Article2014

Noticing Children's Participation: Insights Into Teacher Positionality Toward Equitable Mathematics Pedagogy

110 citations0/0 files storedJournal for Research in Mathematics Education

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Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies Critical Race Theory in Education

Abstract

This article describes how teachers in a professional development course responded to what they noticed about children's participation in elementary mathematics classrooms and how what they noticed was connected to the teachers' positionality toward equitable mathematics pedagogy. Findings suggest that a lens of participation supported teachers as they considered how to provide more equitable mathematics instruction. Further, the depth to which teachers noticed children's participation was connected to their positionality as equitable mathematics educators.

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1994Situated Learning: Legitimate Peripheral Participation.1997Qualitative Research for Education: An Introduction to Theory and Methods 1979National Council of Teachers of Mathematics 1999Narrative Inquiry: Experience and Story in Qualitative Research 1992Handbook of research on mathematics teaching and learning 1999Identity and agency in cultural worlds 1996Making sense of qualitative data 19952. But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy

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2020Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers With Antiracist Inclinations 2020Adaptive teaching in mathematics: a review of the literature 2015A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge

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