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<p>This paper shares the design of a Professional Development (PD) program for university mathematics instructors that disrupts deficit narratives about minoritized students and supports instructors’ practices of Inquiry Based Learning (IBL) pedagogies. Inspired by the works of <i>funds of knowledge</i>, the design centers the idea of instructors developing <i>community with students</i> through shared experiences. Situated in a bridge program for first year STEM students at a university in the USA, several program components aim at instructors building community with the students, including critical conversations about the role of race and gender in science and mathematics education and visits to various university resource centers. Instructors facilitate a week-long IBL workshop on a specific course (ranging from pre-calculus to linear algebra). The analysis aims to trace the design principle <i>community with students</i> in participants’ self-reported changes in their teaching practices after the PD. We draw on interview data from 20 instructors (graduate teaching assistants, teaching faculty, and postdoctoral scholars) across three year-long implementations. Qualitative analysis of participants’ practices revealed three community-related themes: human relationships, affirming learning space, and shared mathematical inquiry. We illustrate the range of implementations of different categories of practices included in each theme.</p>

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Community and system-based anti-deficit professional development program for tertiary mathematics instructors

  • 期刊论文

  • 发表日期：

    2026年7月8日

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  • Aditya P. Adiredja,
  • Marta Civil,
  • Bhargav Kale,
  • Becca Jarnutowski,
  • Karaline Petty,
  • Destiny Rivera

摘要

This paper shares the design of a Professional Development (PD) program for university mathematics instructors that disrupts deficit narratives about minoritized students and supports instructors’ practices of Inquiry Based Learning (IBL) pedagogies. Inspired by the works of funds of knowledge, the design centers the idea of instructors developing community with students through shared experiences. Situated in a bridge program for first year STEM students at a university in the USA, several program components aim at instructors building community with the students, including critical conversations about the role of race and gender in science and mathematics education and visits to various university resource centers. Instructors facilitate a week-long IBL workshop on a specific course (ranging from pre-calculus to linear algebra). The analysis aims to trace the design principle community with students in participants’ self-reported changes in their teaching practices after the PD. We draw on interview data from 20 instructors (graduate teaching assistants, teaching faculty, and postdoctoral scholars) across three year-long implementations. Qualitative analysis of participants’ practices revealed three community-related themes: human relationships, affirming learning space, and shared mathematical inquiry. We illustrate the range of implementations of different categories of practices included in each theme.