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Mathematics Teaching and Teacher Education against Marginalisation, or towards Equity, Diversity and Inclusion

Artigo2024

Yasmine Abtahi ORCID; Núria Planas ORCID

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 56, n. 3, p. 307-318
Editora
Springer Science+Business Media
Ano
2024 (2024-06-01)
Idioma
en
Palavras-chave
Teacher Education; Mathematics Instruction; Power Structure; Social Justice; Diversity; Inclusion; Educational Research; Mathematics Curriculum; Disadvantaged; diversity, equity, and inclusion; mathematics teacher education; mathematics education; discriminatory discourse; equity framework
Temas
Currículo, Educação Matemática Crítica, Formação de Professores de Matemática, Inclusão
DOI
10.1007/s11858-024-01602-x
ISSN
1863-9690, 1615-679X, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
ABTAHI, Yasmine; PLANAS, Núria. Mathematics Teaching and Teacher Education against Marginalisation, or towards Equity, Diversity and Inclusion. ZDM: Mathematics Education, v. 56, n. 3, p. 307-318, 2024. DOI: https://doi.org/10.1007/s11858-024-01602-x.

APA

Abtahi, Y., & Planas, N. (2024). Mathematics Teaching and Teacher Education against Marginalisation, or towards Equity, Diversity and Inclusion. ZDM: Mathematics Education, 56(3), 307-318. https://doi.org/10.1007/s11858-024-01602-x

BibTeX
@article{abtahi2024,
  author = {Abtahi, Yasmine and Planas, Núria},
  title = {Mathematics Teaching and Teacher Education against Marginalisation, or towards Equity, Diversity and Inclusion},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  volume = {56},
  number = {3},
  pages = {307-318},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01602-x},
  language = {en}
}
RIS
TY  - JOUR
AU  - Abtahi, Yasmine
AU  - Planas, Núria
TI  - Mathematics Teaching and Teacher Education against Marginalisation, or towards Equity, Diversity and Inclusion
PY  - 2024
JO  - ZDM: Mathematics Education
VL  - 56
IS  - 3
SP  - 307
EP  - 318
DO  - 10.1007/s11858-024-01602-x
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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