Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project is based on the TRUmath framework and will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change.
TRU-Lesson Study Publications
(An asterisk* indicates the paper is available on the TRU website, https://truframework.org/)
Project-Specific:
*Schoenfeld, A. H. (2019). Reframing Teacher Knowledge: A Research and Development Agenda. In J. Star, H. Hill, & F. Depaepe (Eds.). Expertise to develop students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality. ZDM: Mathematics education, Volume 52, Issue 1, 2020. DOI: 10.1007/s11858-019-01057-5
*Schoenfeld, A., Dosalmas, A., Fink, H., Sayavedra, A., Weltman, A., Zarkh, A, Tran, K., & Zuniga-Ruiz, S. (2019). 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., 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. (2019). 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.
Project-Related:
Lewis, C. & Perry, R. (2017). Lesson study to improve fractions learning: A randomized, controlled trial. Journal for Research in Mathematics Education, 48:2, 261-299.
Lewis, C. (2016). How does lesson study improve mathematics instruction? ZDM 48:4, 571-580. DOI: 10.1007/s11858-016-0792-x
Lewis, C., & Perry, R. (2015). A Randomized trial of lesson study with mathematical resource kits: Analysis of impact on teachers’ beliefs and learning community. In E. J. Cai & Middleton (Ed.), Design, Results, and Implications of Large-Scale Studies in Mathematics Education. New York: Springer, 133-155.
*Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM, the International Journal of Mathematics Education, 45: 6-7-621. 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. (2015). Thoughts on scale. ZDM, the international journal of mathematics education, 47, 161-169. DOI: 10.1007/s11858-014-0662-3.
*Schoenfeld, A. H. (2017). Teaching for Robust understanding of essential mathematics. In T. McDougal, (Ed.), Essential Mathematics for the Next Generation: What and How Students Should Learn (pp. 104-129). Tokyo, Japan: Tokyo Gagukei University
*Schoenfeld, A. H. (2020). Mathematical practices, in theory and practice. ZDM, 52(6), 1163-1176. https://doi.org/10.1007/s11858-020-01162-w
*Schoenfeld, A. H. (2020). Addressing Horizontal and Vertical gaps in Educational Systems European Review. DOI: https://doi.org/10.1017/S1062798720000940
Schoenfeld, A.H. It's Time for an Academic Reset. Graduate School of Education, U.C. Berkeley. https://gse.berkeley.edu/news/its-time-academic-reset
*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