Abstract
Mathematics is a content area that many elementary teachers struggle with in the classroom. For many teachers their self-efficacy with regard to their own ability to do mathematics is low (Hoy 2000). This struggle is even more pronounced in the early year classrooms in the elementary school, with a consequence that many childhood teachers focus their teaching on literacy at the expense of mathematics (Frigo et al. 2004; Jurdak 2009). Teaching in marginalized contexts only adds to this problem, especially for teachers who are new to the profession and hold feelings of not being able to cope. This chapter begins by sharing the journey of teachers working in these contexts as they progress through the RoleM professional learning. It also delineates the strategies used in RoleM that helped them become quality teachers.
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Warren, E., Miller, J. (2016). Mathematics and Marginality. In: Mathematics at the Margins. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0703-3_3
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