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001 978-90-481-3990-3
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020 _a9789048139903
_9978-90-481-3990-3
024 7 _a10.1007/978-90-481-3990-3
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aPB
_2bicssc
072 7 _aEDU029010
_2bisacsh
082 0 4 _a370
_223
100 1 _aLeikin, Roza.
_eeditor.
245 1 0 _aLearning Through Teaching Mathematics
_h[electronic resource] :
_bDevelopment of Teachers' Knowledge and Expertise in Practice /
_cedited by Roza Leikin, Rina Zazkis.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2010.
300 _aXII, 300p. 63 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMathematics Teacher Education ;
_v5
505 0 _aTheoretical and Methodological Perspectives on Teachers’ Learning through Teaching -- Teachers’ Opportunities to Learn Mathematics Through Teaching -- Attention and Intention in Learning About Teaching Through Teaching -- How and What Might Teachers Learn Through Teaching Mathematics: Contributions to Closing an Unspoken Gap -- Learning Through Teaching Through the Lens of Multiple Solution Tasks -- Examples of Learning through teaching: Pedagogical mathematics -- What Have I Learned: Mathematical Insights and Pedagogical Implications -- Dialogical Education and Learning Mathematics Online from Teachers -- Role of Task and Technology in Provoking Teacher Change: A Case of Proofs and Proving in High School Algebra -- Learning Through Teaching, When Teaching Machines: Discursive Interaction Design in Sketchpad -- What Experienced Teachers Have Learned from Helping Students Think About Solving Equations in the One-Variable-First Algebra Curriculum -- Examples of Learning through teaching: Mathematical pedagogy -- Exploring Reform Ideas for Teaching Algebra: Analysis of Videotaped Episodes and of Conversations About Them -- On Rapid Professional Growth: Cases of Learning Through Teaching -- Interactions Between Teaching and Research: Developing Pedagogical Content Knowledge for Real Analysis -- Teachers Learning from Their Teaching: The Case of Communicative Practices -- Feedback: Expanding a Repertoire and Making Choices.
520 _aThis volume explores how and when teachers' knowledge develops through teaching. The book presents international views on teachers' learning from their practice; the chapters are written by mathematicians or mathematics educators from Brazil, Canada, Israel, Mexico, UK, and USA. They address diverse content – numerical literacy, geometry, algebra, and real analysis – and a variety of levels – elementary school, secondary school, undergraduate mathematics, and teacher education courses. The authors employ different methodological tools and different theoretical perspectives as they consider teaching in different learning environments: lecturing, small group work on problems and tasks, mathematical explorations with the support of technological software, or e-learning. Despite these differences, the authors exemplify and analyze teachers’ learning that occurred and address the question: "What kinds of knowledge are developed as a result of teaching mathematics and what are the factors that support or impede such development?" Further, the chapters explore interactions and interrelationships between the enhancement of mathematical and pedagogical knowledge. The important and original contribution of this book is that it ties together the notions of teachers’ knowledge and complexity of teacher’s work, while presenting them from a relatively unexplored perspective – learning through teaching mathematics.
650 0 _aEducation.
650 0 _aMathematics.
650 0 _aEducational psychology.
650 1 4 _aEducation.
650 2 4 _aMathematics Education.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLearning & Instruction.
650 2 4 _aEducational Psychology.
700 1 _aZazkis, Rina.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048139897
830 0 _aMathematics Teacher Education ;
_v5
856 4 0 _uhttp://dx.doi.org/10.1007/978-90-481-3990-3
912 _aZDB-2-SHU
999 _c113473
_d113473