imported>Raymond Johnson |
imported>Raymond Johnson |
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| == Publications ==
| | '''Fosnot & Dolk (2001)''' may refer to: |
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| [[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. | | * [[Cathy Fosnot|Fosnot, C. T.]], & Dolk, M. (2001). [[Fosnot & Dolk (2001) multiplication|Young mathematicians at work: Constructing multiplication and division]] (p. 170). Portsmith, NH: Heinemann. |
| | * [[Cathy Fosnot|Fosnot, C. T.]], & Dolk, M. (2001). [[Fosnot & Dolk (2001) number|Young mathematicians at work: Constructing number sense, addition, and subtraction]] (p. 193). Portsmith, NH: Heinemann. |
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| [[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
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| [[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.
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| [[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
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| [[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).
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| [[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.
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| [[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.
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| [[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
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| [[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
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| [[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
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| [[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.
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| [[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.
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| [[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
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| [[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.
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| [[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
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| [[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
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| [[Category:People|Cobb, Paul]] | |