Publications

Schoenfeld, A. H. (2015). Thoughts on scale. ZDM: Mathematics Education. DOI 10.1007/s11858-014-0662-3. [paper here]

Schoenfeld, A. H. (2015). What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational Researcher, 43(8), 404-412. [paper here]

Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM:  The International Journal on Mathematics Education, 45(4), 607-621, DOI 10.1007/s11858-012-0483-1. [paper here]

Hu, S., Ayieko, R., Floden, R.E., Lepak. J., & Wernet, J. (2012).  Robustness criteria as a framework to capture students' algebraic understanding through contextual algebraic tasks. In Van Zoest, L.R., Lo, J.-J., & Kratky, J.L. (Eds.) Proceedings of the 34th Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education.  Kalamazoo, MI:  Western Michigan University, 1004.

Ayieko, R.A., Floden, R.E., Hu, A., Lepak, J., Reinholz, D.L., & Wernet, J. (2012).  Transitioning from executing procedures to robust understanding of algebra.  In Van Zoest, L.R., Lo, J.-J., & Kratky, J.L. (Eds.) Proceedings of the 34th Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education.  Kalamazoo, MI:  Western Michigan University, 845-848.

Kim, H., Seashore, K., & Reinholz, D. L. (2012). Teaching for Robust Understanding in Mathematics.  In Van Zoest, L.R., Lo, J.-J., & Kratky, J.L. (Eds.) Proceedings of the 34th Annual Meeting of North American Chapter of the International Group for the Psychology of Mathematics Education.  Kalamazoo, MI:  Western Michigan University, 1006.

 

Conference Symposia, Plenary Talks, and Discussion Sections

Schoenfeld, A.H. (2014) "What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them?” AERA Distinguished Contributions to Research in Education Award Address, Annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014. [presentation here]

Schoenfeld, A. H. (2013, October). What Counts in Mathematics (and other??) Classrooms? A framework for looking at what matters, and thoughts about how one might use these ideas for professional development. Public lecture, Teachers College Columbia University.

Schoenfeld, A. H. (2013, October). What Counts in Teaching? Inaugural lecture in the “Dialogues: A Colloquium Series on Teaching” talks, U. C. Berkeley campus.

Schoenfeld, A. H. (2013, September). Teaching in the spirit of the Common Core Standards. Kieval Distinguished Public Lecture, Humboldt State University, Arcata, CA.

Schoenfeld, A. H. (2013, September). The Challenges of the Common Core. Presentation to the CORE (California Office to Reform Education) leadership, San Francisco.

Schoenfeld, A. H. (2013, July). What counts in classrooms? A framework for looking at what matters, and thoughts about how one might use these ideas for professional development. Department of Education presentation, University of Auckland, Auckland, New Zealand.

Schoenfeld, A. H. (2013, April). The challenges of classroom observation. Annual meeting of the American Educational Research Association, San Francisco, CA.

Schoenfeld, A. H. (2013, March). Fields of action for friends of mathematics education. Plenary presentation, “Friends of Mathematics Education conference” organized by the European Mathematical Society, Berlin, Germany.

Schoenfeld, A. H. (2013, March). How do we capture “what counts” in mathematics classrooms? University of Cologne colloquium. Cologne, Germany, March 23, 2013.

Schoenfeld, A. H. (2013, March). How do we capture “what counts” in mathematics classrooms? Lappan/Phillips/Fitzgerald lecture, Michigan State University

Schoenfeld, A. H. (2013, February). The Challenges of Observation. National Institute of Education, Singapore.

Floden, R.E. & Algebra Teaching Study (ATS) Team. (2012, October)  Learning How Pupils Make Sense of Algebra Word Problems:  Tool Development.  Mathematics Education Colloquium presentation, East Lansing, MI.

Schoenfeld, A.H. (2012, February) The Challenges of Observation. Plenary presentation at the annual RUME (Research in Undergraduate Mathematics Education) conference, Portland, Oregon. [presentation here]

Floden, R., Schoenfeld, A., and the Algebra Teaching Study (ATS) Research Team. (2011, April).  Empirical Research to Link Classroom Practices to Student Mathematics Learning: Challenges & Solutions. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Kim, H., Lepak, J., Levin, M., Louie, N. L., Reinholz, D. L., Wernet, J., & Floden, R. (2011, January).  Capturing Classroom Practices that Lead to Competence with Complex Algebraic Tasks. Presentation at the Annual Meeting of the Association of Mathematics Teacher Educators, Irvine, CA. [presentation here]

Nix, S. E., Seashore, K., Lepak, J., & Reinholz, D. L. (2011, January). Tracing Pedagogical Moves in Algebra through Student Solution Strategies. Symposium presented at the Annual Meeting of the Association of Mathematics Teacher Educators.  Irvine, CA.

 

Conference Paper Presentations

Wernet, J., Lepak, J., Seashore, J., Reinholz, D., &  Hu, S. (2013, April). Robust understanding of algebra: A framework for capturing student learning and instructional practices.  Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. [paper here]

Ayieko, R., Floden, R. E., Hu, S., Lepak, J., Reinholz, D. L., & Wernet, J. (2012). Transitioning from executing procedures to robust understanding of algebra. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI. [presentation here and paper here]

Floden, R., Schoenfeld, A., and the Algebra Teaching Study (ATS) Research Team. (2011, April).  Empirical Research to Link Classroom Practices to Student Mathematics Learning: Challenges & Solutions. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Lepak, J., Seashore, K., Reinholz, D., Nix, S., Champney, D., Floden, R.E., Katwibun, D., Kim, H., Levin, M., Louie, N., Sanchez, J., Schoenfeld, A., Shah, N., & Wernet, J. (2011, April). Assessing what counts. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. [paper here]

Reinholz, D., Levin, M., Kim, H., Champney, D., Floden, R., Katwibun, D., Lepak, J., Louie, N., Nix, S., Sanchez, J., Schoenfeld, A., Seashore, K., Shah, N., & Wernet, J. (2011, April). Capturing What Counts: Classroom Practices That Lead To Robust Understanding of Algebra. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. [paper here]

Wernet, J., Lepak, J., Seashore, K., & Nix, S. (2011, April). Algebraically rich tasks: Linking instruction and student understanding. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.

 

Conference Poster Presentations

Lepak, J.L., Wernet, J., Nix, S., Seashore, K. (2012, April). Algebraic explanations: Linking instruction to students' justifications. Poster presented at the annual meeting of the National Council of Teachers of Mathematics Research Presession, Philadelphia, PA. [poster here]

Kim, H., Seashore, K., & Reinholz, D. (2012). Teaching for robust understanding. Poster presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI. [poster here]

Hu, S., Wernet, J., Lepak, J., Ayieko, R. A. (2012).  Robustness Criteria as a framework to capture students' algebraic understanding in contextual algebraic tasks.  Poster presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI. [poster here]

Lepak, J. & Wernet, J. (2010, October). The algebra teaching study: classroom practices that lead to robust understanding. Poster presented at the annual meeting of the North American Chapter of the International Group for Psychology and Mathematics Education (PME-NA), Columbus, OH. [poster here]