The idea of teachers Learning through Teaching (LTT) when presented to a naive bystander appears as an oxymoron. Are we not supposed to learn before we teach? After all, under the usual circumstances, learning is the task for those who are being taught, not of those who teach. However, this book is about the learning of teachers, not the learning of students. It is an ancient wisdom that the best way to truly learn something is to teach it to others. Nevertheless, once a teacher has taught a particular topic or concept and, consequently, truly learned it, what is left for this teacher to...

The idea of teachers Learning through Teaching (LTT) when presented to a naive bystander appears as an oxymoron. Are we not supposed to learn before we teach? After all, under the usual circumstances, learning is the task for those who are being taught, not of those who teach. However, this book is about the learning of teachers, not the learning of students. It is an ancient wisdom that the best way to truly learn something is to teach it to others. Nevertheless, once a teacher has taught a particular topic or concept and, consequently, truly learned it, what is left for this teacher to...

This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness.

This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students’ mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students’ mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students’ potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of...