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Mathematical encounters and pedagogi...

Koichu, Boris.

Mathematical encounters and pedagogical detoursstories of disturbance and learning opportunities in teacher education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematical encounters and pedagogical detoursby Boris Koichu, Rina Zazkis.
Reminder of title:	stories of disturbance and learning opportunities in teacher education /
Author:	Koichu, Boris.
other author:	Zazkis, Rina.
Published:	Cham :Springer International Publishing :2021.
Description:	xii, 210 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Mathematics teachersTraining of.
Online resource:	https://doi.org/10.1007/978-3-030-58434-4
ISBN:	9783030584344$q(electronic bk.)

Mathematical encounters and pedagogical detoursstories of disturbance and learning opportunities in teacher education /
Koichu, Boris.

Mathematical encounters and pedagogical detoursstories of disturbance and learning opportunities in teacher education /[electronic resource] :by Boris Koichu, Rina Zazkis. - Cham :Springer International Publishing :2021. - xii, 210 p. :ill., digital ;24 cm.

Chapter 1. Disturbance as a driving force -- Chapter 2. A fictional dialogue on infinitude of primes -- Chapter 3. Encounters with Euclidean propositions -- Chapter 4. Stories on problem-solving instruction -- Chapter 5. Encounters with Cardano's method -- Chapter 6. Synthesizing exception-barring and what-if-not: If not, what yes? -- Chapter 7. From "obviously wrong" methods to surprisingly correct answers.

This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students.

ISBN: 9783030584344$q(electronic bk.)

Standard No.: 10.1007/978-3-030-58434-4doiSubjects--Topical Terms:

338049
Mathematics teachers
--Training of.

LC Class. No.: QA10.5 / .K65 2021

Dewey Class. No.: 510.23

Mathematical encounters and pedagogical detoursstories of disturbance and learning opportunities in teacher education /
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245 1 0 $a Mathematical encounters and pedagogical detours $h [electronic resource] : $b stories of disturbance and learning opportunities in teacher education / $c by Boris Koichu, Rina Zazkis.
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505 0 $a Chapter 1. Disturbance as a driving force -- Chapter 2. A fictional dialogue on infinitude of primes -- Chapter 3. Encounters with Euclidean propositions -- Chapter 4. Stories on problem-solving instruction -- Chapter 5. Encounters with Cardano's method -- Chapter 6. Synthesizing exception-barring and what-if-not: If not, what yes? -- Chapter 7. From "obviously wrong" methods to surprisingly correct answers.
520 $a This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students.
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