Lewis, K. E., Sweeney, G., Thompson, G. M., & Adler, R. (2020). Integer number sense and notation: A case study of a student with a mathematics learning disability. Journal of Mathematical Behavior. doi: 10.1016/j.jmathb.2020.100797
Lewis, K. E. & Lynn, D. L. (2018). Access through compensation: Emancipatory view of a mathematics learning disability. Cognition & Instruction 36(4), 424-459. doi: 10.1080/07370008.2018.1491581.
Lewis, K. E. (2018). Difference not deficit: Assessing issues of access in mathematics for students with disabilities. In S. Crespo, S. Celedón-Pattichis, and M. Civil (Eds). Access and Equity: Promoting high quality mathematics in grades 3-5. (pp. 35-48). Reston, VA: National Council for Teachers of Mathematics.
Lewis, K. E. & Lynn, D. L. (2018). An insider’s view of a mathematical learning disability: Compensating to gain access to fractions. Investigations in Mathematics Learning 10(3), 159-172. doi: 10.1080/19477503.2018.1444927.
Lewis, K. E. & Lynn, D. L. (2018). Against the odds: Insights from a statistician with dyscalculia. Special Issue of Education Sciences on “Dispelling Myths about Mathematics” edited by Jo Boaler. 8, 63. doi:10.3390/educsci8020063 — open access —
Lewis, K. E. & Fisher, M. B. (2018). Clinical interviews: Assessing and designing mathematics instruction for students with disabilities. Intervention in School and Clinic. 53(5). 283-291. doi: 10.1177/1053451217736864
Lynch, S. R., Hunt, J. H., Lewis, K. E. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School. 23(4),194-201.
Lewis, K. E. (2017). Designing a bridging discourse: Re-mediation of a mathematical learning disability. Journal of the Learning Sciences, 26(2). 320-365. doi: 10.1080/10508406.2016.1256810
Lewis, K. E. (2016). Beyond error patterns: A sociocultural view of fraction comparison error patterns in students with mathematical learning disabilities. Learning Disability Quarterly 39(4), 199-212. doi:10.1177/0731948716658063
Lewis, K. E. (2016). Understanding mathematical learning disabilities as developmental difference: A fine-grained analysis of one student’s partitioning strategies for fractions. Infancia y Aprendizaje, 39(4), 812-857. doi:10.1080/02103702.2016.1215085
Lewis, K. E. & Fisher, M. B. (2016). Taking stock of 40 years of research on mathematical learning disability: Methodological issues and future directions. Journal for Research in Mathematics Education, 47(4), 338-371. doi:10.5951/jresematheduc.47.4.0338
Schoenfeld, A. H. & Lewis, K. E., (2016). Becoming a researcher: A reflection. Journal of Education, 196(2), 63-69.
Lewis, K. E. (2014). Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities. Journal for Research in Mathematics Education, 45(3), pp. 351-396. (http://www.nctm.org/publications/article.aspx?id=42001)
(Reprinted (2016) in Journal of Education, 196(2), 39-62).
Mazzocco, M.M.M., Myers, G.F., Lewis, K.E., Hanich, L.B., & Murphy, M.M. (2013). Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) vs. low mathematics achievement. Journal of Experimental Child Psychology, 115, 371-387.
Lewis, K. E. (2010). Understanding mathematical learning disabilities: A case study of errors and explanations. Learning Disabilities a Contemporary Journal 8(1), pp. 21-30.
Saxe, G.B., Earnest, D., Sitabkhan, Y., Haldar, L.C., Lewis, K.E., & Zheng, Y. (2010). Supporting generative thinking about the integer number line in elementary mathematics. Cognition and Instruction, 28(4), pp. 433-474.