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Teachers’ Opportunities to Learn Mathematics Through Teaching

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Learning Through Teaching Mathematics

Part of the book series: Mathematics Teacher Education ((MTEN,volume 5))

Abstract

In this chapter we discuss theoretical and empirical grounds for teachers’ learning through teaching (LTT). We review several theories on teachers’ knowledge and the potential changes in this knowledge, and then focus on learning mathematics. We consider several specific examples of teachers’ learning 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.

Every teacher’s greatest opportunity for further learning in mathematics education is her classroom teaching. (Simon, 2006, p. 137).

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Author information

Authors and Affiliations

  1. University of Haifa, Haifa, Israel

    Roza Leikin

  2. Simon Fraser University, Burnaby, BC, Canada

    Rina Zazkis

Authors
  1. Roza Leikin
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  2. Rina Zazkis
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Correspondence to Roza Leikin .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Haifa, Haifa, 31905, Israel

    Roza Leikin

  2. Fac. Education, Simon Fraser University, University Drive 8888, Burnaby, V5A 1S6, British Columbia, Canada

    Rina Zazkis

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Leikin, R., Zazkis, R. (2010). Teachers’ Opportunities to Learn Mathematics Through Teaching. In: Leikin, R., Zazkis, R. (eds) Learning Through Teaching Mathematics. Mathematics Teacher Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3990-3_1

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