Alan Schoenfeld
Publications
Schoenfeld, A. H. (2007). Method. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 69–107). Charlotte, NC: Information Age.
Schoenfeld, A. H. (2007). Problem solving in the United States, 1970–2008: research and theory, practice and politics. ZDM, 39(5-6), 537–551. doi:10.1007/s11858-007-0038-z
Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18(1), 253–286. doi:10.1177/0895904803260042
Schoenfeld, A. H. (2004). Theory meets practice: What happens when a mathematics education researcher gets involved in professional development? In M. Niss (Ed.), The 10th International Congress on Mathematical Education (pp. 1–16). Copenhagen, Denmark: IMFUFA, Department of Science, Systems and Models, Roskilde University. Retrieved from http://www.icme10.dk/proceedings/pages/regular_pdf/RL_Alan_Schoenfeld.pdf
Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32(9), 3–14. doi:10.3102/0013189X032009003
Schoenfeld, A. H. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher, 31(1), 13–25. doi:10.3102/0013189X031001013
Greeno, J. G., Pearson, P. D., & Schoenfeld, A. H. (1996). Implications for NAEP of research on learning and cognition (p. 84). Menlo Park, CA.
Schoenfeld, A. H. (1994). What do we know about mathematics curricula? The Journal of Mathematical Behavior, 13(1), 55–80. doi:10.1016/0732-3123(94)90035-3
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). Reston, VA: National Council of Teachers of Mathematics.
Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338–355. doi:10.2307/749440
Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23(2), 145–166. doi:10.1207/s15326985ep2302_5