Abstract
This article examines the concept of bounded rationality and its implications for research and practice in classroom teaching. Bounded rationality has been recognized as a valuable concept for understanding human reasoning, problem solving, and decision making in complex real-world situations, including classroom teaching. The concept has been used to understand how teachers deal with the complexities of the classroom. Teacher expectations and differential treatment of students is used as an example. The discussion stresses limits of the concept for guiding empirical research. Finally, recommendations for future research and implications for classroom practice are considered.
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