Empowering teachers as drivers of educational change
This study, grounded in Senge’s change theory, investigates the role of teachers’ knowledge in achieving inclusive and equitable quality mathematics education for all students. Specifically, it examines teachers’ understanding of concept-based mathematics teaching and their knowledge of the Standar...
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| Format: | Article |
| Language: | English |
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amaquen
2025-05-01
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| Series: | The Journal of Quality in Education |
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| Online Access: | https://joqie.org/index.php/joqie/article/view/459 |
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| author | Telma Largent Kristen Snyder |
| author_facet | Telma Largent Kristen Snyder |
| author_sort | Telma Largent |
| collection | DOAJ |
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This study, grounded in Senge’s change theory, investigates the role of teachers’ knowledge in achieving inclusive and equitable quality mathematics education for all students. Specifically, it examines teachers’ understanding of concept-based mathematics teaching and their knowledge of the Standards for Mathematical Practice (SMPs), revealing knowledge gaps that may impact educational equity. This study’s findings indicate that teachers’ familiarity with the SMPs and their understanding of concept-based mathematics teaching are limited, potentially restricting students’ access to rigorous mathematics education. Furthermore, many teachers equate solving real-world problems with having a conceptual understanding of mathematics—a misconception that may hinder their ability to promote rigorous mathematics education. To address these challenges, professional development initiatives are proposed for achieving the United Nations’ Sustainable Development Goal 4, that is, providing equitable, high-quality education. This study recommends a collaborative and continuous improvement approach to professional development that integrates Senge’s concepts of personal mastery and team learning to foster a shared learning culture. While focusing on the U.S. context, these findings have global relevance, suggesting that mathematics education leaders worldwide should assess the gaps among educational policies, resources, and teachers’ knowledge within their systems.
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| format | Article |
| id | doaj-art-8efc71f78ded4f4d9ee87dc30bdd6c53 |
| institution | Kabale University |
| issn | 2028-1897 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | amaquen |
| record_format | Article |
| series | The Journal of Quality in Education |
| spelling | doaj-art-8efc71f78ded4f4d9ee87dc30bdd6c532025-08-20T03:48:03ZengamaquenThe Journal of Quality in Education2028-18972025-05-01152510.37870/joqie.v15i25.459Empowering teachers as drivers of educational changeTelma Largent0Kristen Snyder1Mid Sweden University Mid Sweden University This study, grounded in Senge’s change theory, investigates the role of teachers’ knowledge in achieving inclusive and equitable quality mathematics education for all students. Specifically, it examines teachers’ understanding of concept-based mathematics teaching and their knowledge of the Standards for Mathematical Practice (SMPs), revealing knowledge gaps that may impact educational equity. This study’s findings indicate that teachers’ familiarity with the SMPs and their understanding of concept-based mathematics teaching are limited, potentially restricting students’ access to rigorous mathematics education. Furthermore, many teachers equate solving real-world problems with having a conceptual understanding of mathematics—a misconception that may hinder their ability to promote rigorous mathematics education. To address these challenges, professional development initiatives are proposed for achieving the United Nations’ Sustainable Development Goal 4, that is, providing equitable, high-quality education. This study recommends a collaborative and continuous improvement approach to professional development that integrates Senge’s concepts of personal mastery and team learning to foster a shared learning culture. While focusing on the U.S. context, these findings have global relevance, suggesting that mathematics education leaders worldwide should assess the gaps among educational policies, resources, and teachers’ knowledge within their systems. https://joqie.org/index.php/joqie/article/view/459inclusion and equityquality mathematics educationSDG4teachers’ knowledge |
| spellingShingle | Telma Largent Kristen Snyder Empowering teachers as drivers of educational change The Journal of Quality in Education inclusion and equity quality mathematics education SDG4 teachers’ knowledge |
| title | Empowering teachers as drivers of educational change |
| title_full | Empowering teachers as drivers of educational change |
| title_fullStr | Empowering teachers as drivers of educational change |
| title_full_unstemmed | Empowering teachers as drivers of educational change |
| title_short | Empowering teachers as drivers of educational change |
| title_sort | empowering teachers as drivers of educational change |
| topic | inclusion and equity quality mathematics education SDG4 teachers’ knowledge |
| url | https://joqie.org/index.php/joqie/article/view/459 |
| work_keys_str_mv | AT telmalargent empoweringteachersasdriversofeducationalchange AT kristensnyder empoweringteachersasdriversofeducationalchange |