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

Abstract

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.

Keywords

• community of practice
• professional development
• undergraduate mathematics education
• active learning
• equity-minded instruction
• departmental change