ABSTRACT
Knowledge creation models in teacher-situated learning argue that the engagement process allows the emergence of new ideas and innovations. The purpose of the analysis is to highlight the critical features of knowledge creation in teacher-situated learning. In particular, this research aims to engage teachers in reflective practice on commonly used mathematics concepts. The goal of the Accelerating school based curriculum development project was to develop the curriculum leadership skills among elementary schoolteachers to enhance the capabilities of the schools and their teachers. The project was exploratory and design-based, and attempted to incorporate the key features from contemporary literature on teacher development and learning. The interviews explicitly show the reflective and apologetic tone of the teachers in recognition of their inadequacy in teaching the conceptual distinctions among fraction-related concepts in the practice lessons. This awareness of conceptual issues in the learning content and the appropriate pedagogical manipulations may become the achieved object of the activity system in the innovation project.
