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

Katie Makar

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.

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