Abstract: This article outlines a Teacher of Mathematics Identity (ToMI) framework as an innovative theoreti-cal foundation for supporting teachers of mathemat-ics in regional, rural and remote (RRR) Australia. The framework is based on the identification of systemic challenges and provision of adaptive solutions, beginning with localised challenges faced in RRR communities. In unpacking the ToMI framework, this article outlines the basis for a longitudinal study designed to develop interconnected collaborative networks for teachers of mathematics in oder to help them develop their professional identity. These networks include professional learning opportunities and systematic feedback and support regimes, such as mentoring, all within a community of practice supported by a professional affiliate organisation. Once the efficacy and applicability of the framework is established, it is likely to apply to other teaching disciplines, in particular, to STEM teaching areas, but also to other subject areas, as well as other coun-tries, that might share similar systemic challenges
Lynch, David, Yeigh, Tony, Woolcott, Geoff, Peddell, Lewes, Hudson, Suzanne, Samojlowicz, Darius, Markopoulos, Christos, Bui, Vinh, Willis, Royce, 2020, An innovative teacher of mathematics identity framework: An adaptive solution to systematic challenges facing teachers in regional, rural and remote Australia, Volume:2, Journal Article, viewed 04 December 2023, https://www.nintione.com.au/?p=26690.