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Collateral Learning and Mathematical Education of Teachers
ARTICLE

IJMEST Volume 43, Number 3, ISSN 0020-739X

Abstract

This article explores the notion of collateral learning in the context of classic ideas about the summation of powers of the first "n" counting numbers. Proceeding from the well-known legend about young Gauss, this article demonstrates the value of reflection under the guidance of "the more knowledgeable other" as a pedagogical method of making one's mathematics learning experience educative. This includes learning about the efficacy of generalizing by induction and the perils of overgeneralization. Recourse to geometry and computing as support system in understanding concepts of algebra is emphasized towards the end of promoting an experiential approach to mathematics. This article stems from the author's work with prospective teachers of secondary mathematics in a capstone course. Their reflections on the course are shared and analysed. (Contains 12 figures and 2 notes.)

Citation

Abramovich, S. (2012). Collateral Learning and Mathematical Education of Teachers. International Journal of Mathematical Education in Science and Technology, 43(3), 315-336. Retrieved May 25, 2019 from .

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