- Cobb, P., & Jackson, K. (2015). Supporting teachers’ use of research-based instructional sequences. ZDM – The International Journal of Mathematics Education, 47, 1027-1038.*
- Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching approaches at scale. Educational Studies in Mathematics, 102, 303-318.*
- Gibbons, L., & Cobb, P. (2016). Content-focused coaching: Five key practices. Elementary School Journal, 117, 237-260.*
- Cobb, P., Jackson, K., & Dunlap, C. (2017). Conducting design studies to investigate and support mathematics students’ and teachers’ learning. In J. Cai (Ed.), First Compendium for Research in Mathematics Education (207-233). Reston, VA: National Council of Teachers of Mathematics.*
- Henrick, E., Cobb, P., Penuel, W.R., Jackson, K., & Clark, T. (2017). Assessing research-practice partnerships: Five dimensions of effectiveness. New York: W. T. Grant Foundation.
MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades. The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.