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| Journal of the Learning… | 2 |
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| Cobb, Paul | 2 |
| Gravemeijer, Koeno | 1 |
| McClain, Kay | 1 |
| Stephan, Michelle | 1 |
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| Journal Articles | 2 |
| Reports - Research | 2 |
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Peer reviewedCobb, Paul – Journal of the Learning Sciences, 2002
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 interrelated types of norms: a normative purpose, normative standards of argumentation, and normative…
Descriptors: Cognitive Processes, Concept Formation, Learning Strategies, Learning Theories
Peer reviewedCobb, 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
