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Mathematics Education Researcher

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Alice Petillo

on 21 October 2013

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Transcript of Mathematics Education Researcher

Alan H. Schoenfeld
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
Full transcript