id: 06333010
dt: a
an: 2014e.00362
au: Horn, Ilana Seidel
ti: Teaching as problem solving. Collaborative conversations as found
talk-aloud protocols.
so: Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching
mathematics. Learning from Alan Schoenfeld and Günter Törner.
Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk;
978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 125-138
(2013).
py: 2013
pu: Rotterdam: Sense Publishers
la: EN
cc: D50 C70
ut: teaching; problem solving; teaching-learning process; problem posing
ci: ME 1986a.01069
li:
ab: From the introduction: Alan Schoenfeld uncovered critical aspects of
problem solving, identifying the way that learners use resources,
heuristics, control, and beliefs to guide their activities around
non-standard mathematical problems. In his groundbreaking research, he
used talk-aloud protocols during problem solving sessions with
undergraduates and audio recorded them to analyse their thinking. His
investigation of students’ talk and choices led him to develop his
now well-known problem-solving framework [{\it A. H. Schoenfeld},
Mathematical problem solving. Orlando, FL: Academic Press (1985; ME
1986a.01069)]. In this chapter, I illustrate some key findings of my
research on teachers’ collaborative talk, demonstrating the places
where “found" problem solving episodes corroborate and extend
Schoenfeld’s framework for mathematical problem solving. Like
Schoenfeld, I find differences in how participants’ beliefs,
resources, and strategies influence their progress. Because I begin my
analyses at the level of problem formulation, my work highlights the
socially negotiated nature of problem solving. By articulating to and
extending Schoenfeld’s framework, this chapter contributes to a more
general framework of human problem solving.
rv: