Titlebook: Learning Through Teaching Mathematics; Development of Teach Roza Leikin,Rina Zazkis Book 2010 Springer Science+Business Media B.V. 2010 Alg

永久

Dialogical Education and Learning Mathematics Online from Teachersext of the online course. We then show how the problem-solving dynamic we set up for the course led one of the teacher/students to pose a problem that initially none of the participants knew how to solve – a situation that lead to mathematics learning on the part of everyone, including the teachers

丰满有漂亮

Exploring Reform Ideas for Teaching Algebra: Analysis of Videotaped Episodes and of Conversations Abraditional methods of teaching algebra in secondary school. The episodes motivated the first group to analyze their own tensions and dilemmas that the newly learned practices introduced. The major attempts of participants of the second group were to “fix” what they perceived to be the reality in way

placebo-effect

Amplify

Free-Radical

VOK

Teachers’ Opportunities to Learn Mathematics Through Teachingng in a variety of instructional situations and identify the types of learning that have occurred. We further identify the sources of LTT, the types of knowledge acquired through teaching, and consider factors that support teachers’ learning.

fledged

On Rapid Professional Growth: Cases of Learning Through Teachingthe teachers’ classroom experiences than to their inservice education experiences. In this chapter, I first introduce these cases and then use them to argue for a change in perspective when thinking about, and working in, the professional development setting.

泥瓦匠

1573-5990 mathematical examples that teachers learned when they taughtThe 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

连系

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