Expanding the professional repertoires of mathematics teachers: a focus on equity and the language of teaching
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Resumo
Abstract 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.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mathematics Education Research Journal
- Editora
- Springer Science+Business Media
- Ano
- 2026 (2026-03-28)
- Idioma
- en
- Palavras-chave
- mathematics teacher professional development; equity in mathematics education; language of instruction; teacher noticing; talk moves; classroom discourse; mathematics curriculum reform; online teacher training
- Temas
- Currículo, Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.1007/s13394-026-00572-5
- ISSN
- 1033-2170, 2211-050X
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PLANAS, Núria; CIVIL, Marta. Expanding the professional repertoires of mathematics teachers: a focus on equity and the language of teaching. Mathematics Education Research Journal, 2026. DOI: https://doi.org/10.1007/s13394-026-00572-5.
APA
Planas, N., & Civil, M. (2026). Expanding the professional repertoires of mathematics teachers: a focus on equity and the language of teaching. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-026-00572-5
BibTeX
@article{planas2026,
author = {Planas, Núria and Civil, Marta},
title = {Expanding the professional repertoires of mathematics teachers: a focus on equity and the language of teaching},
year = {2026},
journal = {Mathematics Education Research Journal},
publisher = {Springer Science+Business Media},
doi = {10.1007/s13394-026-00572-5},
language = {en}
}RIS
TY - JOUR AU - Planas, Núria AU - Civil, Marta TI - Expanding the professional repertoires of mathematics teachers: a focus on equity and the language of teaching PY - 2026 JO - Mathematics Education Research Journal DO - 10.1007/s13394-026-00572-5 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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