Paul Cobb - Revision history

imported>Raymond Johnson: added Cobb & Steffe (1983)

2013-11-19T05:25:47Z

added Cobb & Steffe (1983)

← Older revision		Revision as of 05:25, 19 November 2013
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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		[[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

			[[Paul Cobb\|Cobb, P.]], & [[Leslie Steffe\|Steffe, L. P.]] (1983). [[Cobb & Steffe (1983)\|The constructivist researcher as teacher and model builder]]. ''[[Journal for Research in Mathematics Education]]'', 14(2), 83–94. doi:10.2307/748576

	[[Category:People\|Cobb, Paul]]		[[Category:People\|Cobb, Paul]]

imported>Raymond Johnson: added diSessa & Cobb (2004)

2013-11-08T18:32:25Z

added diSessa & Cobb (2004)

← Older revision		Revision as of 18:32, 8 November 2013
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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.		[[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.

			[[Andrea diSessa\|diSessa, A. A.]], & [[Paul Cobb\|Cobb, P.]] (2004). [[diSessa & Cobb (2004)\|Ontological innovation and the role of theory in design experiments]]. ''[[Journal of the Learning Sciences]]'', 13(1), 77–103. doi:10.1207/s15327809jls1301_4

	[[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.]], [[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

imported>Raymond Johnson: added Yackel & Cobb (1996)

2013-11-08T03:11:21Z

added Yackel & Cobb (1996)

← Older revision		Revision as of 03:11, 8 November 2013
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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		[[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

			[[Erna Yackel\|Yackel, E.]], & [[Paul Cobb\|Cobb, P.]] (1996). [[Yackel & Cobb (1996)\|Sociomathematical norms, argumentation, and autonomy in mathematics]]. ''[[Journal for Research in Mathematics Education]]'', 27(4), 458–477.

	[[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		[[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]]		[[Category:People\|Cobb, Paul]]

imported>Raymond Johnson: add Cobb, Zhao, & Dean (2009)

2013-11-03T20:12:46Z

add Cobb, Zhao, & Dean (2009)

← Older revision		Revision as of 20:12, 3 November 2013
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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.		[[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.]], [[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).

imported>Raymond Johnson: added 1994, italicized and linked journals and books

2013-11-02T06:40:56Z

added 1994, italicized and linked journals and books

imported>Raymond Johnson at 09:07, 30 November 2012

2012-11-30T09:07:08Z

imported>Raymond Johnson: Created page with "== Publications == Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). [[Jackson, Shahan, Gibbons, & Cobb (..."

2012-11-30T07:02:48Z

Created page with "== Publications == Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). [[Jackson, Shahan, Gibbons, & Cobb (..."

New page

== Publications ==

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

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

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.

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).

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.]], & 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.

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

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

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

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]]. The Journal of the Learning Sciences, 10(1/2), 113–163.

[[Koeno Gravemeijer|Gravemeijer, K.]], Cobb, P., [[Janet Bowers|Bowers, J.]], & [[Joy Whitenack|Whitenack, J.]] (2000). [[Gravemeijer, Cobb, Bowers, & Whitenack (2000)|Symbolizing, modeling, and instructional design]]. In 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.

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

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.

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

[[Category:People|Cobb, Paul]]

← Older revision		Revision as of 18:32, 8 November 2013
Line 14:		Line 14:

	[[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.		[[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.

			[[Andrea diSessa\|diSessa, A. A.]], & [[Paul Cobb\|Cobb, P.]] (2004). [[diSessa & Cobb (2004)\|Ontological innovation and the role of theory in design experiments]]. ''[[Journal of the Learning Sciences]]'', 13(1), 77–103. doi:10.1207/s15327809jls1301_4

	[[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.]], [[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

← Older revision		Revision as of 20:12, 3 November 2013
Line 6:		Line 6:

	[[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.]], & [[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.]], [[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).

← Older revision		Revision as of 06:40, 2 November 2013
Line 1:		Line 1:
	== Publications ==		== Publications ==

	[[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.		[[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.

	[[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		[[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

	[[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.]], & [[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.]], & [[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.]], [[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.		[[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.		[[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.]], [[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.]], & [[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.]], [[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]]. ~~The~~ Journal of the Learning Sciences, 10(1/2), 113–163.		[[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.		[[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.]], & [[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.]], [[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.]], & [[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]]		[[Category:People\|Cobb, Paul]]

← Older revision		Revision as of 09:07, 30 November 2012
Line 1:		Line 1:
	== Publications ==		== Publications ==

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

	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		[[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

	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.]], & [[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.

	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.]], [[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).

	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.		[[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.]], & 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.		[[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.

	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.]], [[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

	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.]], & [[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

	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.]], [[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

	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]]. The Journal of the Learning Sciences, 10(1/2), 113–163.		[[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]]. The Journal of the Learning Sciences, 10(1/2), 113–163.

	[[Koeno Gravemeijer\|Gravemeijer, K.]], Cobb, P., [[Janet Bowers\|Bowers, J.]], & [[Joy Whitenack\|Whitenack, J.]] (2000). [[Gravemeijer, Cobb, Bowers, & Whitenack (2000)\|Symbolizing, modeling, and instructional design]]. In 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.		[[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.

	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.]], & [[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

	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.]], [[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.

	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.]], & [[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

	[[Category:People\|Cobb, Paul]]		[[Category:People\|Cobb, Paul]]