Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion

The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed...

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Autores: Abtahi, Yasmine|||0000-0001-6956-032X, Planas, Núria|||0000-0001-5199-6336
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:308492
Acceso en línea:https://ddd.uab.cat/record/308492
https://dx.doi.org/urn:doi:10.1007/s11858-024-01602-x
Access Level:acceso abierto
Palabra clave:Diversity
Equity
Marginalisation
Mathematics teaching
Teacher education
SDG 4 - Quality Education
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spelling Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusionAbtahi, Yasmine|||0000-0001-6956-032XPlanas, Núria|||0000-0001-5199-6336DiversityEquityMarginalisationMathematics teachingTeacher educationSDG 4 - Quality EducationThe interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation. 22024-01-0120242024-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/308492https://dx.doi.org/urn:doi:10.1007/s11858-024-01602-xreponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3084922026-06-06T12:50:31Z
dc.title.none.fl_str_mv Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
title Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
spellingShingle Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
Abtahi, Yasmine|||0000-0001-6956-032X
Diversity
Equity
Marginalisation
Mathematics teaching
Teacher education
SDG 4 - Quality Education
title_short Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
title_full Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
title_fullStr Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
title_full_unstemmed Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
title_sort Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion
dc.creator.none.fl_str_mv Abtahi, Yasmine|||0000-0001-6956-032X
Planas, Núria|||0000-0001-5199-6336
author Abtahi, Yasmine|||0000-0001-6956-032X
author_facet Abtahi, Yasmine|||0000-0001-6956-032X
Planas, Núria|||0000-0001-5199-6336
author_role author
author2 Planas, Núria|||0000-0001-5199-6336
author2_role author
dc.subject.none.fl_str_mv Diversity
Equity
Marginalisation
Mathematics teaching
Teacher education
SDG 4 - Quality Education
topic Diversity
Equity
Marginalisation
Mathematics teaching
Teacher education
SDG 4 - Quality Education
description The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation.
publishDate 2024
dc.date.none.fl_str_mv 2
2024-01-01
2024
2024-01-01
dc.type.none.fl_str_mv Article
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url https://ddd.uab.cat/record/308492
https://dx.doi.org/urn:doi:10.1007/s11858-024-01602-x
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
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