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Book

How We Think

Book

How We Think

DOI link for How We Think

How We Think book

A Theory of Goal-Oriented Decision Making and its Educational Applications

How We Think

DOI link for How We Think

How We Think book

A Theory of Goal-Oriented Decision Making and its Educational Applications
ByAlan H. Schoenfeld
Edition 1st Edition
First Published 2010
eBook Published 11 October 2010
Pub. Location New York
Imprint Routledge
DOI https://doi.org/10.4324/9780203843000
Pages 264
eBook ISBN 9780203843000
Subjects Behavioral Sciences, Education
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Schoenfeld, A.H. (2010). How We Think: A Theory of Goal-Oriented Decision Making and its Educational Applications (1st ed.). Routledge. https://doi.org/10.4324/9780203843000

ABSTRACT

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.

TABLE OF CONTENTS

part |2 pages

Part I Overview of the Theory

chapter 1|12 pages

From Problem Solving to Teaching and Beyond

chapter 2|31 pages

The Big Picture

chapter 3|17 pages

Reflections, Caveats, Doubts, and Rationalizations

part |6 pages

Part II Studies of Teaching

chapter 4|19 pages

Lesson Analysis 1: A Beginning Teacher Carrying Out a Traditional Lesson

chapter 5|33 pages

Lesson Analysis 2: An Experienced Teacher Carrying Out a Non-traditional Lesson

chapter 6|36 pages

Lesson Analysis 3: Third Graders! A Non-traditional Lesson with an Emergent Agenda

part |2 pages

Part III Extensions, Generalizations, and Next Steps

chapter 7|23 pages

Analysis of a Doctor–Patient Consultation: An Act of Joint Problem Solving

chapter 8|15 pages

Taking Stock, Applications, and Next Steps

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