| Research literature and common perceptions highlight disparities in educational attainment for various groups of people. Historically, mathematics professional development and equity professional development have been regarded as two separate entities. However, in order to address the needs of students and teachers in increasingly diverse schools with a multiplicity of needs, mathematics professional development must be examined and re-conceptualized to incorporate issues of equity and access. This current study, through qualitative research methods, demonstrates a model for professional development that engages teacher participants in critical dialogue around issues of equity, access, and race in relation to their mathematics teaching practice.;The goal of this qualitative research is to provide a framework for understanding teacher learning that results from engagement in equity-focused mathematics professional development. The theoretical framework draws heavily upon a Situated Learning Perspective (Little, 1993) and Critical Race Theory (Solorzano, 1998). Critical race analysis in education presents us with different lenses with which to examine traditional narrow paradigms that exclude students and teachers to enhanced educational opportunities.;This study focused on teachers' participation in one portion of the professional development: their engagement in social justice oriented mathematics tasks. Findings suggest that non-traditional mathematics tasks changed potential ways for people to participate. As a result, this presented teachers with opportunities to analyze their own participation and existing notions of student participation. Thinking about self in relation to others' problem solving prompted reflection that resulted in different kinds of participation.;To varying extents, all teachers in the study experienced moments of struggle. Struggle can be classified in to two categories: struggle that impedes and struggle that motivates one to continue in her mathematical development. Struggle can create potential spaces for re-defining identity and positionality.;The context of mathematical tasks aided participants in making sense of the problem, developing mathematical understanding, and drawing conclusions. Participants collaborated in more productive ways as they recognized value in diversity of viewpoints, ideas, strategies, and approaches to solving the social justice oriented mathematics tasks. Teachers made personal connections that had impacts on ways they viewed themselves in their teaching practice. |
