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Empowering teachers as drivers of educational change

Artigo2025

Telma Largent; Kristen Snyder

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Resumo

This study, grounded in Senge’s change theory, investigates the role of teachers’ knowledge in achieving inclusive and equitable quality mathematics education for all students. Specifically, it examines teachers’ understanding of concept-based mathematics teaching and their knowledge of the Standards for Mathematical Practice (SMPs), revealing knowledge gaps that may impact educational equity. This study’s findings indicate that teachers’ familiarity with the SMPs and their understanding of concept-based mathematics teaching are limited, potentially restricting students’ access to rigorous mathematics education. Furthermore, many teachers equate solving real-world problems with having a conceptual understanding of mathematics—a misconception that may hinder their ability to promote rigorous mathematics education. To address these challenges, professional development initiatives are proposed for achieving the United Nations’ Sustainable Development Goal 4, that is, providing equitable, high-quality education. This study recommends a collaborative and continuous improvement approach to professional development that integrates Senge’s concepts of personal mastery and team learning to foster a shared learning culture. While focusing on the U.S. context, these findings have global relevance, suggesting that mathematics education leaders worldwide should assess the gaps among educational policies, resources, and teachers’ knowledge within their systems.

Dados da obra

Tipo
Artigo
Periódico
The Journal of Quality in Education, v. 15, n. 25
Editora
amaquen
Ano
2025
Idioma
en
Palavras-chave
inclusion and equity; quality mathematics education; SDG4; teachers’ knowledge
Temas
Formação de Professores de Matemática, Inclusão
DOI
10.37870/joqie.v15i25.459
ISSN
2028-1897
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LARGENT, Telma; SNYDER, Kristen. Empowering teachers as drivers of educational change. The Journal of Quality in Education, v. 15, n. 25, 2025. DOI: https://doi.org/10.37870/joqie.v15i25.459.

APA

Largent, T., & Snyder, K. (2025). Empowering teachers as drivers of educational change. The Journal of Quality in Education, 15(25). https://doi.org/10.37870/joqie.v15i25.459

BibTeX
@article{largent2025,
  author = {Largent, Telma and Snyder, Kristen},
  title = {Empowering teachers as drivers of educational change},
  year = {2025},
  journal = {The Journal of Quality in Education},
  volume = {15},
  number = {25},
  publisher = {amaquen},
  doi = {10.37870/joqie.v15i25.459},
  language = {en}
}
RIS
TY  - JOUR
AU  - Largent, Telma
AU  - Snyder, Kristen
TI  - Empowering teachers as drivers of educational change
PY  - 2025
JO  - The Journal of Quality in Education
VL  - 15
IS  - 25
DO  - 10.37870/joqie.v15i25.459
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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