Collectively understanding the diligence and perseverance necessary for teachers to fully support student learning and not accept "give-up-itis" from students is essential for success in mathematics, especially for African American students. In the participatory action research (PAR), I examined the extent to which upper elementary school teachers in an urban school could effectively implement protocols during conceptual mathematics lessons that increased opportunities for African American students' equitable engagement in academic discourse. To do so, I engaged teachers in a professional learning community (PLC) model using improvement sciences and community learning exchange processes. To collect qualitative data, I observed classrooms, engaged in post observation conversations and collected and analyzed artifacts from our group discussions. The findings confirmed that (1) Teachers' experiences as students inform their current practices; and (2) the instructional leader's role is essential in operationalizing teachers' beliefs and skills into consistent engagement practices. This research has implications for practice, policy and research. When teachers co-construct learning, use common instructional tools and strategies, and reflect collectively upon their practice, they can begin to dismantle inequitable math practices. The PAR processes are useful to practitioners and should inform policy at the school and district levels. School-based practitioners can become action researchers and respond to their local issues and decide how to improve instruction. External researchers can study their processes to inform the educational research community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]