Teaching for robust understanding: powerful instruction for all students
Tipo de documento
Autores
Lista de autores
Schoenfeld, Alan
Resumen
We want students to emerge from our classrooms being mathematically knowledgeable and resourceful thinkers and problem solvers, with a sense of personal agency and positive dispositions about themselves as mathematics learners. The question is, how do we get there? That is, what kinds of learning environments help all students become powerful mathematical thinkers? The Teaching for Robust Understanding (TRU) framework says what counts. If the content is rich; if students are engaged in sensemaking and productive struggle; if there are ways to engage every student with core mathematical content and practices; if norms support engagement that supports a sense of agency, ownership over the content, and a sense of mathematical self; and if there are robust feedback mechanisms (formative assessment), then good stuff happens.
Fecha
2023
Tipo de fecha
Estado publicación
Términos clave
Formativo | Gestión de aula | Resolución de problemas | Retroalimentación | Tipos de metodología
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Usuario
Editores (actas)
González, Sarah | Morales, Yuri | Ruiz, Ángel | Scott, Patrick
Lista de editores (actas)
González, Sarah, Morales, Yuri, Ruiz, Ángel y Scott, Patrick
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
2 - 13
ISBN (actas)
Referencias
Prediger, S., & Neugebauer P. (2021). Capturing teaching practices in language-responsive mathematics classrooms – Extending the TRU framework “teaching for robust understanding” to L-TRU. ZDM (2021) 53:289–304, https://doi.org/10.1007/s11858-020-01187-1. Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM, the International Journal of Mathematics Education, 45: 607-621. DOI 10.1007/s11858-012-0483-1. Schoenfeld, A. H. (2014, November). What makes for powerful classrooms, and how can we support teachers in creating them? Educational Researcher, 43(8), 404-412. DOI: 10.3102/0013189X1455 Schoenfeld, A. H. (2016). Making sense of teaching. ZDM, the International Journal of Mathematics Education, 48(1&2), 239-246. DOI 10.1007/s11858-016-0762-3 Schoenfeld, A. H. (2018). Video analyses for research and professional development: the Teaching for Robust Understanding (TRU) Framework. In C. Y. Charalambous & A.-K. Praetorius (Eds.), Studying Instructional Quality in Mathematics through Different Lenses: In Search of Common Ground. An issue of ZDM: Mathematics Education. Manuscript available at https://doi.org/10.1007/s11858-017-0908-y. Schoenfeld, A.H. (2015). Thoughts on scale. ZDM, the international journal of mathematics education, 47, 161-169. DOI: 10.1007/s11858-014-0662-3. Schoenfeld, A. (2022). Why are Learning and Teaching Mathematics so Difficult? In M. Danesi, (ed). Handbook of Cognitive Mathematics. New York: Springer Nature. https://doi.org/10.1007/978-3-030-44982-7_10-1 Schoenfeld, A. H., Baldinger, E., Disston, J., Donovan, S., Dosalmas, A., Driskill, M., Fink, H., Foster, D., Haumersen, R., Lewis, C., Louie, N., Mertens, A., Murray, E., Narasimhan, L., Ortega, C., Reed, M., Ruiz, S., Sayavedra, A., Sola, T., Tran, K., Weltman, A., Wilson, D., & Zarkh, A. (2019b). Learning with and from TRU: Teacher educators and the teaching for robust understanding framework. In K. Beswick (Ed.), International Handbook of Mathematics Teacher Education, Volume 4, The Mathematics Teacher Educator as a Developing Professional (pp. 271-304). Rotterdam, the Netherlands: Sense publishers. Schoenfeld, A., Dosalmas, A., Fink, H., Sayavedra, A., Weltman, A., Zarkh, A, Tran, K., & Zuniga-Ruiz, S. (2019a). Teaching for Robust Understanding with Lesson Study. In Huang, R., Takahashi, A., & Ponte, J.P. (Eds.), Theory and Practices of Lesson Study in Mathematics: An international perspective (pp. 136-162). New York: Springer. ISBN 978-3-030-04031-4 Schoenfeld, A.H., Fink, H., & Ruiz, S., with S. Huang, X. Wei, and B. Chirinda (2023). Helping Students Become Powerful Mathematics Thinkers: Case Studies of Teaching for Robust Understanding. New York: Routledge. Schoenfeld, A.H., Fink, H., Sayavedra, A., Weltman, A., and Zuñiga-Ruiz, S. (2023). Mathematics Teaching OnTarget: A TRU guide for Enriching Mathematics Teaching at all Grade Levels. New York: Routledge. Schoenfeld, A. H., Floden, R. B., and the algebra teaching study and mathematics assessment projects. (2018). On classroom observations. Journal of STEM Education Research https://doi.org/10.1007/s41979-018-0001-7 Teaching for Robust Understanding (TRU) Framework web site, https://truframework.org. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.