Abstract
Teaching conceptually in mathematics, which draws on the underlying structure and logic of concepts, has shown to be successful for students’ knowledge construction. Traditional mathematics instruction often focuses on procedures and rote memorization of skills, and tends to lack conceptual understanding. The following professional development handbook focuses on promoting the use of conceptual understanding in secondary mathematics, which in turn should improve students’ knowledge construction in mathematics. Drawing from constructivist theory, Vygotsky’s (1978) sociocultural theory of learning and his (1997) notions on concept development, and Donald Schön’s (1987) reflection-in-action, I created a professional development handbook for secondary mathematics instructors thatemphasizes the importance of conceptual understanding in mathematics as opposed to traditional mathematics instruction.