Supporting Mathematics Instructors' Transition to Equity-Minded Active Instruction Using a Community of Practice Framework

• Main Authors: Alison S. Marzocchi (Author), Amelia Stone-Johnstone (Author), Kristin Kurianski (Author), Roberto C. Soto (Author)
• Format: Book
• Published: MDPI AG, 2024-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci14091001; 2227-7102
• Keywords: community of practice; professional development; undergraduate mathematics education; active learning; equity-minded instruction; departmental change; Education; L
• Source: Education Sciences, Vol 14, Iss 9, p 1001 (2024)

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.