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Research in Mathematics Education Volume 26, 2024 - Issue 1

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Developing an analytical tool for radical socially-just teacher educator action research about language diverse mathematics classrooms

Georgia KasariFaculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, NorwayCorrespondence[email protected]

https://orcid.org/0000-0001-5286-487X View further author information

Tamsin MeaneyFaculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway

https://orcid.org/0000-0001-8371-9923 View further author information

Pages 90-108 | Published online: 02 Feb 2023

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https://doi.org/10.1080/14794802.2022.2150675
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Citations (4)

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Georgia Kasari. (2024) Experiencing Tensions When Integrating Language Diversity into Mathematics Teacher Education. Studying Teacher Education 0:0, pages 1-21.
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Kathleen Nolan & Constantinos Xenofontos. (2023) Mapping teachers’ perspectives on culturally responsive pedagogy in mathematics: from academic achievement to insights and opportunities. Intercultural Education 34:6, pages 550-567.
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Articles from other publishers (2)

Jenni Ingram, Ashley Abbott, Kyla Smith, Núria Planas & Kirstin Erath. (2024) Experienced teachers talking about their mathematics teaching with linguistically disadvantaged learners. Journal of Mathematics Teacher Education.
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Lisa Steffensen & Georgia Kasari. (2023) Integrating Societal Issues with Mathematical Modelling in Pre-Service Teacher Education. Education Sciences 13:7, pages 721.
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