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In-the-moment decision making is perhaps the most central activity of teaching; it is also one of the most elusive teaching activities to study. How We Think presents an approach to modeling in-the-moment decision making as a function of the teacher's goals, orientations, and resources, and invites the educational community to explore the use of this model as a tool for understanding and improving teaching. The product of over a decade of scholarship, it is a wonderful example of theory building through careful, detailed empirical analysis. --Hilda Borko, Professor of Education, Stanford University Alan H. Schoenfeld presents a general scheme for analyzing a person's activity in a dynamic environment by which he frames explanatory accounts of classroom mathematics teaching. There is much here that contributes to understanding important aspects of teaching and that shows how standard assumptions of psychological choice theory can be modified and extended to provide explanations of teaching. --James Greeno, Visiting Professor, School of Education, University of Pittsburgh

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Alan H. Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California, Berkeley.

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