How we think : a theory of goal-oriented decision making and its educational applications
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? This title proposes a theory and model for how we think and act in the classroom and beyond
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| Format: | Book |
| Language: | English |
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New York :
Routledge ,
c2011
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| Series: | Studies in mathematical thinking and learning
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Table of Contents:
- 1. From problem solving to teaching and beyond
- 2. The big picture
- 3. Reflections, caveats, doubts, and rationalizations
- 4. Lesson analysis 1: a beginning teacher carrying out a traditional lesson
- 5. Lesson analysis 2: an experienced teacher carrying out a non-traditional lesson
- 6. Lesson analysis 3: third graders! a non-traditional lesson with an emergent agenda
- 7. Analysis of a doctor-patient consultation: an act of joint problem solving
- 8. Taking stock, applications, and next steps