Participating in classroom mathematical practices

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

Research output: Contribution to journalArticleAcademicpeer-review

244 Citations (Scopus)

Abstract

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
Volume10
Issue number1-2
DOIs
Publication statusPublished - 2001

Fingerprint Dive into the research topics of 'Participating in classroom mathematical practices'. Together they form a unique fingerprint.

  • Cite this

    Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. P. E. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10(1-2), 113-163. https://doi.org/10.1207/S15327809JLS10-1-2_6