Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24401
Title: 
Authors: 
Keywords: 
Instructional materials
Professional development
Proportionality
Intercontextual boundary object
Issue Date: 
2022
Citation: 
Leong, Y. H., Yeo, B. W., & Choy, B. H. (2022). Instructional materials as a site to study teachers′ planning and learning. Mathematics Education Research Journal. Advance online publication. https://doi.org/10.1007/s13394-022-00430-0
Journal: 
Mathematics Education Research Journal
Abstract: 
While reports of teachers’ use of curriculum materials are common, that of teachers as designers of their own materials are far less so. We argue that these (rare) instructional materials, defined as materials that are classroom-ready and that carry the teachers’ actual instructional goals, are ‘objects’ that are suitable as records of teachers’ planning and learning when developed alongside professional development. We provide supporting evidence of this claim and unpack the complexities of interacting instructional goals through a case study of a teacher who (re-)designed her own instructional materials as she participated in professional development. From the findings of the case, we reflect on the educational and methodological implications of pursing this research approach.
URI: 
ISSN: 
1033-2170 (print)
2211-050X (online)
DOI: 
File Permission: 
None
File Availability: 
No file
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