Title Pending 59

This is an accepted article with a DOI pre-assigned that is not yet published.Many students enrolled in postsecondary mathematics courses require additional support to master course content. Efforts to increase these students’ college persistence and retention have resulted in reforms that condense developmental mathematics course sequences without simultaneously attending to how material is taught in these courses. Often, the mathematics faculty teaching developmental and introductory-level mathematics have limited pedagogical training. This paper draws from education studies and developmental education scholarship to present Teaching for Engaged Development, a pedagogical framework that emphasizes students’ development as mathematical thinkers and members of the academic community. In particular, the framework centralizes rigorous instruction in mathematical content, supports general academic (i.e., non-mathematics disciplinary) skills for college success, and positions students and instructors as collaborators in student success. The TED framework facilitates incorporating academic development opportunities and equitable teaching into the course structure of postsecondary developmental and introductory mathematics courses to strengthen faculty’s application of engaged asset-based pedagogies in their mathematics classrooms and better support students’ engagement in the course and help them learn the skills that will serve them in future coursework.