampert, M. (1993) Learning to hear voices: Inventing a new pedagogy of teacher education. In M. McLaughlin, J. Talbert, & D. Cohen (Eds.), Teaching for Understanding: Challenges for Practice, Research and Policy . NY: Jossey-Bass.
Lampert, M. (1993) Teachers' thinking about students' thinking about geometry. In J.L. Schwartz, M. Yerushalmy, & B. Wilson (Eds.), What is this a case of? A "Geometric Supposer" Reader . Hillsdale, N.J.: Erlbaum.
Lampert, M. (1992) . Practices and problems in teaching authentic mathematics in school. In F. Oser; A.Dick, & J.-L. Patry (Eds.), Effective and Responsible Teaching: The New Synthesis . NY: Jossey-Bass, pp. 295-314.
Lampert, M. (1992). Teaching and learning long division for understanding in school. In Leinhardt, G., Putnam, R., & Hattrup, R. (Eds.), Disseminating new knowledge about mathematics instruction . Hillsdale, N.J.: Erlbaum.
Lampert, M. (1991) Looking at restructuring from within a restructured role. Phi Delta Kappan , May 1991, pp. 670-674.
Lampert, M. (1991). Connecting mathematical teaching and learning. In E. Fennema, T.P. Carpenter, & S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 121-152 ). Albany, NY: State University of New York Press.
Lampert, M. & Clark, C. (1990). Expert knowledge and expert thinking in teaching: A reply to Floden and Klinzig. Educational Researcher , 19 (4), 21-23, 42.
Putnam, R., Lampert, M., & Peterson, P. (1990) Alternative perspectives on knowing mathematics in elementary schools. In C. Cazden, (Ed.), Review of Research in Education , Vol. 16 (pp. 57-150). Washington, D.C.: American Educational Research Association.
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal , 27 ( 1 ), 29-64. (Translated into Japanese and published as "Creating authentic learning" in Learning as a Cultural Practice , edited by Manabu Sato and Yutaka Sayeki, University of Tokyo Press, 1995. Also published in Proceedings, Tenth Annual Meeting of the North American Chapter of Psychology of Mathematics Education, 1988.)
Lampert, M. (1990 ). Connecting inventions with conventions: The teachers' role in classroom communication about mathematics. In L. Steffe and T. Wood (Eds.) Transforming Early Childhood Mathematics Education , (pp. 253-265). Hillsdale, NJ: Erlbaum.
Lampert, M. (1989). Research into practice: Arithmetic as problem solving. Arithmetic Teacher , 36 (7), 34-36.
Lampert, M. (1989). Choosing and using mathematical tools in classroom discourse. In J. Brophy, (Ed.), Advances in Research on Teaching. Vol. 1, (pp. 223-264). Greenwich, CT: JAI Press.
Lampert, M. (1988). What can research on teacher education tell us about improving the quality of mathematics education? Teaching and Teacher Education: An International Journal of Research and Studies, 3 (4), 157-170.
Lampert, M. (1988). Comparing fractions: Using missing pieces. Elementary Mathematician, 2 (1), 11-12.
Lampert, M. (1987). Mathematics teaching in schools: Imagining an ideal that is also possible. In Mathematical Sciences Education Board, The teacher of mathematics: Issues for today and tomorrow: Proceedings of a conference (pp. 37-42). Washington, D.C.: National Research Council.
Lampert, M. (1986). Knowing, doing, and teaching multiplication. Cognition and instruction , 3 , 305 - 342.
Lampert, M. (1986). Teaching multiplication. The Journal of Mathematical Behavior, 5 , 241-280.
Clark, C., & Lampert M. (1986 ). The study of teacher thinking: Implications for teacher education. Journal of Teacher Education , 37 (5), 27-31. (Also published in M. Crahay and D. LaFontaine (Eds.), L'Art et la Suevie de L'Enseignement (pp. 185-200). Luxembourg, Belgium: Editions Labor.)
Lampert, M. (1986). Teachers' strategies for understanding and managing classroom dilemmas. In M. Ben Peretz, R. Bromme, and R. Halkes (Eds.), Advances of Research on Teacher Thinking (pp. 70-83). Lisse: Svets and Zeitlinger.
Lampert, M. (1985). Mathematics learning in context: "The Voyage of the Mimi". The Journal of Mathematical Behavior . 4 , 157-168
Lampert, M. (1985). How do teachers manage to teach?: Perspectives on problems in practice. Harvard Educational Review , 55 (2), 178-194. (Also published in Schooling and Teaching: New Directions and New Challenges , Cambridge, MA: Harvard Educational Review, 1986; in Teachers, Teaching, and Teacher Education , Cambridge, MA: Harvard Educational Review, (pp.106-123), 1987; and in For Teachers about Teaching, Cambridge, MA: Harvard Educational Review (pp.18-35), 1988.)
Lampert, M. (1984). Teaching about thinking and thinking about teaching. Journal of Curriculum Studies , 16 (1), 1-18. (Also published in P. Taylor (Ed.), Recent Developments in Curriculum Studies (pp. 233-259). Windsor Berks, UK: NFER Nelson Publishing Co. Ltd., 1986.)
Lampert, M. (1979). A review of Play as Development , A.L. Butler, et al., Young Children, 24 (3), 72.
Lampert, M. (1978). Connecting words with real ideas. Young Children , 33 (2), 20-25.
TEXTBOOK AND TEACHER'S GUIDE
Lampert, M. & Smallberg, R. (1990). Maya Math , Student Guide and Teacher's Guide. Scotts Valley, CA: Sunburst.
National Academy of Education, Recommendations Regarding Research Priorities , An Advisory Report Presented to the National Research Policy and Priorities Board, US Department of Education (March 1999) [chair of panel and author of section of report on Teacher Development and Professional Community]
Lampert, M. & Hawkins, J. (September, 1998). Report to the National Science Foundation, New Technologies for the Study of Teaching. Workshop , June, 1998; Ann Arbor, Michigan
Lampert, M. & Ball, D. (July 1990). Using hypermedia technology to support a new pedagogy of teacher education . National Center for Research on Teacher Education, Michigan State University.
Lampert, M. (October 1988). Teaching that connects students' inquiry with curricular agendas in schools . Technical Report, Educational Technology Center, Harvard Graduate School of Education.
Lampert, M. (April 1988). Reinterpreting mathematics: An experiment in teacher development . Occasional Paper, National Center for Research in Teacher Education, Michigan State University.
Lampert, M. (January 1987). What is geometry ? Progress Report, Teacher Study, Lab Sites Project, Educational Technology Center, Harvard Graduate School of Education.
Lampert, M. (February 1987). How is geometry communicated to students ? Progress Report, Teacher Study, Lab Sites Project, Educational Technology Center, Harvard Graduate School of Education.
Lampert, M. (November 1982). "Classroom observations," chapter in Analysis of Data from an Experiment in Teacher Development , Jeanne Bamberger and Eleanor Duckworth, Massachusetts Institute of Technology.
Bamberger, J., Duckworth, E. & Lampert, M. (March 1981). Final report: An experiment in teacher development . NIE Grant #G-78-0219, Massachusetts Institute of Technology