Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Paul Cobb's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Paul Cobb with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Paul Cobb more than expected).
This network shows the impact of papers produced by Paul Cobb. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Paul Cobb. The network helps show where Paul Cobb may publish in the future.
Co-authorship network of co-authors of Paul Cobb
This figure shows the co-authorship network connecting the top 25 collaborators of Paul Cobb.
A scholar is included among the top collaborators of Paul Cobb based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Paul Cobb. Paul Cobb is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Cobb, Paul & Kara Jackson. (2011). Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale.. Mathematics teacher education and development. 13(1). 6–33.109 indexed citations
5.
Cobb, Paul. (2011). Implications of Ernst von Glasersfeld’s Constructivism for Supporting the Improvement of Teaching on a Large Scale. Constructivist Foundations. 6(2). 157–161.1 indexed citations
6.
Munter, Charles, et al.. (2010). Evaluating Math Recovery: Measuring Fidelity of Implementation.. Society for Research on Educational Effectiveness.1 indexed citations
7.
Cobb, Paul & Kay McClain. (2006). The Collective Mediation of a High-Stakes Accountability Program: Communities and Networks of Practice: Communities and Networks of Practice. Mind Culture and Activity. 13(2). 80–100.4 indexed citations
8.
Cobb, Paul. (2006). Supporting a Discourse About Incommensurable Theoretical Perspectives in Mathematics Education. 19.2 indexed citations
McClain, Kay & Paul Cobb. (2004). THE CRITICAL ROLE OF INSTITUTIONAL CONTEXT IN TEACHER DEVELOPMENT. Proceedings of the ... PME Conference.5 indexed citations
11.
Zhao, Qing, et al.. (2004). Supporting students' reasoning with inscriptions. International Conference of Learning Sciences. 142–149.3 indexed citations
12.
Cobb, Paul, et al.. (2002). Using Computer Based Modules to Prepare Pre-service Teachers for Future Learning in the School Classroom. Society for Information Technology & Teacher Education International Conference. 2002(1). 1308–1311.
13.
Steffe, Leslie P. & Paul Cobb. (1998). Multiplicative and Divisional Schemes.. Focus on learning problems in mathematics. 20(1). 45–61.15 indexed citations
14.
Sfard, Anna, Pearla Nesher, Leen Streefland, Paul Cobb, & John Mason. (1998). Learning Mathematics through Conversation: Is It as Good as They Say?.. for the learning of mathematics. 18(1). 41–51.83 indexed citations
15.
Cobb, Paul. (1994). Learning mathematics : constructivist and interactionist theories of mathematical development. Kluwer Academic eBooks.36 indexed citations
16.
Cobb, Paul. (1991). Reconstructing Elementary School Mathematics.. Focus on learning problems in mathematics. 13(2). 3–32.23 indexed citations
Cobb, Paul & Grayson H. Wheatley. (1988). Children's Initial Understandings of Ten.. Focus on learning problems in mathematics. 10(3). 1–28.94 indexed citations
19.
Cobb, Paul. (1987). Information-processing psychology and mathematics education: A constructivist perspective. The Journal of Mathematical Behavior. 6(1). 3–40.34 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.