The more ambitious an educational innovation, the greater the challenge in scaling up. In this paper, we focus on the scaling up of an ambitious pedagogical practice—mathematics problem solving as a regular feature in the classroom. We adopt a long-term approach to continual professional development (CPD) that began with intensive work with one school before we broadened the programme to four other schools which span the spectrum of schools in Singapore. To evaluate this overall design, we examine the current state of each school’s capacity in sustaining mathematics problem-solving instruction. In particular, we study and report findings on these areas: the readiness of teachers, the instructional materials and supporting structures. Based on the findings, we reflect on our CPD strategies and our theory of action which guided the CPD programme.

教育创新越雄心勃勃，扩大规模的挑战就越大。在本文中，我们专注于扩大一项雄心勃勃的教学实践——将数学问题解决作为课堂的常规特色。我们采用长期的持续专业发展 (CPD) 方法，从一所学校的密集工作开始，然后将计划扩展到其他四所跨越新加坡学校范围的学校。为了评估这一总体设计，我们检查了每所学校在维持数学解决问题教学能力方面的现状。特别是，我们研究并报告了以下领域的发现：教师的准备情况、教学材料和支持结构。根据调查结果，我们反思我们的 CPD 策略和指导 CPD 计划的行动理论。