Participating in Classroom Mathematical Practices

By Paul Cobb, M. Stephan, K. McClain, K.P.E. Gravemeijer. 2001

622 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Mechanical Engineering

View Paper: https://www.semanticscholar.org/paper/088d195e59fcf3d05d1d57e89a930fe15fab237a

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In Developmental and Educational Psychology

In Education

In Mechanical Engineering

Citations in the corpus

A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002, background): “…in some detail that a classroom mathematical practice comprises three interrelated types of mathematical norms: a normative purpose for engaging in mathematical activity, normative standards of argumentation, and normative ways of reasoning with tools and inscriptions (P. Cobb et al., 2001).”
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs (2004, background): “Cobb attempted to explicitly link individual (personal) and social (interpersonal) levels of analysis in his account of the development of sociomathematical norms (Cobb et al., 2001).”
Handbook of Research on Learning and Instruction (2011, background): “Table 8.1 Features and Cues for Throwing (adopted from Knudson & Morrison, 1996)”
Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers (2007, result): “…this research in many respects serves as a pilot study designed to advance previous work investigating the potential of the technology (cf. Klopfer and Squire, in press), wed-ding it more closely to game-based pedagogical theory in a domain-speciﬁc manner (cf. Cobb et al., 2001; Squire, in press).”
Learning About Statistical Covariation (2003, methodology): “The specific analytical approach that we followed has two main phases (P. Cobb et al., 2001 ).”
Environmental Detectives—the development of an augmented reality platform for environmental simulations (2008, methodology): “We have tried to create methodology that coheres around a pragmatic logic of inquiry, whereby design theory is developed through recursive cycles of action, analysis, and reflection toward making unknown situations more knowable (Barab & Squire, 2004; Cobb, Stephan, McClain & Gravemeijer, 2001).”
Abstracting processes, from individuals’ constructing of knowledge to a group’s “shared knowledge” (2007, background): “Voigt (1995), Cobb et al. (2001) , and many others; but it goes beyond theirs in several perspectives: 1. The micro- perspective: We provide detailed evidence of the group’s shared basis of knowledge, the manner in which it emerges from the individuals’ knowledge-constructing processes, and the way”