摘要：This paper offers a framework for mathematics lesson design that is consi stent with the way we learn about, and discover, most things in life. In addition, the framework provides a structure for identifying how mathematical concepts and understanding are acquired and developed. This framework is called ELPSA and represents f ive learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework has been used in developing lessons and teacher professional programs in Indonesia since 2012 in cooperation with the World Bank. This paper describes the theory that underlines the framework in general and in relation to each inter - connected component. Two explicit learning sequences for classroom practice are described, associated with Pythagoras theore m and probability. This paper then concludes with recommendations for using ELPSA in various institutional contexts.
