An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics

Abstract

Equitable teaching practices encompass evidence-based strategies utilised by teachers to support the learning of all pupils, while recognising each pupil’s unique background. This study delves into the perspectives of Scottish teachers regarding equity in mathematics, as evidenced by their self-reported practices. By analysing semi-structured interviews with 29 teachers from various school levels (early years, primary, and secondary) through Variation Theory, we were able to uncover common practices, such as ability grouping versus mixed-ability grouping, as well as practices specific to each level. We also identified overlaps between early-years/primary and primary/secondary, highlighting the importance of transitioning from one school level to another. It is imperative for teacher education programmes to address these transitions more explicitly in order to ensure greater continuity and consistency in equitable teaching practices.

Keywords:

• Equitable teaching practices
• Variation Theory
• early years
• primary
• secondary
• Scotland

REVIEWING EDITOR:

• Serafina Pastore, Education, Psychology, Communication, Università degli Studi di Bari Aldo Moro, Bari, Italy

Subjects:

• Sociology of Education
• Teachers & Teacher Education
• Classroom Practice
• Curriculum Studies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are not publicly available for confidentiality reasons, as they include information that may disclose participants’ identity. The parts of the data that do not include personal information are available from the corresponding author upon request.

Notes

1 Deprivation - Scottish Index of Multiple Deprivation (webarchive.org.uk).

Additional information

Funding

This work was supported by The Carnegie Trust for the Universities of Scotland (grant reference: RIG008710).

Notes on contributors

Constantinos Xenofontos

Constantinos Xenofontos is Professor of Mathematics Education at Oslo Metropolitan University, Norway. He previously worked as a primary school teacher in Cyprus and as a mathematics teacher educator in Cyprus and Scotland. His research focuses on how mathematics teachers’ knowledge, beliefs, and practices are shaped by social, cultural, and political factors. He is particularly interested in supporting teachers to develop sociocultural and sociopolitical awareness, specifically on the challenges experienced by pupils from marginalised groups when learning mathematics.

Sinem Hizli Alkan

Sinem Hizli Alkan graduated as a primary mathematics teacher and worked in a primary school in Finland before pursuing her Master’s in Curriculum and Instruction. She holds a PhD in education from the University of Stirling, where she also worked as a lecturer in the Initial Teacher Education programme, before joining Anglia Ruskin University as a senior lecturer in 2023. Her research interests include teachers’ curriculum-making practices, socio-cultural aspects of teaching mathematics—especially in relation to language diversity—and teachers’ networks and reflexivity.

Peter Appelbaum

Peter Appelbaum is Professor of Education and Director of Education Studies and Curriculum Studies Programs at Arcadia University in suburban Philadelphia, USA. His research focus is mathematics and social justice in and out of school. Appelbaum is the Founding Director of the Youth Mathematician Laureate Project (ymlp.org), and the author of Embracing Mathematics: On Becoming a Teacher and Changing with Mathematics (Routledge) and The Creative Math Teacher’s Book of Lists (Brill).