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Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms

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  • Hee-jeong Kim

    (Department of Mathematics Education, Hongik University, Seoul 04066, Korea)

Abstract

Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy —starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations—as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding.

Suggested Citation

  • Hee-jeong Kim, 2020. "Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms," Sustainability, MDPI, vol. 12(6), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:6:p:2211-:d:331783
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    Citations

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    Cited by:

    1. Sun-Joo Chung & Lee-Jin Choi, 2021. "The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea," Sustainability, MDPI, vol. 13(8), pages 1-13, April.
    2. Sunghwan Hwang, 2022. "Profiles of Mathematics Teachers’ Job Satisfaction and Stress and Their Association with Dialogic Instruction," Sustainability, MDPI, vol. 14(11), pages 1-17, June.
    3. Hea-Jin Lee & Chaereen Han & Hee-jeong Kim & Leah Herner-Patnode, 2021. "Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design," Sustainability, MDPI, vol. 13(21), pages 1-19, October.

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