| Year |
Citation |
Score |
| 2019 |
Gibbons LK, Wilhelm AG, Cobb P. Coordinating Leadership Supports for Teachers’ Instructional Improvement: The Journal of School Leadership. 29: 248-268. DOI: 10.1177/1052684619836824 |
0.647 |
|
| 2019 |
Hodge LL, Cobb P. Two Views of Culture and Their Implications for Mathematics Teaching and Learning. Urban Education. 54: 860-884. DOI: 10.1177/0042085916641173 |
0.789 |
|
| 2019 |
Visnovska J, Cobb P. Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics Mathematical Thinking and Learning. 21: 285-305. DOI: 10.1080/10986065.2019.1576003 |
0.777 |
|
| 2019 |
Maass K, Cobb P, Krainer K, Potari D. Different ways to implement innovative teaching approaches at scale Educational Studies in Mathematics. 102: 303-318. DOI: 10.1007/S10649-019-09920-8 |
0.323 |
|
| 2017 |
Gibbons LK, Cobb P. Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities Journal of Teacher Education. 68: 411-425. DOI: 10.1177/0022487117702579 |
0.706 |
|
| 2017 |
Rigby JG, Larbi-Cherif A, Rosenquist BA, Sharpe CJ, Cobb P, Smith T. Administrator Observation and Feedback: Does It Lead Toward Improvement in Inquiry-Oriented Math Instruction? Educational Administration Quarterly. 53: 475-516. DOI: 10.1177/0013161X16687006 |
0.476 |
|
| 2016 |
Munter C, Cobb P, Shekell C. The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education American Journal of Evaluation. 37: 7-26. DOI: 10.1177/1098214015571122 |
0.739 |
|
| 2016 |
Henrick E, Munoz MA, Cobb P. A better research-practice partnership Phi Delta Kappan. 98: 23-27. DOI: 10.1177/0031721716677258 |
0.306 |
|
| 2016 |
Gibbons LK, Cobb P. Content-Focused Coaching: Five Key Practices Elementary School Journal. 117: 237-260. DOI: 10.1086/688906 |
0.72 |
|
| 2015 |
Visnovska J, Cobb P. Learning about whole-class scaffolding from a teacher professional development study Zdm - Mathematics Education. 47: 1133-1145. DOI: 10.1007/S11858-015-0739-7 |
0.773 |
|
| 2015 |
Cobb P, Jackson K. Supporting teachers’ use of research-based instructional sequences Zdm - Mathematics Education. 47: 1027-1038. DOI: 10.1007/S11858-015-0692-5 |
0.518 |
|
| 2015 |
Jackson K, Cobb P, Wilson J, Webster M, Dunlap C, Appelgate M. Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale Zdm - International Journal On Mathematics Education. 47: 93-104. DOI: 10.1007/S11858-014-0652-5 |
0.575 |
|
| 2014 |
Munter C, Wilhelm AG, Cobb P, Cordray DS. Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention Journal of Research On Educational Effectiveness. 7: 83-113. DOI: 10.1080/19345747.2013.809177 |
0.737 |
|
| 2013 |
Smith TM, Cobb P, Farran DC, Cordray DS, Munter C. Evaluating Math Recovery: Assessing the Causal Impact of a Diagnostic Tutoring Program on Student Achievement American Educational Research Journal. 50: 397-428. DOI: 10.3102/0002831212469045 |
0.772 |
|
| 2013 |
Visnovska J, Cobb P. Classroom video in teacher professional development program: Community documentational genesis perspective Zdm - International Journal On Mathematics Education. 45: 1017-1029. DOI: 10.1007/S11858-013-0523-5 |
0.779 |
|
| 2013 |
Cobb P, Jackson K. Lessons for mathematics education from the practices of african american mathematics teachers Teachers College Record. 115. |
0.474 |
|
| 2012 |
Cobb P, Jackson K. Analyzing Educational Policies: A Learning Design Perspective Journal of the Learning Sciences. 21: 487-521. DOI: 10.1080/10508406.2011.630849 |
0.41 |
|
| 2011 |
Gresalfi MS, Cobb P. Negotiating identities for mathematics teaching in the context of professional development Journal For Research in Mathematics Education. 42: 270-304. DOI: 10.5951/Jresematheduc.42.3.0270 |
0.559 |
|
| 2011 |
Cobb P, Jackson K. Assessing the quality of the common core state standards for mathematics Educational Researcher. 40: 183-185. DOI: 10.3102/0013189X11409928 |
0.374 |
|
| 2011 |
Cobb P. Implications of Ernst von Glasersfeld's constructivism for supporting the improvement of teaching on a large scale Constructivist Foundations. 6: 157-161. |
0.324 |
|
| 2009 |
Cobb P, Zhao Q, Dean C. Conducting design experiments to support teachers' learning: A reflection from the field Journal of the Learning Sciences. 18: 165-199. DOI: 10.1080/10508400902797933 |
0.59 |
|
| 2009 |
Cobb P, Gresalfi M, Hodge LL. An interpretive scheme for analyzing the identities that students develop in mathematics classrooms Journal For Research in Mathematics Education. 40: 40-68. |
0.768 |
|
| 2008 |
Cobb P, Jackson K. The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education Educational Researcher. 37: 573-581. DOI: 10.3102/0013189X08327826 |
0.459 |
|
| 2008 |
Hodge LL, Cobb P. Inclusive spaces for competence and engagement: Investigating identity and access in the classroom Journal of Women and Minorities in Science and Engineering. 14: 339-360. DOI: 10.1615/Jwomenminorscieneng.V14.I4.10 |
0.797 |
|
| 2006 |
Cobb P, McClain K. The collective mediation of a high-stakes accountability program: Communities and networks of practice Mind, Culture, and Activity. 13: 80-100. DOI: 10.1007/978-90-481-9729-3_13 |
0.448 |
|
| 2004 |
DiSessa AA, Cobb P. Ontological Innovation and the Role of Theory in Design Experiments Journal of the Learning Sciences. 13: 77-103. DOI: 10.1207/S15327809Jls1301_4 |
0.338 |
|
| 2003 |
Cobb P, McClain K, Lamberg TdS, Dean C. Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District Educational Researcher. 32: 13-24. DOI: 10.3102/0013189X032006013 |
0.395 |
|
| 2003 |
Cobb P, Confrey J, diSessa A, Lehrer R, Schauble L. Design Experiments in Educational Research Educational Researcher. 32: 9-13. DOI: 10.3102/0013189X032001009 |
0.333 |
|
| 2003 |
Cobb P, McClain K, Gravemeijer K. Learning about statistical covariation Cognition and Instruction. 21: 1-78. DOI: 10.1207/S1532690Xci2101_1 |
0.443 |
|
| 2002 |
Cobb P. Theories of knowledge and instructional design: a response to Colliver. Teaching and Learning in Medicine. 14: 52-5. PMID 11865751 DOI: 10.1207/S15328015Tlm1401_12 |
0.312 |
|
| 2002 |
Cobb P, Hodge LL. A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom Mathematical Thinking and Learning. 4: 249-284. DOI: 10.1207/S15327833Mtl04023_7 |
0.781 |
|
| 2002 |
Nasir NS, Cobb P. Diversity, Equity, and Mathematical Learning Mathematical Thinking and Learning. 4: 91-102. DOI: 10.1207/S15327833Mtl04023_1 |
0.333 |
|
| 2002 |
Cobb P. Reasoning with tools and inscriptions Journal of the Learning Sciences. 11: 187-215. DOI: 10.1207/S15327809Jls11,2-3N_3 |
0.487 |
|
| 2002 |
McGatha M, Cobb P, McClain K. An analysis of students' initial statistical understandings: Developing a conjectured learning trajectory Journal of Mathematical Behavior. 21: 339-355. DOI: 10.1016/S0732-3123(02)00133-5 |
0.44 |
|
| 2001 |
Thompson PW, Cobb P, Yackel E, McClain K. Holistic Perspectives on Instructional Design Journal For Research in Mathematics Education. 32: 321. DOI: 10.2307/749830 |
0.309 |
|
| 2001 |
McClain K, Cobb P. An Analysis of Development of Sociomathematical Norms in One First-Grade Classroom Journal For Research in Mathematics Education. 32: 236-266. DOI: 10.2307/749827 |
0.544 |
|
| 2001 |
Mcclain K, Cobb P. Supporting students' ability to reason about data Educational Studies in Mathematics. 45: 103-129. DOI: 10.1023/A:1013874514650 |
0.42 |
|
| 2001 |
Cobb P, Stephan M, McClain K, Gravemeijer K. Participating in classroom mathematical practices Journal of the Learning Sciences. 10: 113-163. DOI: 10.1007/978-90-481-9729-3_9 |
0.518 |
|
| 1999 |
Cobb P, Bowers J. Cognitive and situated learning perspectives in theory and practice Educational Researcher. 28: 4-15. DOI: 10.3102/0013189X028002004 |
0.435 |
|
| 1999 |
Cobb P. Individual and Collective Mathematical Development: The Case of Statistical Data Analysis Mathematical Thinking and Learning. 1: 5-43. DOI: 10.1207/S15327833Mtl0101_1 |
0.515 |
|
| 1999 |
Bowers J, Cobb P, McClain K. The evolution of mathematical practices: A case study Cognition and Instruction. 17: 25-64. DOI: 10.1207/S1532690Xci1701_2 |
0.532 |
|
| 1998 |
Yackel E, Cobb P, Wood T. The interactive constitution of mathematical meaning in one second grade classroom: An illustrative example Journal of Mathematical Behavior. 17: 469-488. DOI: 10.1016/S0732-3123(99)00003-6 |
0.505 |
|
| 1998 |
Cobb P. Learning from distributed theories of intelligence Mind, Culture, and Activity. 5: 187-204. DOI: 10.1007/978-90-481-9729-3_7 |
0.383 |
|
| 1997 |
Cobb P, Boufi A, McClain K, Whitenack J. Reflective Discourse and Collective Reflection Journal For Research in Mathematics Education. 28: 258-277. DOI: 10.5951/Jresematheduc.28.3.0258 |
0.52 |
|
| 1996 |
Yackel E, Cobb P. Sociomathematical norms, argumentation, and autonomy in mathematics Journal For Research in Mathematics Education. 27: 458-477. DOI: 10.2307/749877 |
0.515 |
|
| 1996 |
Cobb P, Yackel E. Constructivist, emergent, and sociocultural perspectives in the context of developmental research Educational Psychologist. 31: 175-190. DOI: 10.1207/S15326985Ep3103 |
0.442 |
|
| 1996 |
Cobb P, Whitenack JW. A method for conducting longitudinal analyses of classroom videorecordings and transcripts Educational Studies in Mathematics. 30: 213-228. DOI: 10.1007/Bf00304566 |
0.379 |
|
| 1995 |
Cobb P. Cultural Tools and Mathematical Learning: A Case Study. Journal For Research in Mathematics Education. 26: 362-385. DOI: 10.5951/Jresematheduc.26.4.0362 |
0.441 |
|
| 1995 |
Cobb P. The Relevance of Practice: A Response to Orton. Journal For Research in Mathematics Education. 26: 230-253. DOI: 10.5951/Jresematheduc.26.3.0230 |
0.412 |
|
| 1995 |
Cobb P. Continuing the Conversation: A Response to Smith Educational Researcher. 24: 25-27. DOI: 10.3102/0013189X024007025 |
0.392 |
|
| 1995 |
Yang MTL, Cobb P. A cross-cultural investigation into the development of place-value concepts of children in Taiwan and the United States Educational Studies in Mathematics. 28: 1-33. DOI: 10.1007/Bf01273854 |
0.395 |
|
| 1994 |
Cobb P. Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development Educational Researcher. 23: 13-20. DOI: 10.3102/0013189X023007013 |
0.417 |
|
| 1994 |
Cobb P. Constructivism in Mathematics and Science Education Educational Researcher. 23: 4. DOI: 10.3102/0013189X023007004 |
0.339 |
|
| 1994 |
Cobb P. An Exchange: Constructivism in Mathematics and Science Education Educational Researcher. 23: 4. DOI: 10.2307/1176932 |
0.335 |
|
| 1992 |
Cobb P, Wood T, Yackel E, McNeal B. Characteristics of Classroom Mathematics Traditions: An Interactional Analysis American Educational Research Journal. 29: 573-604. DOI: 10.3102/00028312029003573 |
0.524 |
|
| 1992 |
Cobb P, Yackel E, Wood T. A Constructivist Alternative to the Representational View of Mind in Mathematics Education. Journal For Research in Mathematics Education. 23: 2-33. DOI: 10.2307/749161 |
0.337 |
|
| 1992 |
Cobb P, Wood T, Yackel E, Perlwitz M. A follow-up assessment of a second-grade problem-centered mathematics project Educational Studies in Mathematics. 23: 483-504. DOI: 10.1007/Bf00571469 |
0.421 |
|
| 1992 |
Cobb P, Yackel E, Wood T. Interaction and learning in mathematics classroom situations Educational Studies in Mathematics. 23: 99-122. DOI: 10.1007/Bf00302315 |
0.412 |
|
| 1991 |
Wood T, Cobb P, Yackel E. Change in Teaching Mathematics: A Case Study American Educational Research Journal. 28: 587-616. DOI: 10.3102/00028312028003587 |
0.48 |
|
| 1991 |
Cobb P, Wood T, Yackel E, Nicholls J, Wheatley G, Trigatti B, Perlwitz M. Assessment of a problem-centered second-grade mathematics project. Journal For Research in Mathematics Education. 22: 3-29. DOI: 10.2307/749551 |
0.468 |
|
| 1991 |
Yackel E, Cobb P, Wood T. Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal For Research in Mathematics Education. 22: 390-408. DOI: 10.2307/749187 |
0.433 |
|
| 1991 |
Cobb P, Wood T, Yackel E. Analogies from the philosophy and sociology of science for understanding classroom life Science Education. 75: 23-44. DOI: 10.1002/Sce.3730750104 |
0.321 |
|
| 1990 |
Nicholls JG, Cobb P, Wood T, Yackel E, Patashnick M. Assessing students' theories of success in mathematics: Individual and classroom differences. Journal For Research in Mathematics Education. 21: 109-122. DOI: 10.2307/749138 |
0.419 |
|
| 1990 |
Wood T, Cobb P, Yackel E. The Contextual Nature of Teaching: Mathematics and Reading Instruction in One Second-Grade Classroom Elementary School Journal. 90: 497-513. DOI: 10.1086/461629 |
0.544 |
|
| 1990 |
Cobb P. A constructivist perspective on information-processing theories of mathematical activity International Journal of Educational Research. 14: 67-92. DOI: 10.1016/0883-0355(90)90017-3 |
0.379 |
|
| 1989 |
Cobb P, Fischbein E. A Double-Edged Sword@@@Intuition in Science and Mathematics Journal For Research in Mathematics Education. 20: 213. DOI: 10.2307/749284 |
0.32 |
|
| 1989 |
Clements DH, Steffe LP, Cobb P, von Glasersfeld E, Fuson KC. Consensus, More or Less Journal For Research in Mathematics Education. 20: 111. DOI: 10.2307/749102 |
0.626 |
|
| 1988 |
Cobb P. The Tension Between Theories of Learning and Instruction in Mathematics Education Educational Psychologist. 23: 87-103. DOI: 10.1207/S15326985Ep2302_2 |
0.485 |
|
| 1987 |
Cobb P. An investigation of young children's academic arithmetic contexts Educational Studies in Mathematics. 18: 109-124. DOI: 10.1007/Bf00314722 |
0.45 |
|
| 1986 |
Cobb P. Concrete can be abstract: A case study Educational Studies in Mathematics. 17: 37-48. DOI: 10.1007/Bf00302377 |
0.368 |
|
| 1985 |
Carpenter TP, Steffe LP, Glasersfeld Ev, Richards J, Cobb P. Toward a Theory of Construction@@@Children's Counting Types: Philosophy, Theory, and Application Journal For Research in Mathematics Education. 16: 70. DOI: 10.2307/748978 |
0.648 |
|
| 1983 |
Steffe LP, Cobb P. Cognitive Development and Children's Solutions to Verbal Arithmetic Problems: A Critique Journal For Research in Mathematics Education. 14: 74. DOI: 10.2307/748799 |
0.674 |
|
| 1983 |
Bush WS, Cobb P. Using Computers in the Classroom: A Problem for Teacher Educators Action in Teacher Education. 5: 9-14. DOI: 10.1080/01626620.1983.10519165 |
0.4 |
|
| 1983 |
Cobb P, Steffe LP. The Constructivist Researcher as Teacher and Model Builder Journal For Research in Mathematics Education. 14: 83-94. DOI: 10.1007/978-90-481-9729-3_3 |
0.737 |
|
| 1952 |
Cobb PR. High School Seniors Attitudes Toward Teachers and the Teaching Profession Nassp Bulletin. 36: 140-144. DOI: 10.1177/019263655203618321 |
0.341 |
|
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