Professional Development of Mathematics Teachers

1. Front Matter

   Pages i-xvii

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2. Mathematics Teacher Professional Development: An Asian Perspective

   • Yew Hoong Leong, Berinderjeet Kaur, Oh Nam Kwon

   Pages 1-14

3. Policies, Structures, Frameworks and Contexts

   1. Front Matter

      Pages 15-15

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   2. Professional Development of Secondary Mathematics Teachers in Mainland China

      • Rongjin Huang, Lijun Ye, Kyle Prince

      Pages 17-31

   3. The Endless Long-Term Program of Mathematics Teacher Professional Development in Indonesia

      • Yaya S. Kusumah, Farida Nurhasanah

      Pages 33-45

   4. Lesson Study: The Fundamental Driver for Mathematics Teacher Development in Japan

      • Akihiko Takahashi

      Pages 47-61

   5. Towards Balancing Knowledge and Practice of In-Service Mathematics Teacher Education Program in Korea

      • Oh Nam Kwon, Jung Sook Park, Jaehee Park, Jee Hyun Park

      Pages 63-76

   6. Profiling Mathematics Teacher Professional Development in Malaysia

      • Chin Mon Chiew, Chap Sam Lim

      Pages 77-88

   7. Congruence Between Context and Opportunities for Professional Development of Mathematics Teachers in the Philippines

      • Debbie Verzosa, Maria Theresa Tulao-Fernando, Catherine Vistro-Yu

      Pages 89-96

   8. Professional Development of Mathematics Teachers in Singapore

      • Berinderjeet Kaur, Lai Fong Wong

      Pages 97-108

   9. Mathematics Teachers Professional Development in Taiwan

      • Fou-Lai Lin, Yu-Ping Chang

      Pages 109-117

4. Innovative Professional Development Programs in Asia

   1. Front Matter

      Pages 119-119

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   2. Constraints and Affordances in Bringing About Shifts in Practice Towards Developing Reasoning in Mathematics: A Case Study

      • Ruchi S. Kumar, K. Subramaniam

      Pages 121-140

   3. A Community-Based, Practice-Oriented Teacher Professional Development Program: Changes in Teaching Culture in Korea

      • Oh Nam Kwon, Jee Hyun Park, Jung Sook Park, Jaehee Park

      Pages 141-157

   4. Classroom as a Site for Teacher Learning: Emergence of a Paradigm Shift in Mathematics Teacher Education in Pakistan

      • Anjum Halai

      Pages 159-168

   5. Teaching for Metacognition Project: Construction of Knowledge by Mathematics Teachers Working and Learning Collaboratively in Multitier Communities of Practice

      • Berinderjeet Kaur, Divya Bhardwaj, Lai Fong Wong

      Pages 169-187

   6. Boundary Objects Within a Replacement Unit Strategy for Mathematics Teacher Development

      • Yew Hoong Leong, Eng Guan Tay, Tin Lam Toh, Romina Ann Soon Yap, Pee Choon Toh, Khiok Seng Quek et al.

      Pages 189-208

   7. Facilitating Professional Growth of Taiwanese In-service Mathematics Teachers Through an Innovative School-Based Program

      • Fou-Lai Lin, Hui-Yu Hsu, Jian-Cheng Chen

      Pages 209-222

   8. School-Based In-service Mathematics Teachers’ Professional Development: Designing Diagnostic Conjecturing Activities

      • Jian-Cheng Chen, Fou-Lai Lin

      Pages 223-239

This book offers a counterpart to the extensive corpus of literature available on the same topic from a Western perspective. It showcases innovative approaches to professional development of mathematics teachers in Asian countries, and reports on both empirical and expository studies of teachers’ professional development in these counties. It provides scholars from non-English-speaking and under-represented Asian countries the opportunity to engage in discourse with other scholars in the field, and is the first book to present substantial contributions from scholars in Asia on the professional development of mathematics teachers in their respective countries. It includes perspectives that shed valuable light on how the approaches pursued in Asian countries resemble or differ from those in the West.

• mathematics edcation in Asia
• mathematics education in China
• mathematics education in Malaysia
• mathematics professioanl development
• mathematics teacher education
• teaching mathematics

“This book … is of high relevance for those interested in mathematics education in general and mathematics teacher professional development in Asia in particular.” (Xinrong Yang and Gabriele Kaiser, Educational Studies in Mathematics, Vol. 103, 2020)

“Professional Development of Mathematics Teachers: An Asian Perspective … offers a rich source of information on mathematics teacher development in Asia, including training and support for practicing teachers. … The book is highly academic and therefore full of theories, data, analysis, and insight. It also has lots of informative and descriptive tables and figures. … the book is put together primarily for researchers, policy makers, and mathematics teacher educators as a tool for policy and academic discourse.” (Woong Lim, MAA Reviews, maa.org, May, 2017)

• National Institute of Education, Nanyang Technological University, Singapore, Singapore

  Berinderjeet Kaur, Yew Hoong Leong

• Seoul National University, Seoul, Korea (Republic of)

  Oh Nam Kwon

Berinderjeet Kaur is a Professor of Mathematics Education at the National Institute of Education in Singapore. Her research interests include mathematics teacher development and comparative studies in mathematics education. She has been involved in numerous international studies on Mathematics Education and was the Mathematics Consultant to TIMSS 2011 and a member of the MEG (Mathematics Expert Group) for PISA 2015.


Oh Nam Kwon is a Professor of Mathematics Education at Seoul National University. Her research interests include curriculum development, inquiry-oriented teaching, and teacher education. She serves on the Editorial Board for the Springer book series “Advances in Mathematics Education.” She has served as a committee member for international mathematics education organizations, and as a member of the 2015 OECD/PISA Mathematics Expert Group.


Leong Yew Hoong is an Assistant Professor with the Mathematics and Mathematics Education Academic Group, National Institute of Education, Nanyang Technological University in Singapore. He engages in design research that places emphasis on mathematics teacher development, problem solving, and teaching for low achievers.

Policies and ethics