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Zazkis, Rina; Leikin, Roza – Mathematical Thinking and Learning: An International Journal, 2010
For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages…
Descriptors: Mathematics Education, Secondary School Teachers, Mathematics Teachers, Teaching Methods
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Leikin, Roza; Kawass, Sally – Journal of Mathematical Behavior, 2005
During individual interviews, secondary school mathematics teachers were asked to plan teaching an unfamiliar and challenging mathematics problem. Each teacher watched a special video-clip showing a pair of pupils successfully coping with the task. Teachers' planning was analyzed at three stages: before they solved the problem, after solving it,…
Descriptors: Secondary School Mathematics, Mathematics Education, Mathematics Teachers, Teaching Experience
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Leikin, Roza – International Journal of Mathematical Education in Science and Technology, 2005
Undergraduate and graduate mathematics teacher education frameworks must ensure professional development of two groups of practitioners within the community of mathematics educators, namely pre-service and in-service mathematics teachers. The relationship between them serves as an example of connection theory and practice in mathematics teacher…
Descriptors: Preservice Teacher Education, Mathematics Teachers
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Winicki-Landman, Greisy; Leikin, Roza – For the Learning of Mathematics, 2000
Addresses the concept of mathematical definition as well as the definitions of different mathematics concepts. Focuses on the possibility of defining a mathematical concept in several ways based on logical relationships between different mathematical statements related to the concept. The choice of one of these statements as definitional plays a…
Descriptors: Definitions, Geometric Concepts, Learning, Mathematics Education
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Chazan, Daniel; Yerushalmy, Michal; Leikin, Roza – Journal of Mathematical Behavior, 2008
This interview study takes place in the context of a single small district in the United States. In the algebra curriculum of this district, there was a shift in the conception of equation, from a statement about unknown numbers to a question about the comparison of two functions over the domain of the real numbers. Using two of Shulman's…
Descriptors: Equations (Mathematics), Algebra, Pedagogical Content Knowledge, Knowledge Base for Teaching