This study aims to explore how the theories of professional capital and decisional capital can be extended to introduce “professional mathematics capital” and “decisional mathematics capital”.
Professional development (PD) efforts in one school district in elementary mathematics education are described to illustrate these extensions and to contemplate ways to enhance teacher learning of mathematics pedagogy.
Both theoretical extensions provided useful frameworks for conceptualizing mathematics PD. Preliminary evidence suggests that participants demonstrated the emergence of professional and decisional mathematics capital.
While there were observed and reported changes to teacher practice, further research is needed to explore the implications of these theoretical extensions on student learning.
This study serves to enhance the literature related to PD and teachers' mathematical content knowledge. The theoretical extensions of professional and decisional mathematics capital are a novel and promising concept that allows for a unique approach to be laid out for those designing PD in mathematics.
