Author Description

From The Publisher. Teachers 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. Part 1. Overview Of The Theory -- From Problem Solving To Teaching And Beyond -- The Big Picture -- Reflections, Caveats, Doubts, And Rationalizations -- Part 2. Studies Of Teaching -- Introduction To Part 2: Structure Of The Representations Used In This Book -- Lesson Analysis 1: A Beginning Teacher Carrying Out A Traditional Lesson -- Lesson Analysis 2: An Experienced Teacher Carrying Out A Non-traditional Lesson -- Lesson Analysis 3: Third Graders!: A Non-traditional Lesson With An Emergent Agenda -- Part 3. Extensions, Generalizations, And Next Steps -- Analysis Of A Doctor-patient Consultation: An Act Of Joint Problem Solving -- Taking Stock, Applications, And Next Steps. Alan H. Schoenfeld. Includes Bibliographical References And Index.