Math Educators have a critical responsibility to prepare our future youth to be just and equitable minded while teaching them foundational math concepts. This requires math teachers to grow into their leadership as Math Educators so they can teach with equity. There is also an urgent need for educators to be more intentional in their instructional design to incorporate 21st century skills, social emotional learning, ethnomathematics and Indigenous ways of knowing. The purpose of this study is to explore how a mathematics method course fostered a collaborative mathematical community We question how collectivity translates into leadership. We frame our analysis using an enactive approach to describe the conditions that serve a mathematical community, namely, internal diversity, redundancy, decentralized control, organized randomness, and neighbor interactions. In this session we explore how collaborative spaces can foster deep learning, and how leadership is reimagined through collaborative qualities.

Session Recording

STEMS² Pillars: Aʻo, Makawalu, Sense of Place