NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ992896
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0020-739X
Collateral Learning and Mathematical Education of Teachers
Abramovich, Sergei
International Journal of Mathematical Education in Science and Technology, v43 n3 p315-336 2012
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.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A