{"id":43311,"date":"2012-08-30T11:26:10","date_gmt":"2012-08-30T11:26:10","guid":{"rendered":"https:\/\/edu.haifa.ac.il\/2012\/08\/30\/learning-through-teaching-mathematics\/"},"modified":"2022-11-06T13:47:24","modified_gmt":"2022-11-06T13:47:24","slug":"learning-through-teaching-mathematics","status":"publish","type":"post","link":"https:\/\/edu.haifa.ac.il\/en\/learning-through-teaching-mathematics\/","title":{"rendered":"Learning Through Teaching Mathematics"},"content":{"rendered":"\t\t
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\"Learning-Through-Teaching-Mathematics\"Learning Through Teaching Mathematics<\/h2>\r\n

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 \u2013 numerical literacy, geometry, algebra, and real analysis \u2013 and a variety of levels \u2013 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\u2019 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\u2019 knowledge and complexity of teacher\u2019s work, while presenting them from a relatively unexplored perspective \u2013 learning through teaching mathematics.<\/p>\r\n

\u00a0Roza Leikin, Rina\u00a0 Zazkis (Eds.) \u00a0Springer<\/p>\r\n

\u05dc\u05d3\u05e3 \u05d4\u05e1\u05e4\u05e8 \u05d1\u05d0\u05ea\u05e8 \u05d4\u05d4\u05d5\u05e6\u05d0\u05d4 \u05dc\u05d7\u05e6\u05d5 \u05db\u05d0\u05df (\u05d1\u05d7\u05dc\u05d5\u05df \u05d7\u05d3\u05e9)<\/a><\/p>\r\n

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Learning Through Teaching Mathematics 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 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