This 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.
Learning Through Teaching Mathematics
MATHEMATICS TEACHER EDUCATION VOLUME 5 SERIES EDITOR Andrea Peter-Koop, University of Oldenburg, Germany Patricia Wilson, University of Georgia, United States EDITORIAL BOARD Andy Begg, Auckland University of Technology, New Zealand Chris Breen, University of Cape Town, South Africa Francis Lopez-Real, University of Hong Kong, China Jarmila Novotna, Charles University, Czechoslovakia Jeppe Skott, Danish University of Education, Copenhagen, Denmark Peter Sullivan, Monash University, Monash, Australia Dina Tirosh, Tel Aviv University, Israel SCOPE The Mathematics Teacher Education book series presents relevant research and innovative international developments with respect to the preparation and professional development of mathematics teachers. A better understanding of teachers’ cognitions as well as knowledge about effective models for preservice and inservice teacher education is fundamental for mathematics education at the primary, secondary and tertiary level in the various contexts and cultures across the world. Therefore, considerable research is needed to understand what facilitates and impedes mathematics teachers’ professional learning. The series aims to provide a significant resource for teachers, teacher educators and graduate students by introducing and critically reflecting new ideas, concepts and findings of research in teacher education.
For other titles published in this series, go to http://www.springer.com /series/6327
Roza Leikin · Rina Zazkis Editors
Learning Through Teaching Mathematics Development of Teachers’ Knowledge and Expertise in Practice
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Editors Roza Leikin University of Haifa Faculty of Education 31905 Haifa Mount Carmel Israel
[email protected]
Rina Zazkis Simon Fraser University Fac. Education 8888 University Drive Burnaby BC V5A 1S6 Canada
[email protected]
ISBN 978-90-481-3989-7 e-ISBN 978-90-481-3990-3 DOI 10.1007/978-90-481-3990-3 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2010922286 © Springer Science+Business Media B.V. 2010 No part of this work may be reproduced, st