How We Think

양장본 Hardcover

Schoenfeld, Alan H. 저자(글)

Routledge · 2010년 10월 05일

책 소개

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', scholar & mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory & model for how we think & act in the classroom.
Alan H. Schoenfeldis the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California, Berkeley.
In How We Think , esteemed scholar and mathematician Alan Schoenfeld proposes a groundbreaking theory and model about how we think and act in the classroom and beyond.
In How We Think , esteemed scholar and mathematician Alan Schoenfeld proposes a groundbreaking theory and model about how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides evidence for a concrete approach that describes how teachers and individuals navigate their way through in-the-moment decision-making in well-practiced domains. Building his case with in-depth scenes and analysis of teachers at work, but also from domains outside education, Schoenfeld shows readers that people's decisions are often consistent with the calculations made according to an "internal calculus," and can therefore be modeled by it. Understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes for productive or unproductive behavior in the classroom and beyond.
"How We Thinkis an important resource for mathematics education, as well as the decision making sciences??he book is highly recommended to anyone interested in self analyzing teaching practice, researching teacher practices, building a program of research, or simply interested in how we think. The moderate length of the book also facilitates it being accessible for semester long graduate seminars. Last but not least the appendices contain a wealth of real data with notes and URL's for those interested in learning fine grained analysis of teaching data."-Journal for Research in Mathematics Education "In-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 Thinkpresents 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 "Reading this book is a must for members of the mathematics education community, not only because of the standing of its author and his writing style, but also because of the issue it addresses which is at the core of today's agenda: mathematics teaching and the need for theoretical frameworks to study it."-Abraham Arcavi, ZDM: The International Journal on Mathematics Education
"In-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

작가정보

저자(글) Schoenfeld, Alan H.

목차

• Introduction and Acknowledgments1. The Big Picture2. Reflections, Caveats, Doubts, and Rationalizations3. The Structure of the Representations Used in this Book4. Lesson Analysis I: A beginning teacher carrying out a traditional lesson5. Lesson Analysis II: An experienced teacher carrying out a non-traditional lesson6. Lesson Analysis III: Third graders! A non-traditional lesson with an emergent agenda7. Lesson Analysis IV: The analysis of a doctor-patientConsultation ? an act of joint problem solving 8. Next Steps Indices, etc

기본정보

ISBN	9780415878647 ( 0415878640 )
발행(출시)일자	2010년 10월 05일
쪽수	264쪽
크기	152 * 229 * 16 mm / 522 g
총권수	1권
언어	영어