Expanding the professional repertoires of mathematics teachers
In this paper, we argue for the relevance of professional development initiatives with mathematics teachers that include a focus on equity and the language of teaching. By the language of teaching, we mean both, the language of mathematics and the language used in interactions with the students. We...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:dnet:uabarcelona_::ec475fce181b1cdf03ff1d9f6f6b11ab |
| Acceso en línea: | https://ddd.uab.cat/record/328041 https://dx.doi.org/urn:doi:10.1007/s13394-026-00572-5 |
| Access Level: | acceso abierto |
| Palabra clave: | Mathematics teachers' professional development Language of teaching Equity-oriented noticing Teacher education online module |
| Sumario: | In this paper, we argue for the relevance of professional development initiatives with mathematics teachers that include a focus on equity and the language of teaching. By the language of teaching, we mean both, the language of mathematics and the language used in interactions with the students. We situate our argument in the context of the school curricula reform in Spain and a module in an online course with primary- and secondary-school teachers of mathematics across the country. After completing this and other courses that will follow, these teachers are expected to become mathematics professional developers and leaders in their regions. Throughout the participation in the module, instances of written communications with the teacher educator provided accounts of equity-oriented noticing in the early reflections of the teachers around the language of teaching in fictitious classroom situations and in the later reflections on the language of teaching in their own classrooms. All of these are accounts of the growth of these teachers' professional repertoires. Not only did the teachers attend to potential forms of inequity with implications for student participation in mathematics in the fictitious situations, but they also said to have applied knowledge from the module in their teaching, such as practices of managing mathematical discussions, strategies of language responsiveness, and talk moves. They reported changes in their language of teaching, which they saw as supporting access to mathematical meaning and opportunities of participation in mathematics for more students. |
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