Paul A. Cobb,

Q: What Schools Are Affiliated With Paul A. Cobb,

Paul A. Cobb, is affiliated with the following schools: Vanderbilt University, Purdue University

Paul A. Cobb,'s AcademicInfluence.com Rankings

Paul A. Cobb,

Education

#557

World Rank

#826

Historical Rank

Pedagogy

#35

World Rank

#53

Historical Rank

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Education

Paul A. Cobb,'s Degrees

PhD Education Stanford University
Masters Education Stanford University
Bachelors Psychology University of California, Berkeley

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Paul A. Cobb,'s Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Design Experiments in Educational Research (2003) (3151)
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. (1996) (1778)
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development (1994) (1256)
Constructivist, emergent, and sociocultural perspectives in the context of developmental research (1996) (870)
Cognitive and Situated Learning Perspectives in Theory and Practice (1999) (768)
A Constructivist Alternative to the Representational View of Mind in Mathematics Education. (1992) (655)
Design research from a learning design perspective (2006) (642)
Participating in Classroom Mathematical Practices (2001) (597)
Construction of Arithmetical Meanings and Strategies (1987) (593)
Ontological Innovation and the Role of Theory in Design Experiments (2004) (502)
The emergence of mathematical meaning : interaction in classroom cultures (2009) (477)
Assessment of a problem-centered second-grade mathematics project. (1991) (448)
The Constructivist Researcher as Teacher and Model Builder (1983) (406)
Reflective Discourse and Collective Reflection (1997) (401)
Characteristics of Classroom Mathematics Traditions: An Interactional Analysis (1992) (385)
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District (2003) (380)
Discourse, mathematical thinking, and classroom practice. (1993) (365)
Small-group interactions as a source of learning opportunities in second-grade mathematics. (1991) (365)
Conducting Teaching Experiments in Collaboration With Teachers (2000) (352)
Chapter 9: Classrooms as Learning Environments for Teachers and Researchers (1990) (323)
Individual and Collective Mathematical Development: The Case of Statistical Data Analysis. (1999) (322)
An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009) (309)
Theories of Mathematical Learning (1996) (295)
The Tension Between Theories of Learning and Instruction in Mathematics Education (1988) (293)
Assessing students' theories of success in mathematics: Individual and classroom differences. (1990) (266)
Change in Teaching Mathematics: A Case Study (1991) (255)
An Analysis of Development of Sociomathematical Norms in One First-Grade Classroom (2001) (218)
A method for conducting longitudinal analyses of classroom videorecordings and transcripts (1996) (203)
Learning About Statistical Covariation (2003) (202)
Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale. (2011) (190)
Interaction and learning in mathematics classroom situations (1992) (188)
Experimenting to Support and Understand Learning Processes (2008) (183)
Symbolizing and communicating in mathematics classrooms : perspectives on discourse, tools, and instructional design (2000) (177)
A Constructivist Approach to Second Grade Mathematics (1991) (169)
Constructivism in Mathematics and Science Education (1994) (168)
Symbolizing, Modeling, and Instructional Design (2000) (166)
A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002) (154)
Supporting the improvement of learning and teaching in social and institutional context (2001) (151)
Children's Initial Understandings of Ten. (1988) (145)
Learning Mathematics through Conversation: Is It as Good as They Say?. (1998) (144)
Contexts, Goals, Beliefs, and Learning Mathematics. (1986) (144)
Conducting Design Experiments to Support Teachers' Learning: A Reflection From the Field (2009) (143)
Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity (2006) (141)
The Evolution of Mathematical Practices: A Case Study (1999) (129)
Reasoning With Tools and Inscriptions (2002) (119)
Young Children’s Emotional Acts While Engaged in Mathematical Problem Solving (1989) (115)
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017) (104)
The Culture of the Mathematics Classroom: A constructivist perspective on the culture of the mathematics classroom (1998) (101)
Negotiating Identities for Mathematics Teaching in the Context of Professional Development (2011) (94)
Principles of Instructional Design for Supporting the Development of Students’ Statistical Reasoning (2004) (93)
The Contextual Nature of Teaching: Mathematics and Reading Instruction in One Second-Grade Classroom (1990) (92)
Mathematizing and Symbolizing: The Emergence of Chains of Signification in One First-Grade Classroom (2021) (89)
Supporting Students' Ability to Reason about Data (2001) (89)
Cultural Tools and Mathematical Learning: A Case Study. (1995) (83)
An Approach for Supporting Teachers’ Learning in Social Context (2001) (83)
Learning from Distributed Theories of Intelligence (1998) (83)
Supporting Students' Development of Measuring Conceptions: Analyzing Students' Learning in Social Context (2003) (82)
Analyzing Educational Policies: A Learning Design Perspective (2012) (82)
Assessing the Quality of the Common Core State Standards for Mathematics (2011) (80)
Analogies from the philosophy and sociology of science for understanding classroom life (1991) (80)
Culture, Identity, and Equity in the Mathematics Classroom (2010) (77)
Design Research: An Analysis and Critique (2015) (72)
Continuing the Conversation: A Response to Smith (1995) (68)
Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office (2018) (66)
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics (1996) (65)
Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale (2015) (62)
A cross-cultural investigation into the development of place-value concepts of children in Taiwan and the United States (1995) (60)
A follow-up assessment of a second-grade problem-centered mathematics project (1992) (59)
Two children's anticipations, beliefs, and motivations (1985) (59)
Learning mathematics : constructivist and interactionist theories of mathematical development (1994) (59)
Information-processing psychology and mathematics education: A constructivist perspective (1987) (58)
An investigation of young children's academic arithmetic contexts (1987) (56)
Launching Complex Tasks. (2012) (53)
Learning from and Adapting the Theory of Realistic Mathematics education (2008) (51)
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale (2013) (50)
Supporting Students' Ways of Reasoning about Data. (2000) (46)
Diversity, Equity, and Mathematical Learning (2002) (46)
District Development as a Means of Improving Mathematics Teaching and Learning at Scale (2008) (44)
Introduction: The Coordination of Psychological and Sociolog- ical Perspectives in Mathematics Education (2012) (43)
Evaluating Math Recovery (2013) (42)
The interactive constitution of mathematical meaning in one second grade classroom: an illustrative example (1998) (42)
Reflections on Learning and Teaching Mathematics in Elementary School (2012) (40)
The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice. (2006) (39)
Reconstructing Elementary School Mathematics. (1991) (39)
Content-Focused Coaching: Five Key Practices (2016) (36)
Guiding Inquiry-Based Math Learning (2005) (34)
Different ways to implement innovative teaching approaches at scale (2019) (33)
A constructivist perspective on information-processing theories of mathematical activity (1990) (32)
Essay Reviews: Making Mathematics: Children's Learning and the Constructivist Tradition (1986) (30)
An analysis of students’ initial statistical understandings: developing a conjectured learning trajectory (2002) (30)
Constructivism and education: Individual construction, mathematical acculturation, and the classroom community (1998) (30)
Mathematics, literacies, and identity (2016) (30)
Modeling, Symbolizing, and Tool Use in Statistical Data Analysis (2002) (30)
Administrator Observation and Feedback: Does It Lead Toward Improvement in Inquiry-Oriented Math Instruction? (2017) (28)
Developing Mathematical Reasoning within the Context of Measurement (1999) (28)
Accounting for mathematical learning in the social context of the classroom (1998) (27)
The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education (2008) (26)
Constructivism and Activity Theory: A Consideration of Their Similarities and Differences as They Relate to Mathematics Education (1996) (26)
Refining a Vision of Ambitious Mathematics Instruction to Address Issues of Equity (2010) (25)
Talking Mathematics in School: The Role of Imagery and Discourse in Supporting Students' Mathematical Development (1998) (24)
Research Into Practice: Experience, Problem Solving, and Discourse as Central Aspects of Constructivism (1990) (22)
Supporting teachers’ use of research-based instructional sequences (2015) (22)
LEARNING, IDENTITY, AND STATISTICAL DATA ANALYSIS (2002) (22)
Multiplicative and Divisional Schemes. (1998) (22)
A better research-practice partnership (2016) (21)
Supporting Students' Learning of Significant Mathematical Ideas (2008) (21)
Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention (2014) (20)
Mathematics Teachers as Instructional Designers: What Does It Take? (2011) (20)
THE CRITICAL ROLE OF INSTITUTIONAL CONTEXT IN TEACHER DEVELOPMENT (2004) (20)
Classroom video in teacher professional development program: community documentational genesis perspective (2013) (19)
Emergent and Sociocultural Views of Mathematical Activity (2013) (19)
A Contextual Investigation of Three-Digit Addition and Subtraction. (1998) (18)
Concrete can be abstract: A case study (1986) (18)
Designing classroom-learning environments that support mathematical learning (2001) (17)
Two Views of Culture and Their Implications for Mathematics Teaching and Learning (2019) (16)
Research in mathematics education: what can it teach us about human learning (2014) (16)
Theories of Knowledge and Instructional Design: A Response to Colliver (2002) (16)
An Exchange: Constructivism in Mathematics and Science Education (1994) (16)
Learning about whole-class scaffolding from a teacher professional development study (2015) (15)
An Analysis of Three Models of Early Number Development (1987) (15)
An Analysis of Students' Statistical Understandings. (1998) (13)
The Role of Program Theory in Evaluation Research (2016) (13)
Rethinking Elementary School Mathematics: Insights and Issues. Journal for Research in Mathematics Education, Monograph Number 6. (1993) (13)
Chapter 4: Developing a Basis for Mathematical Communication within Small Groups (1993) (12)
Toward a Theory of Construction@@@Children's Counting Types: Philosophy, Theory, and Application (1985) (12)
Improving Access to Mathematics: Diversity and Equity in the Classroom. Multicultural Education Series. (2006) (12)
A DESIGN RESEARCH PERSPECTIVE ON THE IDENTITIES THAT STUDENTS ARE DEVELOPING IN MATHEMATICS CLASSROOMS (2007) (12)
What Does it Mean for an Instructional Task to be Effective (2007) (12)
An Initial Contribution to the Development of a Design Theory of Mathematical Interests: The Case of Statistical Data Analysis (2003) (11)
The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice (2006) (10)
An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale (2021) (10)
Experiential, Cognitive, and Anthropological Perspectives in Mathematics Education (2014) (10)
Educational Design Research to Support System-Wide Instructional Improvement (2015) (10)
The Construction of Conceptual Schemes in Mathematics (2013) (10)
Chapter 3: Theoretical Orientation (1993) (10)
Mathematics Learning as a Social Process (2006) (9)
The Relevance of Practice: A Response to Orton. (1995) (9)
Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education with the North American Chapter 12th PME-NA Conference (14th, Mexico, July 15-20, 1990), Volume 1. (1990) (8)
Chapter 5: The Relationship of Individual Children's Mathematical Conceptual Development to Small-Group Interactions (1993) (8)
Knowledge as Environmental Fit (2008) (8)
Supporting Improvements in the Quality of Mathematics Teaching on a Large Scale (2017) (8)
Teacher Networks and the Role of the Mathematics Coach: How Institutional Factors Influence Coach Centrality (2009) (8)
Learning About Building Mathematics Instruction from Students' Reasoning: A Professional Development Study (2009) (8)
Supporting Students' Reasoning with Inscriptions (2004) (7)
Using Computers in the Classroom: A Problem for Teacher Educators (1983) (7)
On Relationships between Psychological and Sociocultural Perspectives. (1998) (7)
Lessons for Mathematics Education from the Practices of African American Mathematics Teachers (2013) (6)
Mixed Methods for Studies that Address Broad and Enduring Issues in Education Research (2019) (6)
Design Theories of Interest, Motivation, and Engagement for the Learning Sciences (2004) (6)
Chapter 6: The Nature of Whole-Class Discussion (1993) (5)
Situated Cognition: Origins (2001) (5)
Cognitive Development and Children's Solutions to Verbal Arithmetic Problems: A Critique (1983) (5)
Characteristics of Classroom Mathematics Traditions (2016) (5)
Articulating the relation between teachers participation in professional development and their practices in the classroom: Implications for design research (2006) (4)
Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics (2019) (4)
Learning as the Evolution of Discourse: Accounting for Cultural, Group and Individual Development (2009) (4)
Coordinating Leadership Supports for Teachers’ Instructional Improvement (2019) (4)
The Cambridge Handbook of the Learning Sciences: Research in Mathematics Education (2014) (3)
Evaluating Math Recovery: Measuring Fidelity of Implementation. (2010) (3)
Lexical and Syntactical Meanings Tyrone, Scenetra, and Jason (1988) (3)
Professional-Development Design: Building on Current Instructional Practices to Achieve a Professional-Development Agenda (2006) (3)
Evaluating Math Recovery: Assessing the Causal Impact of Math Recovery on Student Achievement. (2010) (3)
Supporting shifts in teachers’ views and uses of problem context in teaching statistics (2010) (3)
Consensus, More or Less@@@Construction of Arithmetical Meanings and Strategies@@@Children's Counting and Concepts of Number (1989) (2)
Situated Cognition: Contemporary Developments (2001) (2)
International group for the psychology of mathematics education : proceedings of the Fourteenth PME Conference with the North America chapter Twelfth PME-NA Conference, July (15-20) 1990 México (1990) (2)
Introduction: Background of the Research (1993) (2)
Putting socio-cultural theories to work in supporting mathematics teachers' professional development (2007) (2)
The institutional setting of mathematics teaching and learning: Introduction (2011) (2)
Diversity, Equity, and Mathematical Learning : A Special Double Issue of mathematical Thinking and Learning (2002) (2)
Adaptive Instructional Systems (2005) (2)
Critique: A Reaction to Three Early Number Papers (1985) (2)
The Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context (2011) (1)
The Relevance of Improvement Research to Mathematics Education (2018) (1)
The Construction of Abstract Unit Items Tyrone, Scenetra, and Jason (1988) (1)
Critiques: Cognitive Development and Children's Solutions to Verbal Arithmetic Problems: A Critique (1983) (1)
Two children's anticipations, beliefs, and motivations (1985) (1)
Supporting teachers’ use of research-based instructional sequences (2015) (1)
Context of Developmental Research (2012) (1)
1 Practical Measures to Improve the Quality of Small-Group and Whole-Class Discussions (2019) (1)
Strategies for Finding Sums and Differences Tyrone, Scenetra, and Jason (1988) (1)
Discursive Perspectives on Mathematical Learning: Commentary on Sfard’s and Lerman’s Chapters (2006) (1)
REVISITING DISCOURSE AS AN INSTRUCTIONAL RESOURCE : PRACTICES THAT CREATE SPACES FOR LEARNING AND STUDENT CONTRIBUTIONS (1)
to Support System-Wide Instructional Improvement (2013) (1)
THE NATURE OF WHOLE-CLASS DISCUSSION (2016) (1)
Using Computer Based Modules to Prepare Pre-service Teachers for Future Learning in the School Classroom (2002) (1)
Title: Evaluating Math Recovery: Implications for Policy and Practice (2010) (1)
Holistic Perspectives on Instructional Design@@@Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design (2001) (1)
Strategies for Finding Sums and Differences Brenda, Tarus, and James (1988) (1)
12 Supporting Students ’ Ways of Reasoning about Data (2001) (0)
Documenting the quality of professional development for ambitious mathematics teaching (2008) (0)
Review: A Double-Edged Sword (1989) (0)
Revising discourse as an instructional resource: Practice that creates spaces for learning and students' contributions (2007) (0)
Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching (2022) (0)
Perspectives on the Principal's Role as Instructional Leader: A Review of the Literature (2009) (0)
On relationships between psychological and sociocultural perspectives in mathematics education (1998) (0)
Classroom video in teacher professional development program: community documentational genesis perspective (2013) (0)
Holistic Perspectives on Instructional Design (2016) (0)
Principal Observation & Feedback: leading towards improvement in ambitious math instruction (2013) (0)
Proceedings : Fourteenth PME Conference with the North American Chapter Twelfth PME-NA Conference, (July 15-20) (1990) (0)
PAUL COBB AND TOM SMITH (2010) (0)
INCLUSIVE SPACES FOR COMPETENCE AND ENGAGEMENT: INVESTIGATING IDENTITY AND ACCESS IN THE CLASSROOM (2008) (0)
District B Public Schools Feedback/recommendation Report May 2011 (0)
Learning about whole-class scaffolding from a teacher professional development study (2015) (0)
The Use of Program Theory in Mathematics Education Evaluation Research. (2014) (0)
Coherent Instructional Systems at the School and School System Levels in the United States (2020) (0)
Exemplary Mixed-Methods Research Studies Compiled by the Mixed Methods Working Group (2019) (0)
Title: Evaluating Math Recovery: Measuring Fidelity of Implementation (2010) (0)
Classroom statistical activity: Supporting shifts in middle school teachers' pedagogical reasoning in statistics (2009) (0)
A Journey in Mathematics Education Research Insights from the Work of Paul Cobb Introduction (2011) (0)
The Construction of Verbal Unit Items Brenda, Tarus, and James (1988) (0)
A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States (2021) (0)
Student Surveys Inform and Improve Classroom Discussion (2020) (0)
Mathematics Education The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in (2009) (0)
A Better Research-Practice Partnership: By Focusing on Real-Time District Challenges, Collaborations between Researchers and District Leaders Can Lead to Research That Is Timely, Relevant, and Actionable (2016) (0)
Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale (2014) (0)

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What Schools Are Affiliated With Paul A. Cobb,?

Paul A. Cobb, is affiliated with the following schools:

Paul A. Cobb,'s Academic­Influence.com Rankings