Paul Cobb

TL;DR: Design experiments have both a pragmatic bent and a theoretical orientation as mentioned in this paper, developing domain-specific theories by systematically studying those forms of learning and the means of supporting them, and the authors clarify what is involved in preparing for and carrying out a design experiment, and conduct a retrospective analysis of the extensive, longitudinal data sets generated during an experiment.

TL;DR: The sociomathematical norms of mathematics classrooms have been investigated in this article, where a second-grade classroom where mathematics instruction generally followed an inquiry tradition are used to clarify the processes by which sociomatical norms are interactively constituted and illustrate how these norms regulate mathematical argumentation and influence learning opportunities for both the students and the teacher.

TL;DR: The authors argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.

TL;DR: In this paper, an interpretive framework was developed in the course of a classroom-based research project, which involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse.

TL;DR: The authors argue that the contrast between the two perspectives cannot be reduced to that of choosing between the individual and the social collective as the primary unit of analysis, and compare the situated viewpoint they find useful in their work with the cognitive approach advocated by Anderson et al. by focusing on their treatments of meaning and instructional goals.