Paul Cobb

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., & Dean, C. (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

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. 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

Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.

Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20. doi:10.3102/0013189X023007013