Reasoning with Tools and Inscriptions

Paul Cobb

Journal of the Learning Sciences Vol. 11, No. 2 (2002) pp. 187–215

Analyzes two classroom episodes using a classroom mathematical practice together with students' diverse ways of contributing to its continual regeneration as the unit of analysis. Asserts that a classroom mathematical practice is composed of three...

Supporting Students' Ability To Reason about Data

Kay McClain; Paul Cobb

Educational Studies in Mathematics Vol. 45, No. 1 (2001) pp. 103–29

Describes the role of an instructional sequence and two accompanying computer-based tools in supporting students' developing understandings of statistical data analysis. Documents the emergence of the sociomathematical norm of what counts as a...

Analyzing Educational Policies: A Learning Design Perspective

Paul Cobb; Kara Jackson

Journal of the Learning Sciences Vol. 21, No. 4 (2012) pp. 487–521

In this article we describe and illustrate an analytical perspective in which educational policies are viewed as designs for supporting learning. From the learning design perspective, a policy comprises 3 components that we term the what, how, and ...

Ontological Innovation and the Role of Theory in Design Experiments

Andrea A. diSessa; Paul Cobb

Journal of the Learning Sciences Vol. 13, No. 1 (Jan 01, 2004) pp. 77–103

The motivation for this article is our belief that theory is critically important but currently underplayed in design research studies. We seek to characterize and illustrate a genre of theorizing that seems to us strongly synergistic with design...

Conducting Design Experiments to Support Teachers' Learning: A Reflection from the Field

Paul Cobb; Qing Zhao; Chrystal Dean

Journal of the Learning Sciences Vol. 18, No. 2 (2009) pp. 165–199

This article focuses on 3 conceptual challenges that we sought to address while conducting a design experiment in which we supported the learning of a group of middle school mathematics teachers. These challenges involved (a) situating teachers'...

Using Computer Based Modules to Prepare Pre-service Teachers for Future Learning in the School Classroom

Lori Tyler; Paul Cobb; Chrystal Dean

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1308–1311

In the context of computer based modular design, we are currently investigating ways to bridge the gap between the university and the school classroom for pre-service elementary teachers. We have developed two authentic web-based cases in which pre-...

Topics: Teachers, Mathematics

Participating in Classroom Mathematical Practices

Paul Cobb; Michelle Stephan; Kay McClain; Koeno Gravemeijer

Journal of the Learning Sciences Vol. 10, No. 1 (2001) pp. 113–163

Describes a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. In developing the rationale for this approach, grounds the discussion in work of mathematics...