TY - JOUR
T1 - Development of teachers’ conceptions through learning and teaching
T2 - The meaning and potential of multiple-solution tasks
AU - Leikin, Roza
AU - Levav-Waynberg, Anat
PY - 2009
Y1 - 2009
N2 - This study analyzes development of teachers’ mathematical and pedagogical conceptions in systematic (through learning) and craft (through teaching) modes and the relationships between them. We focus on teachers’ conceptions of the meaning and potential of multiple-solution connecting tasks in school mathematics. We found that in systematic mode teachers increase primarily their shared conceptions and that the development of mathematical conceptions precedes that of pedagogical conceptions. Only in craft mode do they develop new understandings while their mathematical and pedagogical conceptions become integrated and advance each other mutually.
AB - This study analyzes development of teachers’ mathematical and pedagogical conceptions in systematic (through learning) and craft (through teaching) modes and the relationships between them. We focus on teachers’ conceptions of the meaning and potential of multiple-solution connecting tasks in school mathematics. We found that in systematic mode teachers increase primarily their shared conceptions and that the development of mathematical conceptions precedes that of pedagogical conceptions. Only in craft mode do they develop new understandings while their mathematical and pedagogical conceptions become integrated and advance each other mutually.
UR - http://www.scopus.com/inward/record.url?scp=84155172001&partnerID=8YFLogxK
U2 - 10.1080/14926150903314305
DO - 10.1080/14926150903314305
M3 - Article
AN - SCOPUS:84155172001
SN - 1492-6156
VL - 9
SP - 203
EP - 223
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
IS - 4
ER -