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The Imperfect and Unfinished Math Teacher [Grades K-12]: A Journey to Reclaim Our Professional Growth
A vulnerable and courageous grassroots guide that leads K-12 math teachers through a journey to cultivate a more equitable, inclusive, and cohesive culture of professionalism for themselves.
236 pages, Paperback
Published February 24, 2022
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June 19, 2025
(I didn’t rush to finish this one….wasn’t that into it.)
This book presents valuable ideas for professional growth as a teacher. While it occasionally reads as a critique of traditional mathematical instruction systems, it offers meaningful teaching implications. However, I question how districts can realistically implement these concepts given current constraints. Finding time to expand teachers’ content knowledge remains challenging due to substitute shortages, limited funding, and insufficient professional development days. Additionally, we’re facing a shortage of qualified teachers to hire, with many new educators entering the profession without proper training or experience. Our current teachers are already stretched thin with multiple responsibilities and mandatory training requirements. The practical question becomes: when and how can we accomplish meaningful professional development when we’re simultaneously trying to support inexperienced staff while managing day-to-day operations? I recognize that central office staff are working to remove barriers and create opportunities for growth—not everyone is resistant to change.
This book presents valuable ideas for professional growth as a teacher. While it occasionally reads as a critique of traditional mathematical instruction systems, it offers meaningful teaching implications. However, I question how districts can realistically implement these concepts given current constraints. Finding time to expand teachers’ content knowledge remains challenging due to substitute shortages, limited funding, and insufficient professional development days. Additionally, we’re facing a shortage of qualified teachers to hire, with many new educators entering the profession without proper training or experience. Our current teachers are already stretched thin with multiple responsibilities and mandatory training requirements. The practical question becomes: when and how can we accomplish meaningful professional development when we’re simultaneously trying to support inexperienced staff while managing day-to-day operations? I recognize that central office staff are working to remove barriers and create opportunities for growth—not everyone is resistant to change.
Displaying 1 of 1 review