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A Journey in Mathematics Education Research

Insights from the Work of Paul Cobb

  • Anna Sfard
  • Koeno Gravemeijer
  • Erna Yackel

Part of the Mathematics Education Library book series (MELI, volume 48)

Table of contents

  1. Front Matter
    Pages i-xxiv
  2. Erna Yackel, Koeno Gravemeijer
    Pages 1-5
  3. Radical Constructivism

    1. Front Matter
      Pages 7-7
    2. Paul Cobb
      Pages 9-17
    3. Paul Cobb, Leslie P. Steffe
      Pages 19-30
  4. Social Constructivism

    1. Front Matter
      Pages 31-31
    2. Paul Cobb, Erna Yackel
      Pages 33-40
  5. Symbolizing and Instructional Design – Developing Instructional Sequences to Support Students’ Mathematical Learning

    1. Front Matter
      Pages 73-73
    2. Paul Cobb, Koeno Gravemeijer, Erna Yackel
      Pages 75-84
  6. Classroom Mathematical Practices

    1. Front Matter
      Pages 107-107
    2. Paul Cobb, Michelle Stephan, Janet Bowers
      Pages 109-115
    3. Paul Cobb, Michelle Stephan, Kay McClain, Koeno Gravemeijer
      Pages 117-163
  7. Diversity and Equity

    1. Front Matter
      Pages 165-165
    2. Paul Cobb, Lynn Liao Hodge, Melissa Gresalfi
      Pages 167-177
    3. Paul Cobb, Lynn Liao Hodge
      Pages 179-195
  8. The Institutional Setting of Mathematics Teaching and Learning

    1. Front Matter
      Pages 197-197
    2. Paul Cobb, Chrystal Dean, Teruni Lamberg, Jana Visnovska, Qing Zhao
      Pages 199-206
  9. Back Matter
    Pages 241-246

About this book

Introduction

This book presents ideas developed by Paul Cobb and his colleagues that have significantly influenced the field of mathematics education over the past three decades. In this volume, they are brought together for readers to present a clear view of how the field has changed during that time. During his career Cobb moved from looking at a single child's mathematical reasoning, to a class learning a particular mathematical topic, to a group of school teachers, and to a school district with all its teachers, teachers' teachers and principals. It was his wish to make a real difference and his constantly revised understanding of what it takes to do so that dictated this gradual broadening of the unit of analysis. This development is presented in this book with the help of chronologically organized previously published papers, each of which represents a distinct stage in this intellectual journey and is preceded by a new commentary that sheds additional light on the processes of reconceptualization and thus helps the reader to understand the reasons, mechanisms, and outcomes of researchers’ constant pursuit of new insights. This book thus demonstrates how research develops and evolves when theory and practice are taken as mutually informing aspects of the researcher’s work. In this sense, the volume is relevant to audiences primarily interested in practical aspects of mathematics education as well as to those whose primary interests lie in theoretical developments.

Keywords

Equity and Identity Institutional Setting of Mathematics Instructional Design Mathematical Practices Mathematics Teaching and Learning Radical Constructivism Social Constructivism Symbolizing

Editors and affiliations

  • Anna Sfard
    • 1
  • Koeno Gravemeijer
    • 2
  • Erna Yackel
    • 3
  1. 1.Tel AvivIsrael
  2. 2., Eindhoven School of EducationEindhoven University of EindhovenEindhovenNetherlands
  3. 3.DyerUSA

Bibliographic information