Difference between revisions of "Paul Cobb"
imported>Raymond Johnson (Created page with "== Publications == Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). [[Jackson, Shahan, Gibbons, & Cobb (...") |
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== 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 | [[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]] | ||
Revision as of 09:07, 30 November 2012
Publications
Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24–29.
Cobb, P., & Jackson, K. J. (2011). Assessing the quality of the Common Core State Standards for Mathematics. Educational Researcher, 40(4), 183–185. doi:10.3102/0013189X11409928
Cobb, P., & Jackson, K. J. (2011). 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., Zhao, Q., & Visnovska, J. (2008). Learning from and adapting the theory of Realistic Mathematics Education. Éducation et didactique, 2(1).
Cobb, P. (2007). Putting philosophy to work: Coping with multiple theoretical perspectives. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 3–38). Charlotte, NC: Information Age.
Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (p. 163). New York, NY: Routledge.
Cobb, P., Confrey, J., diSessa, A. A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi:10.3102/0013189X032001009
Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21(1), 1–78. doi:10.1207/S1532690XCI2101_1
Cobb, P., McClain, K., Lamberg, T. D. S., & Dean, C. (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., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. The Journal of the Learning Sciences, 10(1/2), 113–163.
Gravemeijer, K., Cobb, P., Bowers, J., & Whitenack, J. (2000). Symbolizing, modeling, and instructional design. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates.
Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4–15. doi:10.2307/1177185
Cobb, P., Wood, T., & Yackel, E. (1996). Discourse, mathematical thinking, and classroom practice. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 91–119). New York, NY: Oxford University Press.
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