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Munter, Charles; Cobb, Paul; Shekell, Calli – Society for Research on Educational Effectiveness, 2014
One purpose of education research is to develop and rigorously evaluate the effectiveness of programs for supporting students' learning and achievement. The Institute of Education Sciences has amplified that purpose (Shadish & Cook, 2009) and attempted to improve the methodological standards for conducting such work--primarily through the What…
Descriptors: Educational Research, Program Evaluation, Theories, Mathematics Education
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Visnovska, Jana; Cobb, Paul – ZDM: The International Journal on Mathematics Education, 2015
The importance of teachers developing adaptive instructional practices consistent with metaphor of whole-class scaffolding has been well documented. However, teachers' development of such practices is currently not well understood. We draw on a 5-year professional development (PD) design experiment in which a group of middle school mathematics…
Descriptors: Scaffolding (Teaching Technique), Faculty Development, Middle School Teachers, Mathematics Teachers
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Cobb, Paul; Jackson, Kara – Teachers College Record, 2013
In this commentary, we discuss the lessons we learned from case studies of two African American mathematics teachers, thereby endorsing the claim made by the contributors to this special issue that the insights they gained are not restricted to mathematics teaching in nonselective urban schools but can also inform the field more generally. We then…
Descriptors: African American Teachers, Mathematics Teachers, Mathematics Instruction, Urban Schools
Gibbons, Lynsey K.; Cobb, Paul – Journal of Teacher Education, 2017
Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why…
Descriptors: Coaching (Performance), Learning Activities, Educational Opportunities, Instructional Improvement
Smith, Thomas; Cobb, Paul; Farran, Dale; Cordray, David; Munter, Charles; Dunn, Alfred – Society for Research on Educational Effectiveness, 2010
The authors' goal was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program that has been designed to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap and enabling participants to achieve at the level of their higher-performing peers in the…
Descriptors: Mathematics Achievement, Academic Achievement, Program Effectiveness, Tutors
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Munter, Charles; Cobb, Paul; Shekell, Calli – American Journal of Evaluation, 2016
We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K-12 mathematics program evaluations in the last two decades that have met standards for inclusion…
Descriptors: Evaluation Research, Clearinghouses, Standards, Mathematics Education
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Gresalfi, Melissa Sommerfeld; Cobb, Paul – Journal for Research in Mathematics Education, 2011
This article presents an analytical approach for documenting the identities for teaching that mathematics teachers negotiate as they participate in 2 or more communities that define high-quality teaching differently. Drawing on data from the first 2 years of a collaboration with a group of middle school mathematics teachers, the article focuses on…
Descriptors: Mathematics Teachers, Mathematics Instruction, Teaching Methods, Teacher Attitudes
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Jackson, Kara; Cobb, Paul; Wilson, Jonee; Webster, Megan; Dunlap, Charlotte; Appelgate, Mollie – ZDM: The International Journal on Mathematics Education, 2015
A key aspect of supporting teachers' learning on a large scale concerns mathematics leaders' practices in designing for and leading high-quality professional development. We report on a retrospective analysis of an initial design experiment aimed at supporting the learning of three math leaders who were charged with supporting the…
Descriptors: Mathematics Teachers, Middle School Teachers, Middle Schools, Mathematics Instruction
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Sfard, Anna; Nesher, Pearla; Streefland, Leen; Cobb, Paul; Mason, John – For the Learning of Mathematics, 1998
Presents three schools of argument on mathematical communication: (1) cognitivist argument; (2) interactionist argument; and (3) neo-pragmatist argument. Distinguishes the mathematical versus talking about mathematics, talking mathematics versus learning the art of mathematical conversation, and the conversation of mathematicians versus students'…
Descriptors: Classroom Communication, Elementary Secondary Education, Mathematical Linguistics, Mathematics Education
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Cobb, Paul; Gresalfi, Melissa; Hodge, Lynn Liao – Journal for Research in Mathematics Education, 2009
Our primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop in mathematics classrooms that can inform instructional design and teaching. We first introduce the key constructs of normative identity and personal identity, and then illustrate how they can be used to conduct empirical…
Descriptors: Instructional Design, Mathematics Instruction, Middle School Students, Student Characteristics
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Cobb, Paul – Educational Researcher, 1994
Argues that mathematical learning should be viewed as a process of active individual construction and a process of enculturation into the mathematical practices of wider society. It further argues that the sociocultural perspective theorizes the conditions for the possibility of learning, whereas constructivist perspectives focus on what students…
Descriptors: Comparative Analysis, Concept Formation, Constructivism (Learning), Elementary Secondary Education
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Munter, Charles; Wilhelm, Anne Garrison; Cobb, Paul; Cordray, David S. – Journal of Research on Educational Effectiveness, 2014
This article draws on previously employed methods for conducting fidelity studies and applies them to an evaluation of an unprescribed intervention. We document the process of assessing the fidelity of implementation of the Math Recovery first-grade tutoring program, an unprescribed, diagnostic intervention. We describe how we drew on recent…
Descriptors: Intervention, Program Implementation, Mathematics Education, Educational Diagnosis
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Cobb, Paul; Stephan, Michelle; McClain, Kay; Gravemeijer, Koeno – Journal of the Learning Sciences, 2001
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 educators who conduct classroom-based design research. Frames sample analysis as a paradigm case in…
Descriptors: Cognitive Processes, Concept Formation, Cooperation, Elementary Secondary Education
Cobb, Paul – Focus on Learning Problems in Mathematics, 1991
Challenged is the traditional model for the transmission of mathematics in the elementary school classroom. An inquiry approach to learning mathematics is proposed and supported with results of a year long research project that exposed second graders to mathematical learning experiences using this approach. (MDH)
Descriptors: Beliefs, Cognitive Development, Cognitive Processes, Concept Formation
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Yackel, Erna; Cobb, Paul – Journal for Research in Mathematics Education, 1996
Presents a way of interpreting mathematics classrooms, by advancing the notion of sociomathematical norms, to account for how students develop mathematical beliefs and values and how they become intellectually autonomous in mathematics. Includes episodes from a second-grade classroom to clarify the processes by which sociomathematical norms are…
Descriptors: Beliefs, Classroom Environment, Cognitive Development, Elementary Education
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