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Learning Through Teaching Mathematics

Development of Teachers' Knowledge and Expertise in Practice

  • Book
  • © 2010

Overview

Editors:
  1. Roza Leikin

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

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    You can also search for this editor in PubMed   Google Scholar

  2. Rina Zazkis

    1. Fac. Education, Simon Fraser University, Burnaby, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Is innovative in its systematic view on teaching of mathematics as a source for teachers’ own learning
  • Contains interesting and challenging mathematical examples that teachers learned when they taught mathematics
  • Contains a variety of research methodologies and frameworks for the analysis of the developments of mathematics teachers' knowledge

Part of the book series: Mathematics Teacher Education (MTEN, volume 5)

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Table of contents (14 chapters)

  1. Front Matter

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

    1. Front Matter

      Pages 1-1
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  4. Examples of Learning Through Teaching: Pedagogical Mathematics

    1. Front Matter

      Pages 87-89
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  6. Examples of Learning Through Teaching: Mathematical Pedagogy

    1. Front Matter

      Pages 189-190
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  8. Back Matter

    Pages 287-300
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Keywords

About this book

The idea of teachers Learning through Teaching (LTT) – when presented to a naïve bystander – appears as an oxymoron. Are we not supposed to learn before we teach? After all, under the usual circumstances, learning is the task for those who are being taught, not of those who teach. However, this book is about the learning of teachers, not the learning of students. It is an ancient wisdom that the best way to “truly learn” something is to teach it to others. Nevertheless, once a teacher has taught a particular topic or concept and, consequently, “truly learned” it, what is left for this teacher to learn? As evident in this book, the experience of teaching presents teachers with an exciting opp- tunity for learning throughout their entire career. This means acquiring a “better” understanding of what is being taught, and, moreover, learning a variety of new things. What these new things may be and how they are learned is addressed in the collection of chapters in this volume. LTT is acknowledged by multiple researchers and mathematics educators. In the rst chapter, Leikin and Zazkis review literature that recognizes this phenomenon and stress that only a small number of studies attend systematically to LTT p- cesses. The authors in this volume purposefully analyze the teaching of mathematics as a source for teachers’ own learning.

Editors and Affiliations

  • Faculty of Education, University of Haifa, Haifa, Israel

    Roza Leikin

  • Fac. Education, Simon Fraser University, Burnaby, Canada

    Rina Zazkis

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