Learning through teaching mathematics

Learning through teaching mathematicsCollectif

• relié. Paru en 08/2010

Springer Verlag

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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.

Content Level » Research

Keywords » Mathematics Education - Teacher Knowledge - Teacher Learning - Teacher Practice

Related subjects » Learning & Instruction - Mathematics Education - Psychologie

TABLE OF CONTENTS

Introduction

Part I: Theoretical and Methodological Perspectives on Teachers’ Learning through Teaching

Chapter 1

Roza Leikin and Rina Zazkis

Teachers’ opportunities to learn mathematics through teaching

Chapter 2

John Mason

Attention and intention: Learning about teaching through teaching

Chapter 3

Ron Tzur

What and How might mathematics teachers learn via teaching: Contributions to closing an unspoken gap

Chapter 4

Roza Leikin

Learning through teaching though the lens of multiple solution tasks

Part II: Examples of Learning through teaching: Pedagogical mathematics

Interlude 1

Chapter 5

Rina Zazkis

What have I learned: Mathematical insights and pedagogical implication

Chapter 6

Marcelo Borba and Rúbia B. A. Zulatto

Dialogical education and learning mathematics online from teachers.

Chapter 7

Carolyn Kieran and José Guzmán

Role of task and technology in provoking teacher change: A case of proofs and proving in high school Algebra

Chapter 8

Nick Jackiw and Nathalie Sinclair

Learning through teaching when teaching machines: Discursive interaction design in Sketchpad

Chapter 13

Robin Marcus and Daniel Chazan

What experienced teachers have learned from helping students think about solving equations in the one-variable-first algebra curriculum

Part III: Examples of Learning through teaching: Mathematical pedagogy

Interlude 2

Chapter 9

Michal Yerushalmy and Shulamit Elikan

Exploring reform ideas of teaching Algebra: Analysis of videotaped episodes and conversations about them

Chapter 10

Peter Liljedahl

On rapid professional growth: cases of learning through teaching

Chapter 11

Lara Alcock

Interactions between teaching and research: Developing pedagogical content knowledge for Real Analysis

Chapter 12

Helen Doerr and Stephen Lerman

Teachers learning from their teaching: The case of communicative practices

Chapter 14

Dave Hewitt

Feedback: Expanding a repertoire and making choices

Conclusion.