Abstract
In this last chapter we reflect on our reporting of change from the different perspectives within the Leverhulme Numeracy Research Programme. We consider whether and where in the course of our research we have encountered “deep” change (Earl et al., 2000, p. 39) and how this might be characterised. We develop the notion of zone of enactment by identifying four key conditions necessary for realising the potential of zones of enactment through which professional development may be promoted. Finally we discuss the contribution of the model, developed in Chapter 1, for discussing change, at a descriptive, theoretical and predictive level, to our understanding of the complex process of professional development in primary mathematics.
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Millett, A., Brown, M., Askew, M. (2004). Drawing Conclusions. In: Millett, A., Brown, M., Askew, M. (eds) Primary Mathematics and the Developing Professional. Springer, Dordrecht. https://doi.org/10.1007/1-4020-1915-7_9
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DOI: https://doi.org/10.1007/1-4020-1915-7_9
Publisher Name: Springer, Dordrecht
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