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

Anita A. Wager
Journal for Research in Mathematics Education
Vol. 45, No. 3 (May 2014), pp. 312-350
DOI: 10.5951/jresematheduc.45.3.0312
Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.45.3.0312
Page Count: 39
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Noticing Children's Participation: Insights Into Teacher Positionality Toward Equitable Mathematics Pedagogy
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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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