# David Webb

## Publications

Webb, D. C., van der Kooij, H., & Geist, M. R. (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

Webb, D. C. (2010). Collaborative design of instructional sequences: Teacher developed support for formative assessment. In H. Keser, Z. Özcinar, & S. Kanbul (Eds.), *Procedia - Social and Behavioral Sciences* (Vol. 9, pp. 153–157). Cairo, Egypt: Elsevier. doi:10.1016/j.sbspro.2010.12.129

Webb, D. C. (2009). Designing professional development for assessment. *Educational Designer*, 1(2), 1–26. Retrieved from http://www.educationaldesigner.org/ed/volume1/issue2/article6/

Webb, D. C., Boswinkel, N., & Dekker, T. (2008). Beneath the tip of the iceberg: Using representations to support student understanding. *Mathematics Teaching in the Middle School*, 14(2), 110–113.

Her, T., & Webb, D. C. (2004). Retracing a path to assessing for understanding. In T. A. Romberg (Ed.), *Standards-based mathematics assessment in middle school: Rethinking classroom practice* (pp. 200–220). New York, NY: Teachers College Press.

Webb, D. C., Romberg, T. A., Dekker, T., de Lange, J., & Abels, M. (2004). Classroom assessment as a basis for teacher change. In T. A. Romberg (Ed.), *Standards-based mathematics assessment in middle school: Rethinking classroom practice* (pp. 223–235). New York, NY: Teachers College Press.

Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Durán, R., Reed, B. S., & Webb, D. C. (1997). Learning by understanding: The role of multiple representations in learning algebra. *American Educational Research Journal*, 34(4), 663–689. doi:10.2307/1163353