Difference between pages "Martha Alibali" and "Paul Cobb"

From MathEd.net Wiki
(Difference between pages)
Jump to navigation Jump to search
imported>Raymond Johnson
 
imported>Raymond Johnson
(add Cobb, Zhao, & Dean (2009))
 
Line 1: Line 1:
== Publications ==
== Publications ==


[[Martha Alibali|Alibali, M. W.]], [[Eric Knuth|Knuth, E. J.]], [[Shanta Hattikudur|Hattikudur, S.]], [[Nicole McNeil|McNeil, N. M.]], & [[Ana Stephens|Stephens, A. C.]] (2007). [[Alibali, Knuth, Hattikudur, McNeil, & Stephens (2007)|A longitudinal examination of middle school students’ understanding of the equal sign and equivalent equations]]. Mathematical Thinking and Learning, 9(3), 221–247.
[[Kara Jackson|Jackson, K. J.]], [[Emily Shahan|Shahan, E. C.]], [[Lynsey Gibbons|Gibbons, L. K.]], & [[Paul Cobb|Cobb, P.]] (2012). [[Jackson, Shahan, Gibbons, & Cobb (2012)|Launching complex tasks]]. ''[[Mathematics Teaching in the Middle School]]'', 18(1), 24–29.


[[Mitchell Nathan|Nathan, M. J.]], [[Scott Long|Long, S. D.]], & [[Martha Alibali|Alibali, M. W.]] (2002). [[Nathan, Long, & Alibali (2002)|The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of textbooks]]. Discourse Processes, 33(1), 1–21. doi:10.1207/S15326950DP3301_01
[[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) ER|Assessing the quality of the Common Core State Standards for Mathematics]]. ''[[Educational Researcher]]'', 40(4), 183–185. doi:10.3102/0013189X11409928


[[Category:People|Alibali, Martha]]
[[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) MTED|Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale]]. ''[[Mathematics Teacher Education and Development]]'', 13(1), 6–33.
 
[[Paul Cobb|Cobb, P.]], [[Qing Zhao|Zhao, Q.]], & [[Chrystal Dean|Dean, C.]] (2009). [[Cobb, Zhao, & Dean (2009)|Conducting design experiments to support teachers' learning: A reflection from the field]]. ''[[Journal of the Learning Sciences]]'', 18(2), 165–199. doi:10.1080/10508400902797933
 
[[Paul Cobb|Cobb, P.]], [[Qing Zhao|Zhao, Q.]], & [[Jana Visnovska|Visnovska, J.]] (2008). [[Cobb, Zhao, & Visnovska (2008)|Learning from and adapting the theory of Realistic Mathematics Education]]. ''[[Éducation et didactique]]'', 2(1).
 
[[Paul Cobb|Cobb, P.]] (2007). [[Cobb (2007)|Putting philosophy to work: Coping with multiple theoretical perspectives]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research on mathematics teaching and learning]]'' (pp. 3–38). Charlotte, NC: Information Age.
 
[[Koeno Gravemeijer|Gravemeijer, K.]], & [[Paul Cobb|Cobb, P.]] (2006). [[Gravemeijer & Cobb (2006)|Design research from a learning design perspective]]. In [[Jan van den Akker|J. van den Akker]], [[Koeno Gravemeijer|K. Gravemeijer]], [[Susan McKenney|S. McKenney]], & [[Nienke Nieveen|N. Nieveen]] (Eds.), ''[[Educational design research]]'' (p. 163). New York, NY: Routledge.
 
[[Paul Cobb|Cobb, P.]], [[Jere Confrey|Confrey, J.]], [[Andrea diSessa|diSessa, A. A.]], [[Richard Lehrer|Lehrer, R.]], & [[Leona Schauble|Schauble, L.]] (2003). [[Cobb, Confrey, diSessa, Lehrer, & Schauble (2003)|Design experiments in educational research]]. ''[[Educational Researcher]]'', 32(1), 9–13. doi:10.3102/0013189X032001009
 
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2003). [[Cobb, McClain, & Gravemeijer (2003)|Learning about statistical covariation]]. ''[[Cognition and Instruction]]'', 21(1), 1–78. doi:10.1207/S1532690XCI2101_1
 
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], [[Teruni Lamberg|Lamberg, T. D. S.]], & [[Chrystal Dean|Dean, C.]] (2003). [[Cobb, McClain, Lamberg, & Dean (2003)|Situating teachers' instructional practices in the institutional setting of the school and district]]. ''[[Educational Researcher]]'', 32(6), 13–24. doi:10.3102/0013189X032006013
 
[[Paul Cobb|Cobb, P.]], [[Michelle Stephan|Stephan, M.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. ''[[Journal of the Learning Sciences]]'', 10(1/2), 113–163.
 
[[Koeno Gravemeijer|Gravemeijer, K.]], [[Paul Cobb|Cobb, P.]], [[Janet Bowers|Bowers, J.]], & [[Joy Whitenack|Whitenack, J.]] (2000). [[Gravemeijer, Cobb, Bowers, & Whitenack (2000)|Symbolizing, modeling, and instructional design]]. In [[Paul Cobb|P. Cobb]], [[Erna Yackel|E. Yackel]], & [[Kay McClain|K. McClain]] (Eds.), ''[[Symbolizing and communicating in mathematics classrooms]]'' (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates.
 
[[Paul Cobb|Cobb, P.]], & [[Janet Bowers|Bowers, J.]] (1999). [[Cobb & Bowers (1999)|Cognitive and situated learning perspectives in theory and practice]]. ''[[Educational Researcher]]'', 28(2), 4–15. doi:10.2307/1177185
 
[[Paul Cobb|Cobb, P.]], [[Terry Wood|Wood, T.]], & [[Erna Yackel|Yackel, E.]] (1996). [[Cobb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]], & [[Addison Stone|C. A. Stone]] (Eds.), ''[[Contexts for learning: Sociocultural dynamics in children's development]]'' (pp. 91–119). New York, NY: Oxford University Press.
 
[[Paul Cobb|Cobb, P.]], & [[Erna Yackel|Yackel, E.]] (1996). [[Cobb & Yackel (1996)|Constructivist, emergent, and sociocultural perspectives in the context of developmental research]]. ''[[Educational Psychologist]]'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
 
[[Paul Cobb|Cobb, P.]] (1994). [[Cobb (1994)|Where is the mind? Constructivist and sociocultural perspectives on mathematical development]]. ''[[Educational Researcher]]'', 23(7), 13–20. doi:10.3102/0013189X023007013
 
[[Category:People|Cobb, Paul]]

Revision as of 20:12, 3 November 2013

Publications

Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24–29.

Cobb, P., & Jackson, K. J. (2011). Assessing the quality of the Common Core State Standards for Mathematics. Educational Researcher, 40(4), 183–185. doi:10.3102/0013189X11409928

Cobb, P., & Jackson, K. J. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6–33.

Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the Learning Sciences, 18(2), 165–199. doi:10.1080/10508400902797933

Cobb, P., Zhao, Q., & Visnovska, J. (2008). Learning from and adapting the theory of Realistic Mathematics Education. Éducation et didactique, 2(1).

Cobb, P. (2007). Putting philosophy to work: Coping with multiple theoretical perspectives. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 3–38). Charlotte, NC: Information Age.

Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (p. 163). New York, NY: Routledge.

Cobb, P., Confrey, J., diSessa, A. A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi:10.3102/0013189X032001009

Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21(1), 1–78. doi:10.1207/S1532690XCI2101_1

Cobb, P., McClain, K., Lamberg, T. D. S., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13–24. doi:10.3102/0013189X032006013

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

Gravemeijer, K., Cobb, P., Bowers, J., & Whitenack, J. (2000). Symbolizing, modeling, and instructional design. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates.

Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4–15. doi:10.2307/1177185

Cobb, P., Wood, T., & Yackel, E. (1996). Discourse, mathematical thinking, and classroom practice. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 91–119). New York, NY: Oxford University Press.

Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265

Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20. doi:10.3102/0013189X023007013

Retrieved from "https://mathed.net/w/index.php?title=Martha_Alibali&oldid=195"