James Hiebert

Professor Emeritus

Dr. James Hiebert is a professor emeritus in the School of Education at the University of Delaware. His research interests focus on improving teaching and learning in mathematics classrooms. He has investigated students’ learning in a variety of instructional environments, including a four-year longitudinal study comparing primary grade students receiving conceptually-based instruction with students receiving procedurally-oriented instruction. As director of the 1999 TIMSS-R mathematics video study, he was involved in a large-scale study comparing eighth-grade mathematics teaching in six high-achieving countries with teaching in the United States.

Most recently, he has focused the effects of improving the mathematics preparation of K-6 teachers. Two longitudinal studies have followed graduates of the University of Delaware program into their first years of teaching. Underlying much of this work is an interest in the process of continuous improvement of mathematics teaching and its long-term effects on the learning of students and teachers. Reports of this work can be found in the series of publications linked to this website.

Educational Background

• Ph.D., Curriculum and Instruction, University of Wisconsin, Madison, WI, 1979
• M.A., Mathematics, University of Illinois, Urbana, IN, 1972
• B.A., Mathematics, Fresno Pacific College, Fresno, CA, 1970

Professional Experience

• Robert J. Barkley Professor of Education, School of Education, University of Delaware, 2001–2022
• Rodney Sharp Professor of Education, School of Education, University of Delaware, 1995–2001
• Assistant/Associate/Full Professor, Department of Educational Development, University of Delaware, 1982–1995
• Assistant Professor, Department of Curriculum and Instruction, University of Kentucky, 1979–1982
• Mathematics Teacher, Clovis High School, Clovis, CA, 1972–1974

Recent Grants

• Hiebert, J. (PI), Litke, E., Gibbons, L., Riser J., & Maxwell, V. (co-PIs). Improving Professional Development in Mathematics by Understanding the Mechanisms that Translate Teacher Learning into Student Learning. National Science Foundation 2021–2025. ($2,995,768)

Recent Professional Awards

• American Educational Research Association (AERA) Fellow, 2019
• Margaret B. Lindsey Award for Distinguished Research in Teacher Education, American Association of Colleges for Teacher Education, 2017
• Senior Scholar Award, Special Interest Group—Research in Mathematics Education, American Educational Research Association, 2015
• University of Delaware Outstanding Doctoral Student Advising and Mentoring Award, 2014
• Wisniewski Award for Teacher Education Program (shared with UD mathematics education colleagues), the Society of Professors of Education, 2013