Reimagining professional development for mathematics teachers: Using creative processes to support mathematics teachers in becoming curriculum-makers for climate justice

This research is motivated by the following questions:
How do creative processes support mathematics teachers in becoming curriculum-makers in relation to issues of climate justice?
In what ways do mathematics teachers reimagine their own classrooms in relation to issues of climate justice? What curriculum materials and resources do mathematics teachers make based on these imaginings?

This project will involve the conception, enactment, and study of new and different approaches to the PD of mathematics teachers. We will co-design PD that supports teachers in using their imaginations to go beyond the perceived constraints of school curriculum towards a reimagined mathematics classroom for climate justice. Teachers who feel empowered are likely to feel more content and live out their professional lives well (i.e., sustainably). In educating children to deepen their understanding of climate justice through mathematics they too will feel empowered to create a more sustainable and just world.

Using innovative and creative approaches to professional development for mathematics teachers to support curriculum making in relation to climate justice.