Can we TRU-ly infrastructure instructional change? Book review of mathematics teaching on target and helping students become powerful mathematical thinkers Mathematics teaching on target: a guide to teaching for robust understanding of all grade levels , by Alan Schoenfeld, Heather Fink, Alyssa Sayavedra, Anna Weltman, and Sandra Zuñiga-Ruiz. New York, Routledge, 2023, xii+150 pp., $23.96 Softcover, ISBN-13: ‎978-1032441672 Helping students become powerful mathematics thinkers: case studies of teaching for robust understanding , by Alan Schoenfeld, Heather Fink, and Sandra Zuñiga-Ruiz, with Siqi Huang, Xinyu Wei, and Brantina Chirinda. New York, Routledge, 2023, xvi+255 pp., $64.95 Softcover, ISBN-13: ‎978-1032441689-Reference-Cited by-同舟云学术

Can we TRU-ly infrastructure instructional change? Book review of mathematics teaching on target and helping students become powerful mathematical thinkers Mathematics teaching on target: a guide to teaching for robust understanding of all grade levels , by Alan Schoenfeld, Heather Fink, Alyssa Sayavedra, Anna Weltman, and Sandra Zuñiga-Ruiz. New York, Routledge, 2023, xii+150 pp., $23.96 Softcover, ISBN-13: ‎978-1032441672 Helping students become powerful mathematics thinkers: case studies of teaching for robust understanding , by Alan Schoenfeld, Heather Fink, and Sandra Zuñiga-Ruiz, with Siqi Huang, Xinyu Wei, and Brantina Chirinda. New York, Routledge, 2023, xvi+255 pp., $64.95 Softcover, ISBN-13: ‎978-1032441689

Published:2024-07-27 Issue: Volume: Page:1-6
ISSN:1098-6065
Container-title:Mathematical Thinking and Learning
language:en
Short-container-title:Mathematical Thinking and Learning

Author:

Horn Ilana Seidel¹^ORCID

Affiliation:

1. Vanderbilt University, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10986065.2024.2384013

Reference6 articles.

1. Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning

2. Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments

3. Horn, I. S. (2017). Motivated: DesigninG mathematics classrooms where students want to join in. Heinemann.

4. Horn, I. S., Garner, B., Chen, G. A., & Schneeberger McGugan, K. (2022). Learning to inquire into teaching. In I. S. Horn & B. Garner (Ed.), Teacher learning of ambitious and equitable mathematics teaching: A sociocultural approach (pp. 123–154). Routledge.

5. What We Mean When We Talk about Teaching: The Limits of Professional Language and Possibilities for Professionalizing Discourse in Teachers’ Conversations