Reconceptualising Professional Development of Mathematics Teachers in Southeast Asia: Mapping the Growth in the Trajectory of Teacher Knowledge

In recent debates about teaching and learning, arguments about the need to better understand students’ engagement with mathematics and lifting their performance is gaining increasing currency among mathematics teachers, educators and policy makers. The issue has received a high level of visibility in light of two major developments. First, the quality of our teaching is being judged on the basis of students’ performance in international tests such as PISA and TIMSS.