Vol 27 No 2 (2018)
Articles

The Impact of Math Teachers’ Circle Participation: Case Studies

Brianna Donaldson
American Institute of Mathematics
Bio
Michael Nakamaye
University of New Mexico
Kristin Umland
University of New Mexico
Diana White
University of Colorado Denver
Published December 21, 2018
Keywords
  • Math Teachers' Circles,
  • Case studies,
  • Professional development,
  • Mathematics teachers

Abstract

The Math Teachers’ Circle (MTC) model is a widely implemented form of professional development that invites teachers to become practitioners of mathematics, thereby developing their fluency with mathematical practices. This article presents comparative case studies investigating the self-reported experiences of several MTC-participating teachers representing a range of mathematical backgrounds. Teachers’ reflections were examined through the lenses of three themes: views of mathematics, approaches to pedagogy, and professional engagement and leadership. Cross-case comparisons suggest several ways MTCs may be able to improve their support of teachers’ professional growth, for example through discussing mathematical mindsets and incorporating additional leadership opportunities.