Paul Cobb

From MathEd.net Wiki
Revision as of 07:02, 30 November 2012 by imported>Raymond Johnson (Created page with "== Publications == Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. (2012). [[Jackson, Shahan, Gibbons, & Cobb (...")
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to navigation Jump to search

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