Supporting the improvement of learning and teaching in social and institutional context

By Paul Cobb. 2001

161 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f6d8ed46acacced3678fdf08a057ae4aa9421c9f

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Citations in the corpus

Documenting the emergence of “speaking with meaning” as a sociomathematical norm in professional learning community discourse (2008, methodology): “We used a design research approach (Brown, 1992; Cobb, 2001; Edelson, 2002) in which iterations of instructional design for PLCs provided the setting for building our understanding of the PLC discourse in relation to the PLC facilitator actions during the PLC session.”
Design Research: What We Learn When We Engage in Design (2002, methodology): “Evaluation of theories is essential, particularly as Cobb (2001) pointed out, for convincing audiences such as administrators and policymakers.”
Reasoning With Tools and Inscriptions (2002, background): “I have argued elsewhere that this orientation gives rise to two basic challenges (P. Cobb, 2001).”
Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007, background): “…instruction, and analysis, are consistent with the practices of teachers who develop broad conceptual and procedural knowledge in their students (Cobb, 2001; Fuson et al., 2000; Lampert, 1988; Simon, 1995; Stigler & Hiebert, 1999); therefore, the curriculum and findings are not only applicable…”
Grounding Metaphors and Inscriptional Resonance: Children's Emerging Understanding of Mathematical Similarity (2002, methodology): “Accordingly, we collaborated with a third-grade classroom teacher to conduct a design or teaching experiment (Brown, 1992; Cobb, 2001; Confrey & LaChance, 2000) in which we explored the feasibility of introducing the mathematics of similarity to young children.”
How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics (2012, background): “Although some scholars (e.g., Cobb, 2001; Steffe & Thompson, 2000) have argued that studies grounded in analyses of a small number of classrooms can be generalizable, as insights developed from such analyses can inform the interpretation of instruction in similar contexts, future research should be…”