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Mathematical encounters and pedagogi...

Koichu, Boris.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mathematical encounters and pedagogical detoursby Boris Koichu, Rina Zazkis.
其他題名:	stories of disturbance and learning opportunities in teacher education /
作者:	Koichu, Boris.
其他作者:	Zazkis, Rina.
出版者:	Cham :Springer International Publishing :2021.
面頁冊數:	xii, 210 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Mathematics teachersTraining of.
電子資源:	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

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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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