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Canadian Journal of Science, Mathematics and Technology Education Volume 8, 2008 - Issue 3
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Articles

Solution Spaces of Multiple-Solution Connecting Tasks as a Mirror of the Development of Mathematics Teachers’ Knowledge

Roza Leikin University of Haifa, Israel
&
Anat Levav-Waynberg University of Haifa, Israel
Pages 233-251 | Published online: 13 Oct 2008

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Muhammet Arican, Lieven Verschaffel & Wim Van Dooren. (2023) Preservice middle school mathematics teachers’ strategy repertoire in proportional problem solving. Research in Mathematics Education 0:0, pages 1-21.
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Taliha Keleş & Yeliz Yazgan. (2022) Indicators of gifted students’ strategic flexibility in non-routine problem solving. International Journal of Mathematical Education in Science and Technology 53:10, pages 2797-2818.
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Erhan Bingolbali. (2020) An analysis of questions with multiple solution methods and multiple outcomes in mathematics textbooks. International Journal of Mathematical Education in Science and Technology 51:5, pages 669-687.
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Christopher C. Tisdell. (2018) Pedagogical alternatives for triple integrals: moving towards more inclusive and personalized learning. International Journal of Mathematical Education in Science and Technology 49:5, pages 792-801.
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Anat Levav-Waynberg & Roza Leikin. (2012) Using Multiple Solution Tasks for the Evaluation of Students’ Problem-Solving Performance in Geometry. Canadian Journal of Science, Mathematics and Technology Education 12:4, pages 311-333.
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Rina Zazkis & Roza Leikin. (2010) Advanced Mathematical Knowledge in Teaching Practice: Perceptions of Secondary Mathematics Teachers. Mathematical Thinking and Learning 12:4, pages 263-281.
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Roza Leikin & Anat Levav-Waynberg. (2009) Development of Teachers’ Conceptions Through Learning and Teaching: The Meaning and Potential of Multiple-Solution Tasks. Canadian Journal of Science, Mathematics and Technology Education 9:4, pages 203-223.
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Articles from other publishers (20)

Carlos Segura & Irene Ferrando. (2023) Pre-service teachers’ flexibility and performance in solving Fermi problems. Educational Studies in Mathematics 113:2, pages 207-227.
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Erhan Bingölbali & Ferhan BİNGÖLBALİ. (2022) Divergent Thinking and Convergent Thinking: Are They Promoted in Mathematics Textbooks?. International Journal of Contemporary Educational Research 7:1, pages 240-252.
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Anette de Ron, Iben Christiansen & Kicki Skog. (2022) Configuring the landscape of research on problem-solving in mathematics teacher education. International Electronic Journal of Mathematics Education 17:4, pages em0712.
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Gülşah GEREZ CANTİMER & Sare ŞENGÜL. (2022) Matematik Öğretmen Adaylarının Öğretmenlik Uygulaması Dersi Kapsamında Web Destekli Öğretim Uygulamalarına Yönelik DeneyimleriMathematics Teachers’ Experiences on Web-assisted Instruction Applications within the Scope of Teaching Practice Course. Uluslararası İnsan Çalışmaları Dergisi 5:9, pages 80-102.
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Ebru ERSARI. (2021) Investigation of a Middle School Preservice Teacher’s Knowledge of Content and StudentsInvestigation of a Middle School Preservice Teacher’s Knowledge of Content and Students. International Journal of Assessment Tools in Education 8:4, pages 818-841.
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Lluís Albarracín, Carlos Segura, Irene Ferrando & Núria Gorgorió. (2021) Supporting mathematical modelling by upscaling real context in a sequence of tasks. Teaching Mathematics and its Applications: An International Journal of the IMA.
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Lluís Albarracín, Irene Ferrando & Núria Gorgorió. (2020) The Role of Context for Characterising Students’ Strategies when Estimating Large Numbers of Elements on a Surface. International Journal of Science and Mathematics Education 19:6, pages 1209-1227.
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B. Hadbaatar & R. Magsar. (2021) SOLUTION OF ONE TASK BY DIFFERENT OPTIONS. Chronos: psychology and pedagogy 6:2(25), pages 26-38.
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Gülşah GEREZ CANTİMER & Sare ŞENGÜL. (2021) ÖĞRETMENLİK UYGULAMASI DERSİ KAPSAMINDA MATEMATİK ÖĞRETMEN ADAYLARININ ZİHİNLERİNDE ALGILADIKLARI ÖĞRETMEN PROFİLLERİNİ GERÇEKLEŞTİREBİLME DÜZEYLERİNİN İNCELENMESİ. Trakya Eğitim Dergisi 11:2, pages 783-801.
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Sfiso Cebolenkosi Mahlaba. (2020) The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-solution Tasks. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1921.
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Irene Ferrando, Carlos Segura & Marta Pla-Castells. (2020) Relations entre contexte, situation et schéma de résolution dans les problèmes d’estimation. Canadian Journal of Science, Mathematics and Technology Education 20:3, pages 557-573.
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Anthony N. Ezeife, Aihui Peng & Bo Yu. 2020. Reciprocal Learning for Cross-Cultural Mathematics Education. Reciprocal Learning for Cross-Cultural Mathematics Education 183 200 .
Fernando Barrera-Mora & Aarón Víctor Reyes-Rodríguez. (2017) Tareas con diversas soluciones: estructura conceptual en profesores de matemáticas. Revista Electrónica de Investigación Educativa 19:1, pages 110-122.
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Roza Leikin. 2014. Transforming Mathematics Instruction. Transforming Mathematics Instruction 59 80 .
Michal Tabach & Alex Friedlander. (2012) School mathematics and creativity at the elementary and middle-grade levels: how are they related?. ZDM 45:2, pages 227-238.
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Raisa Guberman & Roza Leikin. (2012) Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks. Journal of Mathematics Teacher Education 16:1, pages 33-56.
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Anat Levav-Waynberg & Roza Leikin. (2012) The role of multiple solution tasks in developing knowledge and creativity in geometry. The Journal of Mathematical Behavior 31:1, pages 73-90.
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Roza Leikin. (2011) Multiple-solution tasks: from a teacher education course to teacher practice. ZDM 43:6-7, pages 993-1006.
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Pessia Tsamir, Dina Tirosh, Michal Tabach & Esther Levenson. (2009) Multiple solution methods and multiple outcomes—is it a task for kindergarten children?. Educational Studies in Mathematics 73:3, pages 217-231.
Crossref
Roza Leikin. 2010. Learning Through Teaching Mathematics. Learning Through Teaching Mathematics 69 85 .

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