Learning Through Teaching Mathematics Development of Teachers' Knowl
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, Isra
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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 Faculty of 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, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Contents
Part I
Theoretical and Methodological Perspectives on Teachers’ Learning Through Teaching
Teachers’ Opportunities to Learn Mathematics Through Teaching . . . Roza Leikin and Rina Zazkis
3
Attention and Intention in Learning About Teaching Through Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John Mason
23
How and What Might Teachers Learn Through Teaching Mathematics: Contributions to Closing an Unspoken Gap . . . . . . . . Ron Tzur
49
Learni
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