Teaching for Abstraction: Teacher Learning

Paul White, Sue Wilson, Michael Mitchelmore


Working collaboratively with the researchers, a small team of teachers developed and taught two Grade 6 mathematics lessons based on the Teaching for Abstraction model (White & Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in practice. It was found that she assimilated several key features of the model, such as starting with several embodiments of the target concept and guiding students to look for similarities between them. However, it was more difficult for her to help students abstract and reify the target concept and link it to other mathematical concepts. It was concluded that teachers also need to abstract Teaching for Abstraction, and need more embodiments of it before they can reify and implement an effective model.


learning by abstraction; Lesson Study; primary school education; professional growth; teacher learning

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DOI: https://doi.org/10.46517/seamej.v2i1.15


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