Connection Levers: Supports for Building Teachers’ Confidence and Commitment to Teach Mathematics and Statistics through Inquiry

Abstract

Gaps between teaching practices and research recommendations have been well documented. One challenge for research is in understanding the processes and systems that promote a bridging of these gaps. A year-long study with four primary teachers documented ten support mechanisms, or connection levers, that the teachers raised as important for building their expertise, commitment, and confidence in teaching mathematics and statistics through an inquiry-based approach. Their words provide insight into how support helps teachers to take on and commit to innovative practices.