An online learning community for the professional development of mathematics teachers in Mexico

Drawing on Communities of Practice theory, we use the notions of experience and competence to analyze two of the main training processes that the Online Program for Mathe-matics Education offers to foster the professional development of mathematics teachers: online courses and dissertation pro-jects. We examine how these two processes promote coordina-tion and alignment between teachers’ experience in mathema-tics teaching and competence, defined by the results of research in Mathematics Education. The analysis provides insights that contribute to the current need to investigate how an educational community can be sustained and how to best determine its role in facilitating the professional development of teachers.