MATHEMATICS COACHING WITHINAN INTERNATIONAL CONTEXT:AN INTERSECTION OF CULTURES,CHALLENGES, AND PERSPECTIVES

Across the United States, mathematics teacher leaders often hold similar beliefs and operate under professional norms about the teaching and learning of mathematics. However, teaching in culturally rich and diverse international schools brings unique challenges for mathematics coaches. As such, this qualitative study centered on the 4-year experience of one U.S.-trained educator as they started a new role as a mathematics instructional coach in an international school in the Middle East. Findings highlighted challenges in understanding the interplay between local and school cultures and structural challenges of international schools that impacted the mathematics coach’s work. Although the study was situated in an international context, connections to similar challenges in the United States were strong and are briefly discussed. These findings yielded further insight into the considerations leaders of mathematics education should examine when working with and supporting students, teachers, and administrators from culturally rich and diverse backgrounds.