Reframing ‘disadvantaged’ as ‘underserved’ in mathematics education professional development design

Case Study

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Published on: February 26, 2024

Maths

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TAZREEN KASSIM-LOWE, TUTOR, PROFESSIONAL DEVELOPMENT LEAD AND PHD STUDENT, UNIVERSITY OF NOTTINGHAM, UK REBEKAH GEAR, LECTURER, NOTTINGHAM TRENT UNIVERSITY, UK This article explores how professional development (PD) can be used as a vehicle for promoting more equitable, responsive teaching. The PD model presented is defined as a ‘Research and Innovation Work Group’ (RIWG), commissioned by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and containing three essential elements: innovation culture, research culture and collaborative culture (NCETM, 2022). All three strands are used collectively to support a cycle of contemplation, interrogation and reflection on current practice, where participants are encouraged to develop questions rather than seek out firm answers. From a PD design position, there are three main aims: to model a ‘researcher mindset’, synthesising research and practice with regard to a specific setting to equip partic

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Reframing ‘disadvantaged’ as ‘underserved’ in mathematics education professional development design

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