Abstract
The following study explored strategies for developing mathematical potential and enhancing mathematics instruction for diverse learners from a low socio-economic population identified as “young scholars”. The intentional focus on designing and creating opportunities to foster mathematical potential and build collective knowledge influenced many of the pedagogical decisions made by the teacher and researcher in their jointly planned research lessons. The most salient features in developing mathematics potential in these young scholars were giving opportunities to 1) engage in rich mathematical tasks and sequence of related problems, b) use multiple representations to develop representational fluency, and c) develop mathematical communication where reasoning and proof and sense-making became a habit of mind and the focus of classroom discourse. Through encouragement and participation in problem solving, mathematical discourse and algebraic reasoning, students exhibited confidence, competence and more of the behavioural characteristics of mathematically proficient students.
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