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

  • Leong Yew Hoong Email author
  • Tay Eng Guan 
  • Toh Tin Lam 
  • Quek Khiok Seng 
  • Romina Ann Soon Yap
Article

Abstract

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.

Keywords

Concretisations Instructional practices Mathematics teacher development Problem solving 

Supplementary material

10763_2017_9868_MOESM1_ESM.docx (1.1 mb)
ESM 1 (DOCX 1123 kb)

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Copyright information

© Ministry of Science and Technology, Taiwan 2017

Authors and Affiliations

  1. 1.Mathematics and Mathematics Education Academic Group, National Institute of EducationNanyang Technological UniversitySingaporeSingapore

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