Roza Leikin, Rina Zazkis
Springer | 2010 | 250 páginas | PDF | 1,59 MB
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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
Índice:Part I: Theoretical and Methodological Perspectives on Teachers’ Learning through Teaching
Roza Leikin and Rina Zazkis - Teachers’ opportunities to learn mathematics through teaching
John Mason - Attention and intention: Learning about teaching through teaching
Ron Tzur - What and How might mathematics teachers learn via teaching: Contributions to closing an unspoken gap
Roza Leikin - Learning through teaching though the lens of multiple solution tasks
Part II: Examples of Learning through teaching: Pedagogical mathematics
Rina Zazkis - What have I learned: Mathematical insights and pedagogical implication
Marcelo Borba and Rúbia B. A. Zulatto - Dialogical education and learning mathematics online from teachers.
Carolyn Kieran and José Guzmán - Role of task and technology in provoking teacher change: A case of proofs and proving in high school Algebra
Nick Jackiw and Nathalie Sinclair - Learning through teaching when teaching machines: Discursive interaction design in Sketchpad
Robin Marcus and Daniel Chazan - What experienced teachers have learned from helping students think about solving equations in the one-variable-first algebra curriculum
Part III: Examples of Learning through teaching: Mathematical pedagogy
Michal Yerushalmy and Shulamit Elikan - Exploring reform ideas of teaching Algebra: Analysis of videotaped episodes and conversations about them
Peter Liljedahl - On rapid professional growth: cases of learning through teaching
Lara Alcock - Interactions between teaching and research: Developing pedagogical content knowledge for Real Analysis
Helen Doerr and Stephen Lerman - Teachers learning from their teaching: The case of communicative practices
Dave Hewitt - Feedback: Expanding a repertoire and making choices
Outros livros da mesma autora, disponíveis no blog:
- Zazkis, R. & Campbell, S. R. (Eds). (2006). Number theory in mathematics education: Perspectives and prospects. Lawrence Erlbaum Press.
- Zazkis, R. (2011). Relearning mathematics: A challenge for prospective elementary school teachers. Information Age Publishing. Charlotte, NC.
Capítulos em livros, da mesma autora, disponíveis no blog:
- Zazkis, R. & Gadowsky, K. (2001). Attending to transparent features of opaque representations of natural numbers. In A. Cuoco (Ed.), NCTM 2001 Yearbook: The roles of representation in school mathematics (pp. 41-52). Reston, VA: NCTM.
- Zazkis, R. (2008). Divisibility and transparency of number representations. In M. P. Carlson & C. Rasmussen (Eds.), Making the Connection: Research and practice in undergraduate mathematics (pp. 81-92). MAA notes.
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