Cobb, Stephan, McClain, & Gravemeijer (2001)

The article Participating in Classroom Mathematical Practices was written by Paul Cobb, Michelle Stephan, Kay McClain, and Koeno Gravemeijer and published in The Journal of the Learning Sciences in 2001.

Abstract

In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research.

Detailed Summary of Participating in Classroom Mathematical Practices

In this article, Cobb et al. describe the type of design research they conducted with 1st grade students to develop both sequences of instructional activities as well as a theory and process for interpreting classroom events from both a social and a psychological perspective.

About

APA

Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. The Journal of the Learning Sciences, 10(1/2), 113–163.

BibTeX

@article{Cobb2001,
author = {Cobb, Paul and Stephan, Michelle and McClain, Kay and Gravemeijer, Koeno},
journal = {The Journal of the Learning Sciences},
number = {1/2},
pages = {113--163},
title = {{Participating in classroom mathematical practices}},
volume = {10},
year = {2001}
}