2008 - Fellow of the American Educational Research Association
2006 - Fellow of John Simon Guggenheim Memorial Foundation
The scientist’s investigation covers issues in Mathematics education, Pedagogy, Learning theory, Teaching method and Mathematics instruction. His work on Thinking skills is typically connected to Function as part of general Mathematics education study, connecting several disciplines of science. His Constructivist teaching methods and Instructional design study in the realm of Pedagogy interacts with subjects such as Work.
The concepts of his Learning theory study are interwoven with issues in Concept learning, Perspective and Philosophy of mathematics education. In his work, Attribution, Orientation, Id, ego and super-ego, Math wars and Connected Mathematics is strongly intertwined with Value, which is a subfield of Teaching method. His work in Mathematics instruction addresses issues such as Educational research, which are connected to fields such as Design-based research.
His primary scientific interests are in Mathematics education, Pedagogy, Mathematics instruction, Instructional design and Connected Mathematics. His studies link Professional development with Mathematics education. The various areas that Paul Cobb examines in his Pedagogy study include Context and Perspective.
His work deals with themes such as Research design, Frame and Collaborative learning, which intersect with Perspective. His Philosophy of mathematics education research incorporates elements of Constructivism, Science education, Learning theory and Education theory. His work on Cooperative learning as part of general Teaching method research is frequently linked to Instructional leadership, bridging the gap between disciplines.
Paul Cobb focuses on Mathematics education, Pedagogy, Faculty development, Professional development and Instructional design. His Mathematics education research incorporates themes from Research design and Program evaluation. His Pedagogy research is mostly focused on the topic Teaching method.
Paul Cobb interconnects Mathematical reasoning and Metaphor in the investigation of issues within Teaching method. His work in Faculty development tackles topics such as Mathematics instruction which are related to areas like Coherence. His study focuses on the intersection of Reform mathematics and fields such as Core-Plus Mathematics Project with connections in the field of Math wars and Comprehensive School Mathematics Program.
Paul Cobb mainly focuses on Mathematics education, Pedagogy, Professional development, Faculty development and Educational research. As part of his studies on Mathematics education, he often connects relevant subjects like Counterfactual thinking. In general Pedagogy, his work in Teacher learning is often linked to Teacher leadership and Coaching linking many areas of study.
Paul Cobb has researched Teacher learning in several fields, including Teacher community, Perspective and Professional learning community. His research in Educational research intersects with topics in Organizational effectiveness, Interpersonal relationship and Applied psychology. His work carried out in the field of Instructional design brings together such families of science as Reform mathematics, Connected Mathematics and Core-Plus Mathematics Project.
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Design Experiments in Educational Research
Paul Cobb;Jere Confrey;Andrea diSessa;Richard Lehrer.
Educational Researcher (2003)
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Erna Yackel;Paul Cobb.
Journal for Research in Mathematics Education (1996)
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Educational Researcher (1994)
Constructivist, emergent, and sociocultural perspectives in the context of developmental research
Paul Cobb;Erna Yackel.
Educational Psychologist (1996)
Cognitive and Situated Learning Perspectives in Theory and Practice
Paul Cobb;Janet Bowers.
Educational Researcher (1999)
A Constructivist Alternative to the Representational View of Mind in Mathematics Education.
Paul Cobb;Erna Yackel;Terry Wood.
Journal for Research in Mathematics Education (1992)
Design research from a learning design perspective
Koeno Gravemeijer;Paul Cobb.
Construction of Arithmetical Meanings and Strategies
Leslie P. Steffe;Paul Cobb;Ernst von Glasersfeld.
Participating in Classroom Mathematical Practices
Paul Cobb;Michelle Stephan;Kay McClain;Koeno Gravemeijer.
The Journal of the Learning Sciences (2001)
The emergence of mathematical meaning : interaction in classroom cultures
Paul Cobb;Heinrich Bauersfeld.
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