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OverviewTeachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides compelling evidence for a concrete approach that describes how teachers, and individuals more generally, navigate their way through in-the-moment decision-making in well-practiced domains. Applying his theoretical model to detailed representations and analyses of teachers at work as well as of professionals outside education, Schoenfeld argues that understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes effective or ineffective behavior in the classroom and beyond. Full Product DetailsAuthor: Alan H. Schoenfeld (University of California at Berkeley, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.60cm , Length: 22.90cm Weight: 0.650kg ISBN: 9780415878647ISBN 10: 0415878640 Pages: 264 Publication Date: 05 October 2010 Audience: College/higher education , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction and Acknowledgments 1. The Big Picture 2. Reflections, Caveats, Doubts, and Rationalizations 3. The Structure of the Representations Used in this Book 4. Lesson Analysis I: A beginning teacher carrying out a traditional lesson 5. Lesson Analysis II: An experienced teacher carrying out a non-traditional lesson 6. Lesson Analysis III: Third graders! A non-traditional lesson with an emergent agenda 7. Lesson Analysis IV: The analysis of a doctor-patient Consultation – an act of joint problem solving 8. Next Steps Indices, etcReviewsIn-the-moment decision making is perhaps the most central activity of teaching; it is also one of the most elusive teaching activities to study. How We Think presents an approach to modeling in-the-moment decision making as a function of the teacher's goals, orientations, and resources, and invites the educational community to explore the use of this model as a tool for understanding and improving teaching. The product of over a decade of scholarship, it is a wonderful example of theory building through careful, detailed empirical analysis. --Hilda Borko, Professor of Education, Stanford University Alan H. Schoenfeld presents a general scheme for analyzing a person's activity in a dynamic environment by which he frames explanatory accounts of classroom mathematics teaching. There is much here that contributes to understanding important aspects of teaching and that shows how standard assumptions of psychological choice theory can be modified and extended to provide explanations of teaching. --James Greeno, Visiting Professor, School of Education, University of Pittsburgh Author InformationAlan H. Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California, Berkeley. Tab Content 6Author Website:Countries AvailableAll regions |
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