https://video.irem.univ-paris-diderot.fr/videos/watch/85098713-c390-4bf4-9e60-62e8fcbe7191 Levering change: A focus on professional development and the teacher-resource relationship Over the past decade I have directed a research-informed mathematics professional development (PD) project focused at the lower secondary school level, particularly Grades 8 - 9. We have worked with teachers in poorly resourced school contexts serving low income communities and unsurprising widespread low attainment in mathematics. We have engaged the problematic of what and how to intervene in such contexts so as to lever change, in particular improved mathematics learning outcomes for students in these schools, through professional development of their teachers. Threading through all our work, has been an underlying starting assumption that levering change is a function of access to resources, and thus the teacher-resource relationship. We have built on my earlier conceptualization of resources as including material, cultural (including language), social (Adler, 2000) and knowledge resources (Adler, 2012) as well as the notion of re-source as both noun and verb. A key artefact emerging from the PD project is a Mathematics Teaching Framework, designed to enhance the teacher- curriculum resource relationship and mediate improved coherence in their mathematics teaching. In this seminar I will share key results from the project, linking these to the emerging theorization of the notion of relational transparency as key to understanding the teacher-resource relationship, particularly as it pertains to teachers’ use of curriculum materials, and the contributory role of an artefact like a teaching framework in this relationship. Adler, J. (2000). Conceptualizing resources as a theme for teacher education, Journal of Mathematics Teacher Education, 3, 205–224. Adler, J. (2012). Knowledge Resources in and for School Mathematics Teaching. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From Text to Lived Resources. Mathematics Curriculum Materials and Teacher Development (pp. 3–22). New York: Springer. Thu, 01 Oct 2026 11:48:42 GMT https://validator.w3.org/feed/docs/rss2.html PeerTube - https://video.irem.univ-paris-diderot.fr https://video.irem.univ-paris-diderot.fr/client/assets/images/icons/icon-96x96.png https://video.irem.univ-paris-diderot.fr/videos/watch/85098713-c390-4bf4-9e60-62e8fcbe7191 All rights reserved, unless otherwise specified in the terms specified at https://video.irem.univ-paris-diderot.fr/about and potential licenses granted by each content's rightholder.