Learning Through Teaching Mathematics

Development of Teachers' Knowledge and Expertise in Practice

  • Roza Leikin
  • Rina Zazkis
Part of the Mathematics Teacher Education book series (MTEN, volume 5)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Theoretical and Methodological Perspectives on Teachers’ Learning Through Teaching

    1. Front Matter
      Pages 1-1
  3. Theoretical and Methodological Perspectives on Teachers’ Learning through Teaching

  4. Examples of Learning Through Teaching: Pedagogical Mathematics

    1. Front Matter
      Pages 87-89
  5. Examples of Learning through teaching: Pedagogical mathematics

  6. Examples of Learning Through Teaching: Mathematical Pedagogy

    1. Front Matter
      Pages 189-190
  7. Examples of Learning through teaching: Mathematical pedagogy

  8. Back Matter
    Pages 287-300

About this book

Introduction

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.

Keywords

Algebra Mathematics Education Teacher Knowledge Teacher Learning Teacher Practice attention geometry learning

Editors and affiliations

  • Roza Leikin
    • 1
  • Rina Zazkis
    • 2
  1. 1.Faculty of EducationUniversity of HaifaHaifaIsrael
  2. 2.Fac. EducationSimon Fraser UniversityBurnabyCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-90-481-3990-3
  • Copyright Information Springer Science+Business Media B.V. 2010
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-90-481-3989-7
  • Online ISBN 978-90-481-3990-3
  • About this book