Alan H. Schoenfeld

Professor *
Degrees: 
Ph.D. in Mathematics, 1973, Stanford University
M.S. in Mathematics, 1969, Stanford University
B.A. in Mathematics, 1968, Queens College, New York
Profile: 

Alan Schoenfeld holds the Elizabeth and Edward Conner Chair in the Graduate School of Education at the University of California, Berkeley, and is an affiliated professor in the Mathematics Department. Schoenfeld served as president of the American Educational Research Association in 1988-89, and is an AERA Fellow. He is also a Fellow of the American Association for the Advancement of Science and a Laureate of the education honor society Kappa Delta Pi. Alan is a member of the National Academy of Education, where he served as vice president from 2000-2006. In 2011 he was awarded the International Commission on Mathematics Instruction’s Klein Medal, the highest international distinction in mathematics education. In 2013 he was awarded AERA's Distinguished Contributions to Research in Education award. "This is the premier acknowledgment of outstanding achievement and success in education research. It is designed to publicize, motivate, encourage, and suggest models for education research at its best." 

Schoenfeld's research deals with thinking, teaching, and learning. His book, Mathematical Problem Solving, characterizes what it means to think mathematically and describes a research-based undergraduate course in mathematical problem solving. Schoenfeld led the Balanced Assessment project and was one of the leaders of the NSF-sponsored center for Diversity in Mathematics Education (DiME). The DiME Center was awarded the 2013 AERA Division G Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education. 

Schoenfeld was lead author for grades 9-12 of the National Council of Teachers of Mathematics' Principles and Standards for School Mathematics. He was one of the founding editors of Research in Collegiate Mathematics Education, and has served as associate editor of Cognition and Instruction. He has served as senior advisor to the Educational Human Resources Directorate of the National Science Foundation, and senior content advisor to the U.S. Department of Education's What Works Clearinghouse. He was one of the lead authors for the mathematics content specifications for the Smarter Balanced Assessment Consortium.

Schoenfeld has written, edited, or co-edited twenty-two books and approximately two hundred articles on thinking and learning. He has an ongoing interest in the development of productive mechanisms for systemic change and for deepening the connections between educational research and practice. His most recent book, How we Think, provides detailed models of human decision making in complex situations such as teaching, and his current research focuses on the attributes of classrooms that produce students who are powerful thinkers.  Schoenfeld's current projects (the Algebra Teaching Study, funded by NSF; the Mathematics Assessment Project (MAP) and Formative assessment with Computational Technologies (FACT), funded by the Gates Foundation; and work with the San Francisco and Oakland Unified School Districts under the auspices of the National Research Council's SERP project) all focus on understanding and enhancing mathematics teaching and learning.

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, Alan Schoenfeld proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Read more …Alan Schoenfeld and long-time collaborator and friend Günter Törner have worked for decades to improve mathematics education. In this volume, scholars from around the globe reflect on how the work of Schoenfeld and Törner has inspired and shaped their own research. Read more …

 

Office: 
4653 Tolman Hall
Phone: 
(510) 642-0968
Email: 
alans@berkeley.edu
Staff Contact: 

Research

Selected Publications
Books
 
Schoenfeld, A. H. (Ed.) (1983). Problem solving in the mathematics curriculum: A report, recommendations, and an annotated bibliography. Washington, DC: Mathematical Association of America.
 
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
 
Schoenfeld, A. H. (Ed.) (1987). Cognitive science and mathematics education. Hillsdale, NJ: Erlbaum.
 
Burkhardt, H., Groves, S., Schoenfeld, A. H., and Stacey, K. (Eds.) (1988). Problem solving: A world view (Proceedings of the problem solving theme group at the V International Congress on Mathematical Education, Adelaide, Australia. Nottingham, England: Shell Centre for Mathematical Education.
 
diSessa, A, Gardner, M., Greeno, J., Reif, F., & Schoenfeld, A. H. (Eds.) (1990). Toward a scientific practice of science education. Hillsdale, NJ: Erlbaum.
 
Schoenfeld, A. H. (Ed.) (1990). A Source Book for College Mathematics Teaching. Washington, DC: Mathematical Association of America.
 
Schoenfeld, A. H. (Ed.) (1992). Research methods in and for the learning sciences, a special issue of The Journal of the Learning Sciences, Volume 2, No. 2.
 
Schoenfeld, A. H. (Ed.) (1994). Mathematical thinking and problem solving. Hillsdale, NJ: Erlbaum.
 
Dubinsky, E., Schoenfeld, A. H., & Kaput, J. (Eds.) (1994). Research in Collegiate Mathematics Education. I. Washington, DC: Conference Board of the Mathematical Sciences.
 
Kaput, J. Schoenfeld, A. H., & Dubinsky, E., (Eds.) (1996). Research in Collegiate Mathematics Education. II. Washington, DC: Conference Board of the Mathematical Sciences.
 
Schoenfeld, A. H. (Ed.) (1997). Student Assessment in Calculus A report of the NSF Working Group on Assessment in Calculus. Washington, DC: Mathematical Association of America.
 
Schoenfeld, A. H., Kaput, J., & Dubinsky, E. (Eds.) (1998). Research in Collegiate Mathematics Education. III. Washington, DC: Conference Board of the Mathematical Sciences.
 
Schoenfeld, A. H. (1998) Issues in Education, Volume 4, Number 1. The issue presents and critiques Schoenfeld's theory of teaching-in-context.
 
Schoenfeld, A. H. (1999) (Special Issue Editor). Examining the Complexity of Teaching. Special issue of the Journal of Mathematical Behavior, 18 (3).
 
Dubinsky, E., Schoenfeld, A. H., & Kaput, J. (Eds.) (2000). Research in Collegiate Mathematics Education. IV. Washington, DC: Conference Board of the Mathematical Sciences.
 
Ferrini-Mundy, J., Joyner, J., Reyes, B., Schoenfeld, A. H., & E. Silver, E. (Eds.) (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
 
Holton, D., Artigue, M., Kirchgraber, U, Hillel, J., Niss, M. & Schoenfeld, H. (Eds.) (2001). The teaching and learning of mathematics at the University Level. Dordrecht: Kluwer.
 
Schoenfeld, A. H. (Ed.) (2007). Assessing Mathematical proficiency. Cambridge: Cambridge University Press.
 
Toerner, G., Schoenfeld, A. H., & Reiss, K. (Eds.). (2007) Problem Solving Around the World - Summing up the State of the Art. Special issue of the Zentralblatt fur Didaktik der Mathematik, 39(5-6). Issue 1, 2008.
 
Schoenfeld, A. H. (Ed.) (2008). A study of teaching: Multiple lenses, multiple views. Volume 14 in the Journal for research in Mathematics Education monograph series. Reston, VA: National Council of Teachers of Mathematics.
 
Darling-Hammond, L. Barron, B., Pearson, P.D., Schoenfeld, A.H., Zimmerman, T., Cervettti, G., & Tilson, J. (2008). Powerful Learning. San Francisco: Jossey-Bass.
 
Schoenfeld, A. H. (2010). How we think: A theory of goal-oriented decision making and its educational applications. New York: Routledge. (See below for a downloadable version of the introduction and some of the analytic tables from the book; click on How we Think for access to the book.)
 
VIDEO INTERVIEW
 
Teaching for Mathematical Thinking: A conversation with Peter Nystrom, National Center for Mathematics Education, Gothenberg
 
Selected journal articles and book chapters, from 2005 (For access to selected downloads, click here.)
 
Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 201-231). San Francisco: Jossey-Bass.
 
Schoenfeld, A. H. (2005). Curriculum Development, Teaching, and Assessment. In L. Santos, A. Canavarro, & J. Brocardo (Eds.), Proceedings of the international meeting in honour of Paulo Abrantes. Mathematics Education: Paths and crossroads, pp. 13-41. Lisbon, Portugal: Associacao de Professores de Matematica.
 
Schoenfeld, A. H. (2005). On Learning Environments that Foster Subject-Matter Competence. I L. Verschaffel, E. De Corte, G. Kanselaar and M. Valcke (Eds), Powerful environments for promoting deep conceptual and strategic learning, pp. 29-44. Leuven, Belgium: Studia Paedagogica.
 
Schoenfeld, A. H. (2006). Design experiments. In P. B. Elmore, G. Camilli, & J. Green (Eds.), Handbook of Complementary Methods in Education Research (pp. 193-206). Washington, DC & Mahwah, NJ: American Educational Research Association and Lawrence Erlbaum Associates.
 
Schoenfeld, A. H. (2006). Mathematics teaching and learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd edition) (pp. 479-510). Mahwah, NJ: Erlbaum.
 
Schoenfeld, A. H. (2006). Notes on the Educational Steeplechase: Hurdles and Jumps in the Development of Research-Based Mathematics Instruction. In Mark Constas and Robert Sternberg (Eds.), Translating Theory and Research into Educational Practice (pp. 9-30). Mahwah, NJ: Erlbaum.
 
Schoenfeld, A. H. (2006). Problem Solving from Cradle to Grave. Annales de Didactique et de Sciences Cognitives, 11, 41-73.
 
Schoenfeld, A. H. (2006). What Doesn÷t Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula. Educational Researcher, 35(2), 13-21.
 
Schoenfeld, A. H. (2006). Reply to Comments From the What Works Clearinghouse on What Doesn÷t Work. Educational Researcher, 35(2), 23.
 
Diversity in Mathematics Education Center. (2007). Culture, Race, Power, and Mathematics Education. In F. Lester (Ed.), Handbook of Research on Mathematics Teaching and Learning. (Second Edition), pp. 405-434. Charlotte, NC: Information Age Publishing.
 
Schoenfeld, A. H. (2007). Method. In F. Lester (Ed.), Handbook of Research on Mathematics Teaching and Learning (Second Edition), pp. 69-107. Charlotte, NC: Information Age Publishing.
 
Schoenfeld, A. H. (2007). The Complexities of assessing teacher knowledge. Measurement: Interdisciplinary Research and Perspectives, 5(2-3),198-204.
 
Schoenfeld, A. H. (2007). Issues and Tensions in the Assessment of Mathematical Proficiency. In A. H. Schoenfeld (Ed.), Assessing Mathematical proficiency (pp. 3-15) . Cambridge: Cambridge University Press.
 
Schoenfeld, A. H. (2007). Reflections on an Assessment Interview: What a Close Look at Student Understanding can Reveal. In A. H. Schoenfeld (Ed.), Assessing Mathematical proficiency (pp. 269-277). Cambridge: Cambridge University Press.
 
Schoenfeld, A. H. (2007). What is Mathematical Proficiency (and how can it be assessed)? In A. H. Schoenfeld (Ed.), Assessing Mathematical proficiency (pp. 59-73). Cambridge: Cambridge University Press.
 
Using statistics effectively in mathematics education research: A report from a series of workshops organized by the American Statistical Association with funding from the National Science Foundation Working Group on Statistics in Mathematics Education Research. (2007) Alexandria, VA: American Statistical Association.
 
Arcavi, A., & Schoenfeld, A. H. (2008). Using the Unfamiliar to Problematize the Familiar. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 280­295.
 
Schoenfeld, A. H. (2008). On Modeling Teachers' In-The-Moment Decision-Making. In A. H. Schoenfeld, (Ed.) A study of teaching: Multiple lenses, multiple views. Journal for Research in Mathematics Education monograph series. Reston, VA: National Council of Teachers of Mathematics.
 
Schoenfeld, A. H. (2008). Problem Solving in The United States, 1970-2008: Research and Theory, Practice and Politics. In G. Toerner, A. H. Schoenfeld, & K. Reiss (Eds.). Problem Solving Around the World - Summing up the State of the Art. Special issue of the Zentralblatt fur Didaktik der Mathematik: Issue 1, 2008.
 
Schoenfeld, A. H. (2008). Research Methods in (Mathematics) Education. In Lyn English (Ed.), Handbook of international research in mathematics education, second edition (pp. 467-519). New York: Routledge.
 
Schoenfeld, A. H. (2009). Working with Schools: The Story of a Mathematics Education Collaboration. American Mathematical Monthly, 116(3), 197-217.
 
Schoenfeld, A. H., & Kilpatrick, J. (2008) Toward a Theory of Proficiency in Teaching Mathematics. In D. Tirosh & T. Wood (Eds.), International Handbook of Mathematics Teacher Education, Volume 2: Tools and Processes in Mathematics Teacher Education (pp. 321-354). Rotterdam, Netherlands: Sense Publishers.
 
Schoenfeld, A. H. (2009). Instructional Research and the Improvement of Practice. In John D. Bransford, Deborah J. Stipek, Nancy J. Vye, Louis M. Gomez and Diana Lam (Eds.), Educational Improvement: What Makes It Happen and Why? (pp. 161-188). Cambridge, MA: Harvard Education Press.
 
Schoenfeld, A. H. (2009). Bridging the cultures of educational research and design. Educational Designer 1(2): http://www.educationaldesigner.org/ed/volume1/issue2/.
 
Schoenfeld, A. H. (2009, October). A Welcome Focus: An Essay Review of the NCTM High School Curriculum Project's Focus in High School Mathematics: Reasoning and Sense-Making. Mathematics Teacher, 103(3), 168-171.
 
Schoenfeld, A. H., & Pearson, P. D. (2009) The reading and math wars. In G. Sykes, B. Schneider, & D. Plank (Eds.), Handbook of Education Policy Research (pp. 560-580). New York: Routledge.
 
Schoenfeld, A. H. (2009). Why do we teach? Kappa Delta Pi Record, 46(1), 26-29.
 
Schoenfeld, A. H. (2010). Reflections of an accidental theorist. Journal for Research in Mathematics Education, 41(2), 104-116.
 
Schoenfeld, A. H. (2010). Reflections on teacher expertise. In Y. Li and G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective (pp. 327-342). New York: Springer.
 
Schoenfeld, A. H. (2011). Toward Professional Development for Teachers Grounded in a Theory of Teachers’ Decision Making. ZDM, The International Journal of Mathematics Education, 43:457–469.
 
Wilmot, D., Schoenfeld, A. H, Wilson, M., Champney, D., & Zahner, W. (2011) Validating a learning progression in mathematical functions for college readiness. Mathematical Thinking and Learning, 13(4), 259-291.
 
Schoenfeld, A. H. (2012) A Modest Proposal. Notices of the American Mathematical Society, 59(2), 317-319.
 
Schoenfeld, A.H. (2012). Problematizing the Didactic Triangle. ZDM, the International Journal of Mathematics Education, 44, 587-599.
 
Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. In L. Santos-Trigo & L. Moreno-Armella, International Perspectives on Problem Solving Research in Mathematics Education, a special issue of The Mathematics Enthusiast,  Vol.10, Nos.1&2, 9-34.
 
Schoenfeld, A. H. (2013) Classroom observations in theory and practice. ZDM, the International Journal of Mathematics Education, ZDM Online. http://link.springer.com/content/pdf/10.1007%2Fs11858-012-0483-1.

Area of Study:

Faculty Research Groups

The Functions Group