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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. 

In this paper, teacher educators located at three difierent universities across the United States share gndings emerging from our collaboration around a suite of three activities that engage our teacher candidates (TCs) around their identities as future mathematics teachers. In particular, our TCs engaged in a suite of identity-based activities in order to promote remexivity across dimensions in a way that we argue is not possible through a single activity. We implemented activities to promote our TCs’ remexivity, as well as to engage in critical self-remection on our own practice as mathematics teacher educators. We explore the relationship between multidimensional remexivity and beginning teachers who hold commitments toward justice and equity in mathematics education. Three activities – a mathematics auto- biography, a silhouette, and an identity card sort – were selected, modiged, implemented, and remected on across our secondary mathematics methods courses, with the goal of promoting remexivity across dimensions. We refer to reflexivity across dimensions as one’s ability to explore one’s identity within various analytical frames. The autobiography, silhouette, and card sort ofiered opportunities for TCs to explore the dimensions of their narrative, discursive, and categorical remexivity, respectively. We found that TCs engaged in continual questioning and perturbing of their positions in society in ways that contributed to their sense of self and promoted remexivity across the dimensions of TCs’ mathematics identities.