Investigating What It Takes to Improve the Quality of Mathematics Teaching and Learning on a Large Scale

Although research on the mathematics teaching and learning has made significant progress in recent years, it has had only limited impact on classroom instruction in many countries. I report on an investigation in which we collaborated with mathematics teachers, school leaders, and district leaders to investigate what it takes to improve the quality of instruction and students’ learning on a large scale. After giving an overview of our findings, which take the form of a theory of action for instructional improvement that spans from the classroom to system instructional leadership, I will focus on key supports for teachers’ learning.

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