This project explores how faculty make sense of and use professional development as part of a community of practice around math contextualization, and how they apply contextualization to teaching math. Our project team also investigates how and to what extent contextualization impacts student outcomes, learning experiences, and motivational beliefs based on students’ varying exposure to contextualization.
Our project is guided by two intersecting conceptual frameworks as illustrated below: community of practice (Wenger, 2011) for structuring faculty professional development and momentum for community college student success (Wang, 2017).
