This study aims to deepen our understanding of the development of teacher knowledge in systematic (through learning) and craft (through teaching) modes. The main research tools of this study were multiple-solution connecting tasks. We used the notion of solution spaces to analyze the data and demonstrated that modifications of the teachers’ solution spaces were situated in their practices of varying types. We found that the implementation of multiple-solution connecting tasks in systematic mode meaningfully developed teachers’ problem-solving performance due not only to the reproduction of solutions offered during the course but to the production of new solutions. Furthermore, in creating opportunities for students to solve tasks with multiple solutions, teachers expanded their personal solution spaces. We conclude that the combining of systematic and craft modes is an optimal condition for the development of teachers’ knowledge.
|Number of pages
|Canadian Journal of Science, Mathematics and Technology Education
|Published - 2008
Bibliographical noteFunding Information:
This research was made possible by grant #891/03 from the Israel Science Foundation. We thank Irena Gurevich for her assistance in data collection. We are also indebted to the teachers who participated in the study for their collaboration and goodwill.
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