imported>Raymond Johnson |
imported>Raymond Johnson |
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| == Publications == | | == Publications == |
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| [[David Webb|Webb, D. C.]], [[Henk van der Kooij|van der Kooij, H.]], & [[Monica Geist|Geist, M. R.]] (2011). [[Webb, van der Kooij, & Geist (2011)|Design research in the Netherlands: Introducing logarithms using Realistic Mathematics Education]]. ''[[Journal of Mathematics Education at Teachers College]]'', 2(1), 47–52. Retrieved from http://journals.tc-library.org/index.php/matheducation/article/view/639 | | [[Jo Boaler|Boaler, J.]], & [[Megan Staples|Staples, M.]] (2008). [[Boaler & Staples (2008)|Creating mathematical futures through an equitable mathematics approach: The case of Railside School]]. Teachers College Record, 110(3), 608–645. |
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| [[David Webb|Webb, D. C.]] (2010). [[Webb (2010)|Collaborative design of instructional sequences: Teacher developed support for formative assessment]]. In [[Hafize Keser|H. Keser]], [[Zehra Özcinar|Z. Özcinar]], & [[Sezer Kanbul|S. Kanbul]] (Eds.), ''[[Procedia - Social and Behavioral Sciences]]'' (Vol. 9, pp. 153–157). Cairo, Egypt: Elsevier. doi:10.1016/j.sbspro.2010.12.129 | | [[Megan Staples|Staples, M.]] (2008). ''[[Staples (2008) AERA|Exploring the feasibility and value of a shared language of mathematics pedagogy]]''. Paper presented at the annual meeting of the [[American Educational Research Association]], New York, NY. |
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| [[David Webb|Webb, D. C.]] (2009). [[Webb (2009)|Designing professional development for assessment]]. ''[[Educational Designer]]'', 1(2), 1–26. Retrieved from http://www.educationaldesigner.org/ed/volume1/issue2/article6/ | | [[Megan Staples|Staples, M.]] (2007). [[Staples (2007)|Supporting whole-class collaborative inquiry in a secondary mathematics classroom]]. Cognition and Instruction, 25(2), 161–217. doi:10.1080/07370000701301125 |
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| [[David Webb|Webb, D. C.]], [[Nina Boswinkel|Boswinkel, N.]], & [[Truus Dekker|Dekker, T.]] (2008). [[Webb, Boswinkel, & Dekker (2008)|Beneath the tip of the iceberg: Using representations to support student understanding]]. ''[[Mathematics Teaching in the Middle School]]'', 14(2), 110–113.
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| [[Teresa Her|Her, T.]], & [[David Webb|Webb, D. C.]] (2004). [[Her & Webb (2004)|Retracing a path to assessing for understanding]]. In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 200–220). New York, NY: Teachers College Press.
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| [[David Webb|Webb, D. C.]], [[Thomas Romberg|Romberg, T. A.]], [[Truus Dekker|Dekker, T.]], [[Jan de Lange|de Lange, J.]], & [[Mieke Abels|Abels, M.]] (2004). [[Webb, Romberg, Dekker, de Lange, & Abels (2004)|Classroom assessment as a basis for teacher change]]. In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
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| [[Mary Brenner|Brenner, M. E.]], [[Richard Mayer|Mayer, R. E.]], [[Bryan Mosely|Moseley, B.]], [[Theresa Brar|Brar, T.]], [[Richard Durán|Durán, R.]], [[Barbara Reed|Reed, B. S.]], & [[David Webb|Webb, D. C.]] (1997). [[Brenner et al. (1997)|Learning by understanding: The role of multiple representations in learning algebra]]. ''[[American Educational Research Journal]]'', 34(4), 663–689. doi:10.2307/1163353
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| [[Category:People|Webb, David]] | |
| [[Category:Realistic Mathematics Education]]
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