PROBLEM SOLVING, METACOGNITION AND

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LEARNING TO THINK MATHEMATICALLY: PROBLEM SOLVING, METACOGNITION , AND SENSE- making IN MATHEMATICS Alan H. Schoenfeld Elizabeth and Edward Conner Professor of Education Graduate School of Education University of California Berkeley, CA 94720-1670, USA Email: Citation information: Schoenfeld, A. H. (1992). Learning to think mathematically: PROBLEM solving, METACOGNITION , and sense- making in mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York: MacMillan. Learning to think mathematically, Page 2 LEARNING TO THINK MATHEMATICALLY: PROBLEM SOLVING, METACOGNITION , AND SENSE- making IN MATHEMATICS THE SCOPE OF THIS CHAPTER The goals of this chapter are (a) to outline and substantiate a broad conceptualization of what it means to think mathematically, (b) to summarize the literature relevant to understanding mathematical thinking and PROBLEM solving, and (c) to point to new directions in research, development and assessment consonant with an emerging understanding of mathematical thinking and the goals for instruction outlined here.

LEARNING TO THINK MATHEMATICALLY: PROBLEM SOLVING, METACOGNITION, AND SENSE-MAKING IN MATHEMATICS Alan H. Schoenfeld Elizabeth and Edward Conner Professor of Education Graduate School of Education University of California Berkeley, CA 94720-1670, USA

  Making, Senses, Metacognition