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Development of Teachers’ Conceptions Through Learning and Teaching: The Meaning and Potential of Multiple-Solution Tasks

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Abstract

This study analyzes development of teachers’ mathematical and pedagogical conceptions in systematic (through learning) and craft (through teaching) modes and the relationships between them. We focus on teachers’ conceptions of themeaning and potential of multiple-solution connecting tasks in school mathematics. We found that in systematic mode teachers increase primarily their shared conceptions and that the development of mathematical conceptions precedes that of pedagogical conceptions. Only in craft mode do they develop new understandings while their mathematical and pedagogical conceptions become integrated and advance each other mutually.

Résumé

Cette étude analyse le développement des conceptions mathématiques et pédagogiques chez les enseignants pour ce qui est des aspects systématiques (par le biais de l’apprentissage) et pratiques (par le biais de l’enseignement), ainsi que les rapports qui existent entre ces deux modalités. Nous centrons notre attention sur les idées des enseignants à propos du sens et du potentiel des tâches à solutions multiples en enseignement des mathématiques à l’école. Nos résultats montrent que, pour les aspects systématiques, les enseignants développent principalement leurs conceptions partagées, et que le développement des conceptions mathématiques précède le développement des conceptions pédagogiques. C’est seulement pour ce qui est des modalités pratiques que les enseignants approfondissent leurs connaissances, au fur et à mesure que leurs conceptions mathématiques et pédagogiques s’intègrent les unes aux autres et se favorisent mutuellement.

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Authors and Affiliations

  1. Faculty of Education, University of Haifa, Haifa, 31905, Israel

    Roza Leikin & Anat Levav-Waynberg

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  1. Roza Leikin
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  2. Anat Levav-Waynberg
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Correspondence to Roza Leikin.

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Leikin, R., Levav-Waynberg, A. Development of Teachers’ Conceptions Through Learning and Teaching: The Meaning and Potential of Multiple-Solution Tasks. Can J Sci Math Techn 9, 203–223 (2009). https://doi.org/10.1080/14926150903314305

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