Alan Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California at Berkeley. He is a Fellow of the American Association for the Advancement of Science and of the American Educational Research Association (AERA), and a Laureate of the education honor society Kappa Delta Pi; he has served as President of AERA and vice President of the National Academy of Education. He holds the International Commission on Mathematics Instruction’s Klein Medal, the highest international distinction in mathematics education; AERA's Distinguished Contributions to Research in Education award, AERA’s highest honor; and the Mathematical Association of America’s Mary P. Dolciani award, given to a pure or applied mathematician for distinguished contributions to the mathematical education of K-16 students.

Schoenfeld’s main focus is on * Teaching for Robust Understanding*. A Brief overview of the TRU framework, which applies to all learning environments, can be found at

*The Teaching for Robust Understanding (TRU) Framework*. A discussion of TRU as it applies to classrooms can be found in

*What makes for Powerful Classrooms?*, and a discussion of how the framework can be used systemically can be found in

*Thoughts on Scale*.

Schoenfeld's research deals broadly 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 AERA Division G *Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education*. He 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 also one of the lead authors for the mathematics content specifications for the Smarter Balanced Assessment Consortium. In his essay, *Common Sense About the Common Core,* Schoenfeld answers key questions and clears up common misconceptions about Common Core's mathematics standards.

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. |

## Publications

**Books**

*Problem solving in the mathematics curriculum: A report, recommendations, and an annotated bibliography*. Washington, DC: Mathematical Association of America.

*Mathematical problem solving*. Orlando, FL: Academic Press.

*Cognitive science and mathematics education*. Hillsdale, NJ: Erlbaum.

*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.

*Toward a scientific practice of science education*. Hillsdale, NJ: Erlbaum.

*A Source Book for College Mathematics Teaching*. Washington, DC: Mathematical Association of America.

*The Journal of the Learning Sciences*, Volume 2, No. 2.

*Mathematical thinking and problem solving*. Hillsdale, NJ: Erlbaum.

*Research in Collegiate Mathematics Education. I*. Washington, DC: Conference Board of the Mathematical Sciences.

*Research in Collegiate Mathematics Education. II*. Washington, DC: Conference Board of the Mathematical Sciences.

*Student Assessment in Calculus A report of the NSF Working Group on Assessment in Calculus*. Washington, DC: Mathematical Association of America.

*Research in Collegiate Mathematics Education. III*. Washington, DC: Conference Board of the Mathematical Sciences.

*Issues in Education*, Volume 4, Number 1. The issue presents and critiques Schoenfeld's theory of teaching-in-context.

*Journal of Mathematical Behavior*, 18 (3).

*Research in Collegiate Mathematics Education*. IV. Washington, DC: Conference Board of the Mathematical Sciences.

*Principles and standards for school mathematics*. Reston, VA: National Council of Teachers of Mathematics.

*The teaching and learning of mathematics at the University Level*. Dordrecht: Kluwer.

*Assessing Mathematical proficiency*. Cambridge: Cambridge University Press.

*Zentralblatt fur Didaktik der Mathematik*, 39(5-6). Issue 1, 2008.

*Journal for research in Mathematics Education*monograph series. Reston, VA: National Council of Teachers of Mathematics.

*Powerful Learning*. San Francisco: Jossey-Bass.

*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.)

*ZDM, The International Journal of Mathematics Education*, 43:457–469.

*Mathematical Thinking and Learning*, 13(4), 259-291.

*Notices of the American Mathematical Society,*59(2), 317-319.

*ZDM, the International Journal of Mathematics Education, 44,*587-599.

*International Perspectives on Problem Solving Research in Mathematics Education*, a special issue of

*The Mathematics Enthusiast,*Vol.10, Nos.1&2, 9-34.

*ZDM, the International Journal of Mathematics Education,*ZDM Online. http://link.springer.com/content/pdf/10.1007%2Fs11858-012-0483-1.

## Interests and Professional Affiliations

Assessment and Educational Measurement

Cognitive Development

Diversity

Educational Equity

Learning

Mathematics Education

Research Methods

School Culture