Pier, E. L., Brauer, M., Filut, A., Kaatz, A., Raclaw, J., Nathan, M. J., Ford, E. C., & Carnes, M. (2018). Low agreement among reviewers evaluating the same NIH grant application. Proceedings of the National Academy of Sciences of the United States of America. doi: 10.1073/pnas.1714379115


Pier, E. L., Raclaw, J., Kaatz, A., Brauer, M., Carnes, M., Nathan, M. J. & Ford, C. E. (2017). “Your comments are meaner than your score:” Score Calibration Talk influences intra- and inter-panel variability during scientific grant peer review. Research Evaluation, 26(1), 1-14. doi: 10.1093/reseval/rvw025


Williams-Pierce, C.C., Pier, E. L., Walkington, C., Clinton, V., Boncoddo, R., Nathan, M.J., & Alibali, M. W. (2017).  What we say and how we do: Action, gesture, and language in proving.  Journal for Research in Mathematics Education48(3), 248-260. doi: 10.5951/jresematheduc.48.3.0248


Pier, E. L., & Nathan, M. J. (2016). A review of ‘Mathematics and the body: Material entanglements in the classroom.’ Journal for Research in Mathematics Education, 47(4), 423–427.


Pier, E. L., Raclaw, J., Nathan, M. J., Kaatz, A., Carnes, M., & Ford, C. E. (2015). Studying the study section: How group decision making in person and via videoconferencing affects the grant peer review process (WCER Working Paper No. 2015-6). Available from The University of Wisconsin–Madison, Wisconsin Center for Education Research. 


Nathan, M., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C., & Alibali, M. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical reasoning. Learning and Instruction, 33, 182–193. doi: 10.1016/j.learninstruc.2014.07.001