Reasoning With Tools and Inscriptions

By Paul Cobb. 2002

122 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7afb7cfb2fd8ca85f305cd67f9507ca0575c1909

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Citations in the corpus

Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders' Use of Data Tables and Graphs. (2006, background): “Rather than treating inscriptions as unchangeable knowledge elements or internal representations for students to learn, the social practice perspective views inscriptions as social tools that are constructed and changed through interactions among community members and available resources ( Cobb, 200”
The Power of Mediating Artifacts in Group-Level Development of Mathematical Discourses (2009, background): “Taking a more cognitive approach to analyzing the role of computer-based representations of data in math classrooms, Cobb (2002) found that “symbolizing was an integral aspect of mathematical reasoning” (p. 187).”
Inquiry in Interaction: How Local Adaptations of Curricula Shape Classroom Communities (2004, background): “These differences are important in the normative purpose (Cobb, 2002) of the classroom with differing implications for how participants will explore science.”
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom (2015, background): “The norms of mathematical inquiry follow those proposed by other researchers (e.g., Cobb, 1999; 2002; Franke et al., 2015; McClain & Cobb, 2001; Yackel & Cobb, 1996) that go beyond simply explaining one’s own work to engage with others’ ideas (e.g., active listening, explaining and justifying…”
Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity (2014, background): “Furthermore, engineering design and science inquiry are increasingly viewed as collaborative endeavors in which thinking and learning are distributed cognitive activities (Cobb, 2002; Radinsky, 2008).”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, unknown): “…across a variety of domains (Voss & Van Dyke, 2001) including language arts (Reznitskaya & Anderson, 2002; Reznitskaya et al., 2001), economics (Cho & Jonassen, 2002), mathematics (Cobb, 2002), debate (D. Kuhn & Udell, 2003), and 158 MCNEILL, LIZOTTE, KRAJCIK, MARX science (Driver et al., 2000).”
When Smart Groups Fail (2003, background): “An analysis of practices would articulate how learning is organized, show the way subject matter is presented, and identify the kinds of underlying subject-matter norms (Cobb, 2002) that organize classroom lessons.”