Social media is an increasingly prevalent informal learning site for mathematics teachers. These platforms offer an emotionally and philosophically supportive space for teachers who seek to address oppressive teaching practices within their school communities. In this paper, we examine interactions in a Facebook group with over 14,000 members to understand how a social media platform can be used by teachers to develop professionally. In our analysis of interactions within the Facebook group, we found teachers often use this space to seek support in combating the negative effects of tracking while also seeking support to better implement mixed ability learning opportunities. Through comments, community members encourage rehumanizing mathematics classrooms by promoting practices of creative insubordination (Gutiérrez in Teach Excell EquityMath 7(1):52-60, 2016).