Participating in classroom mathematical practices

P. Cobb, M. Stephan, K. McClain, K.P.E. Gravemeijer

    Research output: Contribution to journalArticleAcademicpeer-review

    298 Citations (Scopus)


    In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research
    Original languageEnglish
    Pages (from-to)113-163
    JournalJournal of the Learning Sciences
    Issue number1-2
    Publication statusPublished - 2001


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