Noticing Children's Participation: Insights Into Teacher Positionality Toward Equitable Mathematics Pedagogy

Author: Anita A. Wager1
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  • 1 University of Wisconsin–Madison

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.

Contributor Notes

Anita A. Wager, Department of Curriculum and Instruction, University of Wisconsin-Madison, 476F Teacher Education Building, 225 N Mills Street, Madison, WI 53706; awager@wisc.edu

(Corresponding author is Wager awager@wisc.edu)
Journal for Research in Mathematics Education
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