The power of their ideas: leveraging teachers’ mathematical ideas in professional development

Abstract

In this paper, a process is described that is used in professional development sessions in mathematics with pre-tertiary teachers referred to as leveraging teachers’ mathematical ideas (LTMI). To examine LTMI and how it impacted participating teachers, qualitative research methodological approaches were used. Research literature is reviewed that demonstrates how student access to a demanding education in mathematics is related to class, race and ethnicity. Literature is also reviewed about mathematical identity. Sample instructional vignettes are given that illustrate LTMI and how teachers’ solutions to mathematical problems are employed as a means to support their mathematical thinking, challenge deficit beliefs they may hold about teaching and their students, while also validating the mathematical ideas that they bring to the learning process. Descriptions are provided about how during LTMI episodes, an intentional effort is made to showcase the mathematical solutions of women and teachers of color in particular. Research findings are provided to lend insight into how teachers perceived the professional development impacted them. Through LTMI, a community of practice is validated as mathematically worthy, a place where the human dignity of the participants is respected.