Abstract
Student retention and success in science, technology, engineering and mathematics (STEM) in higher education is affected by many factors. Amongst these is that mathematics courses often serve as a gatekeeper, rather than a gateway, to STEM programmes. Because of this, improving the retention and success of students, on a national scale, is important and relies on the professional development of tertiary educators within the mathematics discipline. The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) project attempts to engage tertiary South African mathematics educators to improve students’ performance in STEM programmes. In the project, workshops and symposia develop a community of South African mathematic educators who can learn from each other to better serve their particular needs. The paper posits landscapes of practice as a useful tool to show how the DMISRS project participants move from ‘islands of practice’ towards landscapes of practice through processes of legitimation and participation. These processes enabled knowledge hierarchies to be dismantled over the project’s lifespan. The paper shows how the lens of landscapes of practice further enabled reconsideration of the practices underpinning the broader project.