Difference between revisions of "Cobb, Stephan, McClain, & Gravemeijer (2001)"
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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 == | |||
== Detailed Summary of '' | 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'' == | |||
=== Design Research === | === Design Research === |
Revision as of 02:26, 16 October 2013
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
Design Research
Interpretative Framework
Social and Psychological Perspectives
Aspects of the Classroom Microculture and Individual Students' Reasoning
Methodological Considerations
Measurement Practices
Background to the Teaching Experiment
The Classroom Microculture
The Emergence of the First Two Mathematical Practices
The Emergence of the Third Mathematical Practice
Methodological Reflections
Trustworthiness, Replicability, and Commensurability
Usefulness
Limitations
Conclusion
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} }