By Roza Leikin, Rina Zazkis
This quantity explores how and while lecturers' wisdom develops via instructing. The publication provides overseas perspectives on lecturers' studying from their perform; the chapters are written by means of mathematicians or arithmetic educators from Brazil, Canada, Israel, Mexico, united kingdom, and united states. They tackle diversified content material – numerical literacy, geometry, algebra, and genuine research – and various degrees – common university, secondary institution, undergraduate arithmetic, and instructor schooling classes. The authors hire diversified methodological instruments and diverse theoretical views as they give thought to educating in several studying environments: lecturing, small staff paintings on difficulties and projects, mathematical explorations with the aid of technological software program, or e-learning. regardless of those adjustments, the authors exemplify and examine lecturers’ studying that happened and handle the query: "What types of wisdom are constructed due to instructing arithmetic and what are the standards that help or hamper such development?"
Further, the chapters discover interactions and interrelationships among the enhancement of mathematical and pedagogical wisdom. the $64000 and unique contribution of this e-book is that it ties jointly the notions of lecturers’ wisdom and complexity of teacher’s paintings, whereas offering them from a comparatively unexplored viewpoint – studying via educating mathematics.
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Additional resources for Learning Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in Practice
28 J. Mason Sometimes people react automatically without affective or cognitive control; sometimes affect dominates reaction; sometimes cognition exercises control, enabling a response. Under certain conditions the student–teacher–content collective also takes on many of the qualities of a living organism (Davis & Sumara, 2007). The teacher can sometimes be seen as acting as the “consciousness of the collective” just as Bruner (1986, pp. ” Learning as Change of State A metaphor from physics that is useful in education is the way change of state comes about: Energy is added to a system and change is observed (for example, temperature rises), then further addition of energy produces no further change (the temperature stops rising while the material changes state), and then, subsequently, the change continues (temperature continues to rise).
Educational Studies in Mathematics. , & Rota, S. (2006). A case study on the development of teacher’s proﬁciency through teaching. Mathematics Education Research Journal, 18(3), 44–68. , & Kelly, A. E. (1994). Action-theoretic and phenomenological approaches to research in mathematics education: Studies on continually developing experts. In R. Biehler, R. W. Scholz, R. Sträßer, & B. ), Didactics of mathematics as a scientiﬁc discipline (pp. 277–286). The Netherlands: Kluwer Academic Publishers.
Reacting and Responding; Habit and Choice Since learning through teaching involves experiencing some sort of disturbance to the ﬂow of internalized and habitual actions, it is useful, as indicated in the introduction, to distinguish between reacting and responding. To respond is to make an intentional, conscious, considered choice of action. It is very rare. Usually we react. Something in a situation may trigger a metonymic association, and there may be resonance with some past experiences. Together these produce action.
Learning Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in Practice by Roza Leikin, Rina Zazkis