Expanding mathematical teaching practices of out-of-field teachers of secondary mathematics

Abstract An insufficient number of qualified secondary mathematics teachers available to teach mathematics has existed for decades. Pre 2020, addressing the phenomenon of out-of-field mathematics teaching was an Australia education policy priority and government investments in professional learning initiatives were made. The purpose of the research reported here is to examine approaches used to support such teachers through a post-graduate course for Years 7-10 teachers teaching mathematics out-of-field. Design-based research was applied to design novel learning opportunities focused on extending teachers’ curricular knowledge, mathematical content knowledge, mathematical pedagogical content knowledge, and readiness to use mathematical digital technologies (mathematical digital technological knowledge). We examine communication media posts during the course and students’ reflections on the course in post course interviews to illustrate the impact of the approach. Findings reveal that course participants expanded their views of mathematics, mathematics learning, and mathematics teaching, and changed their view of the role of learners and teachers (themselves) in effective mathematics classrooms. Collaborative learning opportunities for out-of-field teachers facilitated their learning and developing understandings and expending their mathematical teaching practices. In addition, myriad learning resources enabled participants to understand their learning of mathematics and learning of their students impacting their pedagogical practice.