Difference between pages "Paul Cobb" and "Cobb & Yackel (1996)"

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== Publications ==
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: [[Educational Psychologist]]
* Year: 1996
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


[[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.
==Abstract==
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.


[[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
==Cite==
;APA
: Cobb, P., & Yackel, E. (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
;BibTeX
<pre>
@article{Cobb1996a,
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Psychologist},
number = {3-4},
pages = {175--190},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {31},
year = {1996}
}
</pre>


[[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.
[[Category:Journal Articles]]
 
[[Category:Educational Psychologist]]
[[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
[[Category:1996]]
 
[[Category:Learning Sciences]]
[[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.
 
[[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.]], [[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.]], [[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.
 
[[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.]], & [[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]]

Latest revision as of 20:34, 29 May 2021

Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research

Abstract

Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.

Cite

APA
Cobb, P., & Yackel, E. (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
BibTeX
@article{Cobb1996a,
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Psychologist},
number = {3-4},
pages = {175--190},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {31},
year = {1996}
}
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