Un-bordering Early Mathematics Pedagogy: Culture, Content, and Identity in Critical Professional Development

On the whole, primary grade teachers present s light content knowledge backgrounds in mathematics, and this bodes poorly for their preparedness to provide learning experiences that promote deep understanding for the children they teach. For many of these teachers calls for equity in mathematics instruction, in the context of contemporary culturally diverse U.S. schools, can constitute an overwhelming professional and personal challenge. For others, however, juxtaposing the issues of high-quality mathematics instruction, cultural diversity, and equity can represent a welcomed impetus to challenge themselves to examine critically the substance of their pedagogy. This paper describes one such teacher and how she was affected by the experience of participating in a multi-year professional development research project.