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D-Index & Metrics

Social Sciences and Humanities

D-Index
73
Citations
40505
World Ranking
615
National Ranking
293

Paul Cobb publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Paul Cobb sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 203 publications — 65th percentile

65% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Paul Cobb D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Paul Cobb sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 73 D-Index — 92nd percentile

92% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association
  • 2006 - Fellow of John Simon Guggenheim Memorial Foundation

Overview

Paul Cobb is affiliated with Vanderbilt University in the United States and focuses primarily on research within the social sciences, with a specific emphasis on education. Their scholarly work spans multiple subfields including education, information systems and management, statistics and probability, developmental and educational psychology, and applied psychology.

Their research is closely tied to several main topics, reflecting a broad engagement with the improvement and understanding of teaching and learning processes. These topics include:

  • Mathematics Education and Teaching Techniques
  • Teacher Education and Leadership Studies
  • Educational Assessment and Improvement
  • Reflective Practices in Education
  • Innovative Teaching and Learning Methods
  • Education and Technology Integration
  • Cognitive and Developmental Aspects of Mathematical Skills

Paul Cobb has published in multiple academic venues, including:

  • Implementation and Replication Studies in Mathematics Education
  • Journal of Teacher Education
  • Teaching and Teacher Education
  • International Journal of Mathematical Education in Science and Technology
  • Journal für Mathematik-Didaktik

Their recent papers demonstrate a focus on the practical and theoretical aspects of mathematics education and instructional coaching. Notable publications include:

  • "An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale" (2021) in Implementation and Replication Studies in Mathematics Education
  • "Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching" (2022) in Journal of Teacher Education
  • "Identifying productive one-on-one coaching practices" (2023) in Teaching and Teacher Education
  • "A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States" (2021) in International Journal of Mathematical Education in Science and Technology
  • "Teacher Press to Establish What Counts as an Acceptable Explanation Grounded in Problem Settings" (2024) in Journal für Mathematik-Didaktik

Collaboration is a significant aspect of their work, with frequent coauthors including Kara Jackson, Nicholas Kochmanski, Anna Sfard, Sevim Sevgi, and Giray Berberoğlu.

Paul Cobb's contributions have been recognized through several honors, notably being named a Fellow of the American Educational Research Association in 2008 and a Fellow of the John Simon Guggenheim Memorial Foundation in 2006.

Best Publications

  • Design Experiments in Educational Research

    Paul Cobb;Jere Confrey;Andrea diSessa;Richard Lehrer

  • Sociomathematical Norms, Argumentation, and Autonomy in Mathematics

    Erna Yackel;Paul Cobb

  • Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development

    Paul Cobb

  • Constructivist, emergent, and sociocultural perspectives in the context of developmental research

    Paul Cobb;Erna Yackel

  • Cognitive and Situated Learning Perspectives in Theory and Practice

    Paul Cobb;Janet Bowers

  • Design research from a learning design perspective

    Koeno Gravemeijer;Paul Cobb

  • A Constructivist Alternative to the Representational View of Mind in Mathematics Education.

    Paul Cobb;Erna Yackel;Terry Wood

  • 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 emergence of mathematical meaning : interaction in classroom cultures

    Paul Cobb;Heinrich Bauersfeld

  • Ontological Innovation and the Role of Theory in Design Experiments

    Andrea A. diSessa;Paul Cobb

  • Assessment of a problem-centered second-grade mathematics project.

    Paul Cobb;Terry Wood;Erna Yackel;John Nicholls

  • Reflective Discourse and Collective Reflection

    Paul Cobb;Ada Boufi;Kay McClain;Joy Whitenack

  • The Constructivist Researcher as Teacher and Model Builder

    Paul Cobb;Leslie P. Steffe

  • Characteristics of Classroom Mathematics Traditions: An Interactional Analysis

    Paul Cobb;Terry Wood;Erna Yackel;Betsy McNeal

  • Conducting Teaching Experiments in Collaboration With Teachers

    Paul Cobb

  • Children's Counting Types: Philosophy, Theory, and Application

    Leslie P. Steffe;Paul Cobb;John Richards

  • Chapter 9: Classrooms as Learning Environments for Teachers and Researchers

    Paul Cobb;Terry Wood;Erna Yackel

  • Small-group interactions as a source of learning opportunities in second-grade mathematics.

    Erna Yackel;Paul Cobb;Terry Wood

  • Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District

    Paul Cobb;Kay McClain;Teruni de Silva Lamberg;Chrystal Dean

Frequent Co-Authors

William R. Penuel
William R. Penuel University of Colorado Boulder
Rubén G. Rumbaut
Rubén G. Rumbaut University of California, Irvine
Greg J. Duncan
Greg J. Duncan University of California, Irvine
Andrea A. diSessa
Andrea A. diSessa University of California, Berkeley
Margaret Eisenhart
Margaret Eisenhart University of Colorado Boulder
Patrick W Thompson
Patrick W Thompson Arizona State University
Thomas S. Weisner
Thomas S. Weisner University of California, Los Angeles
Dale C. Farran
Dale C. Farran Vanderbilt University
Richard Lehrer
Richard Lehrer Vanderbilt University
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine

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