Throughout my career as an elementary teacher and mathematics teacher educator, I have been guided by a simple belief: all students can deepen their understanding of elementary mathematics. Realizing this vision requires teachers who possess not only strong mathematical understanding but also the specialized knowledge needed to teach mathematics effectively. Mathematical knowledge for teaching influences how teachers interpret student thinking, select tasks, facilitate discussion, and create learning environments where students are empowered to make sense of mathematics.

Over the past decade, my research has explored how teacher learning experiences grounded in conceptual understanding can reshape beliefs about mathematics, build instructional confidence, and foster more responsive teaching practices. I have seen how opportunities to engage deeply with mathematics through using models and manipulatives as the basis for more abstract mathematics inspires new approaches to teaching and learning. These experiences demonstrate that developing mathematical knowledge for teaching is not merely a professional requirement but a catalyst for meaningful change in mathematics classrooms.

In this lecture, I reflect on lessons learned through research and practice and present a vision for how teacher education and professional learning can understand and cultivate the mathematical knowledge for teaching needed to support equitable, engaging, and meaningful mathematics experiences for every learner.

Bio

Dr. Jennifer Holm is a mathematics teacher educator whose work focuses on supporting teachers' development of mathematical knowledge for teaching and is currently the Chair of the Bachelor of Education Program at Wilfrid Laurier University. She began her career as an elementary teacher, and has focused on improving mathematics learning opportunities for both teachers and students. Her research examines how conceptually focused learning experiences can strengthen teachers' mathematical understanding, while reshaping beliefs and conceptions about mathematics. Through collaborations with teacher candidates, practicing teachers, school boards, and professional organizations, she has contributed to initiatives aimed at enhancing mathematics teaching and learning across educational contexts. Jennifer is passionate about fostering equitable and meaningful mathematics experiences for all learners and preparing future teachers to teach mathematics with confidence and understanding. Her work reflects a commitment to bridging research and practice in ways that support lasting improvements in mathematics education, and has been recognized as the 2026 recipient of the Margaret Sinclair Award.