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International Journal of Mathematical Education in Science and Technology Volume 53, 2022 - Issue 2
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Articles

Challenging inequity in mathematics education by making pedagogy more visible to learners

Pete Wrighta UCL Institute of Education, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6926-4237
ORCID Icon,
Alba Fejzob Stoke Newington School, London, UK
&
Tiago Carvalhob Stoke Newington School, London, UK
Pages 444-466 | Received 27 Jan 2020, Published online: 06 Jun 2020

Citations (5)

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Read on this site (3)

Pete Wright, Tiago Carvalho & Alba Fejzo. (2022) Visible mathematics pedagogy: A model for transforming classroom practice. Educational Action Research 30:2, pages 168-191.
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James Calleja & Michael A. Buhagiar. (2022) Students’ resistance to learning mathematics through investigations. Journal of Curriculum Studies 54:1, pages 123-146.
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Pete Wright. (2020) Visible and socially-just pedagogy: implications for mathematics teacher education. Journal of Curriculum Studies 52:6, pages 733-751.
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Articles from other publishers (2)

Neliswa Gqoli, Chinedu Okeke & Christian Ugwuanyi. (2022) Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning. International Journal of Research in Business and Social Science (2147- 4478) 11:8, pages 360-366.
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Pete Wright, Alba Fejzo & Tiago Carvalho. (2021) Progressive pedagogies made visible: Implications for equitable mathematics teaching. The Curriculum Journal 33:1, pages 25-41.
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