Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21318
Title: 
Authors: 
Subjects: 
Concretisations
Instructional practices
Mathematics teacher development
Problem solving
Issue Date: 
2019
Citation: 
Leong, Y. H., Tay, E. G., Toh, T. L., Quek, K. S., & Yap, R. A. S. (2019). Concretisations: A support for teachers to carry out instructional innovations in the mathematics classroom. International Journal of Science and Mathematics Education, 17(2), 365-384 https://doi.org/10.1007/s10763-017-9868-5
Abstract: 
We recognize 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.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Science and Mathematics Education. The published version is available online at https://doi.org/10.1007/s10763-017-9868-5
URI: 
ISSN: 
1571-0068 (print)
1573-1774 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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