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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
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.45.3.0312
Page Count: 39
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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.
Copyright 2014 National Council of Teachers of Mathematics, Inc.