Concretisations: a Support for Teachers to Carry Out Instructional Innovations in the Mathematics Classroom

We recognise that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue...

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Bibliographic Details
Published in:International journal of science and mathematics education 2019-02, Vol.17 (2), p.365-384
Main Authors: Leong, Yew Hoong, Tay, Eng Guan, Toh, Tin Lam, Quek, Khiok Seng, Yap, Romina Ann Soon
Format: Article
Language:English
Subjects:
Classrooms
Education
Educational Principles
Faculty Development
Instructional Innovation
Mathematical problems
Mathematics Education
Mathematics Instruction
Problem Solving
Professional development
Program Design
Science Education
Teachers
Teaching
Teaching Methods
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Summary:We recognise that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue by introducing a construct we term “concretisation”. Concretisations are resources developed in PD settings which can be converted into tangible tools for classroom use. In theorising such resources, we contribute in informing the design process of teacher professional development for better impact into actual classroom practice. We purport principles of design which render concretisations effective. Subsequently, we test these principles by presenting a specific case of teaching mathematical problem solving.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-017-9868-5