**Alan H. Schoenfeld**

Mathematics Education Researcher

Mathematics Education Researcher

1973 PhD Mathematics

Stanford University

Growing up in NY

Stanford University

Polya: How to Solve It

Teaching experiences

**Major Themes**

Over 20 books

Over 200 published scholarly articles...

2011 Klein Medal

International Commission

on Mathematics Instruction

2013 AERA's Distinguished Contributions

to Research in Education award.

video clips: http://www.youtube.com/playlist?list=PLoRTp-jkn2Og9HRislc5w6lUlCKcvnwe6

Most important dimensions of a productive classroom:

1. focus and coherence of the mathematics

2. cognitive demand, struggle

3. equity and diversity, all students are involved in the conversation

4. mathematical authority, accountability, and agency, how much do the students get to talk mathematically

5. uses of assessment, how does the lesson evolve as a result of what the students know.

**Questions**

Areas for theoretical

development

Areas for practical

development

Problem solving

Assessment

1) Understand the Problem

2) Devise a Plan

3) Carry out

the plan

Be Patient.

If one plan doesn't work,

try another.

Be persistent. Don't give up!

4) look back and reflect....think about your thinking!

Think about, "what is the problem asking?"

Can you draw a picture or a diagram to help you understand the problem?

Can you restate the problem in your own words?

1) Guess and Check: Start with a reasonable solution, then try it in the problem if it doesn't work, try again.

2) Draw a picture: Make an illustration, sketch, or map to help you visualize the problem.

3) Find a pattern: Make a chart and look for patterns in the information you are given.

4) Act it out: Use manipulatives, objects, or people to act out the problem and find a solution

5) Use an equation.

Does your answer make sense?

Did you answer all the questions?

What did you learn?

George Polya

How to Solve It

**Influences:**

Stanford University

George Polya a professor at Stanford 1940-53, then emeritus.

He taught many classes of future mathematics teachers.

Karel deLeeuw, also a product of public schools came to Stanford in 1957, a full professor in 1966.Tenured Faculty Development Award 1976-77, to study in the Department of Psychology at Stanford. Brutally murdered by a doctoral student in 1978.

Alan H. Schoenfeld earned his MS in 1969 and his PhD in 1973. Karel de Leeuw was his advisor.

Principal author

Content Specifications for the Summative assessment of the Common Core State Standards for Mathematics

**Research trajectory**

Problem Solving

Cognition

Teacher Proficiency

Assessment

Models of Human Decision Making

Current Projects: Algebra Teaching Study (NSF)

Mathematics Assessment Project (MAP)

Formative assessment with Computational Technologies (FACT)

funded by Gates Foundation

National Research Council's SERP project.

What does it mean to think mathematically?

How can students be enabled to think mathematically?

**mathematical thinking**

Elizabeth and Edward Conner Professor of Education

University of California, Berkeley