Unlocking the Power of Mathematics Thinking, Teaching, and Learning: A Fascinating Exploration by Alan Schoenfeld
Introduction:
In this interview, Alan Schoenfeld, a prominent mathematics educator and researcher, discusses his journey from being a mathematician to an educator. He explains how reading Pólya’s “How to Solve It” influenced him to make mathematics accessible to more people and led him to explore the field of educational research. Schoenfeld shares his thoughts on the challenges of transitioning from mathematics to education and the importance of understanding thinking, teaching, and learning in creating powerful learners. He also highlights the role of modeling in studying tutoring and decision-making processes.
Full Article: Unlocking the Power of Mathematics Thinking, Teaching, and Learning: A Fascinating Exploration by Alan Schoenfeld
Heading: An Interview with Alan Schoenfeld: At the Boundaries of Effective Mathematics Thinking, Teaching, and Learning
Alan Schoenfeld, a professor at the University of California, Berkeley, and an esteemed mathematician and educator, sat down for an interview to discuss his journey from a research mathematician to a mathematics educator and researcher. The conversation delves into his passion for mathematics, his interest in teaching, and his quest to make math more accessible to everyone.
Schoenfeld’s Love for Math and Teaching
During the interview, Schoenfeld shares that his love for math and teaching led him to pursue a career in mathematics education and research. He recalls reading George Pólya’s book, “How to Solve It,” which resonated with him deeply as it described his own mathematical thought processes. Schoenfeld wondered why these strategies were not taught directly and believed that implementing them could make math more inclusive.
Transitioning from Mathematician to Math-Ed Researcher
In the mid-70s, as cognitive science was emerging as a field, Schoenfeld decided to transition from being a mathematician to becoming a math-ed researcher. He was intrigued by the challenge of making Pólya’s strategies work and the potential real-world impact that his research could have. Schoenfeld’s lifelong career goal was to make a difference by helping students become powerful thinkers and problem-solvers and, ultimately, develop a love for math.
The Certainty of Mathematics and the Uncertainty of Educational Research
Schoenfeld acknowledges the fundamental difference between doing mathematics and educational research. In mathematics, the primary goal is proving, which provides certainty. However, the transition to educational research meant letting go of that certainty. In the realm of education, proof takes on a different meaning. Instead of a single proof, educational research often relies on empirical evidence and multiple strategies to understand complex processes like thinking, teaching, and learning.
Replacing Certainty with Tools and Empirical Evidence
Schoenfeld explains that the tools and methods used in educational research depend on the problem at hand. In his early days of problem-solving, empirical evidence played a crucial role. He discovered that Pólya’s strategies were not as straightforward as they seemed, consisting of multiple sub-strategies that were teachable. Through lab experiments and courses, Schoenfeld was able to document the effectiveness of these strategies based on the students’ problem-solving abilities.
The Role of Modeling and Understanding Choices in Teaching
As Schoenfeld shifted his focus to tutoring, he explored the decision-making process of tutors when interacting with students. He realized that it was essential to develop a model that explained why tutors made specific choices. Ad hoc claims were insufficient, and a deeper understanding of the underlying mechanisms was necessary. This led Schoenfeld to delve into metacognition (or executive control) and eventually develop a theory that described how and why students made certain choices.
Conclusion
Alan Schoenfeld’s interview sheds light on his journey as a mathematician turned math-ed researcher, driven by a passion to make math more accessible and enjoyable for all students. Through his research, he aims to create learning environments that empower students to become powerful thinkers and problem-solvers. His work continues to focus on understanding and enhancing mathematics teaching and learning, inspiring future generations to love math.
Note: This rewritten article does not contain any specific information about the source of the interview or the website it was published on.
Summary: Unlocking the Power of Mathematics Thinking, Teaching, and Learning: A Fascinating Exploration by Alan Schoenfeld
Alan Schoenfeld, a professor of education and mathematics at UC Berkeley, discusses his transition from being a research mathematician to a mathematics educator and researcher. He explains his goal of creating learning environments where students become powerful thinkers and problem solvers. He also discusses the challenges of educational research compared to doing mathematics itself.
Alan Schoenfeld: At the Boundaries of Effective Mathematics Thinking, Teaching, and Learning
Frequently Asked Questions
1. Who is Alan Schoenfeld?
Alan Schoenfeld is a prominent scholar and researcher in the field of mathematics education. He has made significant contributions to studying effective thinking, teaching, and learning of mathematics.
2. What are the boundaries of effective mathematics thinking?
The boundaries of effective mathematics thinking refer to the limits and constraints within which mathematical reasoning and problem-solving are performed optimally. Understanding these boundaries helps educators design effective instructional strategies.
3. How has Alan Schoenfeld impacted mathematics teaching and learning?
Alan Schoenfeld’s research has had a significant impact on mathematics teaching and learning. By studying effective practices and identifying common challenges, his work has helped improve instructional methods, curriculum development, and educational policies in the field of mathematics education.
4. What research has Alan Schoenfeld conducted?
Alan Schoenfeld has conducted extensive research on mathematical problem-solving, metacognition, mathematical thinking, and the influence of classroom culture on learning mathematics. His studies have provided valuable insights into how students approach and overcome mathematical challenges.
5. How can educators apply Alan Schoenfeld’s findings in their teaching practices?
Based on Alan Schoenfeld’s research, educators can implement instructional strategies that promote problem-solving, metacognitive reflection, and productive mathematical discourse in the classroom. They can also design tasks and activities that encourage students to tackle challenging mathematical problems effectively.
6. What has Alan Schoenfeld emphasized regarding teaching mathematics?
Alan Schoenfeld has emphasized the importance of making mathematics accessible and engaging for all students. He advocates for creating an environment in which students feel comfortable taking risks, exploring multiple problem-solving strategies, and developing a deep conceptual understanding of mathematical concepts.
7. Are there any recommended resources authored by Alan Schoenfeld?
Yes, Alan Schoenfeld has authored several highly regarded publications. Some recommended resources include his book “Mathematical Problem Solving,” which explores effective problem-solving strategies, and his research papers on metacognition and mathematical reasoning.
8. How can Alan Schoenfeld’s work benefit the field of mathematics education?
Alan Schoenfeld’s work contributes significantly to the advancement of mathematics education by providing evidence-based insights into effective teaching practices, promoting deeper understanding of mathematical thinking processes, and influencing the development of curriculum standards and instructional policies.
9. What are the future directions of Alan Schoenfeld’s research?
Alan Schoenfeld continues to explore new frontiers in mathematics education, focusing on topics such as equity in math learning, integrating technology in instruction, and improving assessment practices. His ongoing research endeavors aim to further enhance the effectiveness of mathematics teaching and learning.
