Abstract
In this chapter, I summarize results of a number of studies on learning through teaching (LTT) that integrated Teaching Experiments focusing on multiple solution tasks (MSTs). In this setting MSTs were used both as a didactical and as a research tool that allowed analysis of the processes involved in LTT. Through the lens of MSTs, LTT is envisioned as a transformation of teachers’ solution spaces. I argue that in LTT process teachers’ mathematical knowledge and pedagogical knowledge are mutually related: Teachers’ pedagogical knowledge allows them learning more mathematics, while teachers’ mathematical knowledge provides them with the confidence to direct their lessons toward a variety of unpredicted mathematical directions based on ideas raised by the students.
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Notes
- 1.
Here a proof is a concrete type of a problem solution when the problem requires proving (like Problem 1 in this paper).
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Leikin, R. (2010). Learning Through Teaching Through the Lens of Multiple Solution Tasks. 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_4
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