Publication:
Concretisations: A support for teachers to carry out instructional innovations in the mathematics classroom

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Date
2019
Authors
Leong, Yew Hoong
Tay, Eng Guan
Toh, Tin Lam
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Publisher
Research Projects
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Journal Issue
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
Keywords
Concretisations, Instructional practices, Mathematics teacher development, Problem solving
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
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