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  • Supporting Mathematics Instructors’ Transition to Equity-Minded Active Instruction Using a Community of Practice Framework
Title: Supporting Mathematics Instructors’ Transition to Equity-Minded Active Instruction Using a Community of Practice Framework
With evidence mounting on the benefits of equity-minded and active mathematics instruction, increasing numbers of mathematics faculty members are seeking to transform their instruction. Yet, many lack the skills and/or confidence to make the transition. To support faculty in meaningful instructional improvement, the authors of this paper facilitate frequent and innovative professional development (PD) guided by a community of practice framework. PD is intentionally designed to be incremental and supportive. Using one-on-one interview data from ten faculty participants who participated in PD on equity-minded and active mathematics instruction, we report on three crucial characteristics of a community of practice: the domain, the community, and the practice. Findings have implications for mathematics departments that aspire to support instructors to transform their teaching. Incremental PD guided by a community of practice framework could support faculty through the challenges of instructional transformation.  more » « less
Award ID(s):
2142122
PAR ID:
10567985
Author(s) / Creator(s):
; ; ;
Publisher / Repository:
MDPI
Date Published:
Journal Name:
Education Sciences
Volume:
14
Issue:
9
ISSN:
2227-7102
Page Range / eLocation ID:
1001
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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