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

References

• Aguirre, J. M., & Zavala, M. d. R. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International Journal, 8(2), 163–190. https://doi.org/10.1080/1554480X.2013.768518
   Google Scholar
• Bartell, T. G. (2013). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal for Research in Mathematics Education, 44(1), 129–163. https://doi.org/10.5951/jresematheduc.44.1.0129
   Web of Science ®Google Scholar
• Bishop, J. P. (2021). Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement. Journal of the Learning Sciences, 30(3), 466–508. https://doi.org/10.1080/10508406.2021.1922413
   Web of Science ®Google Scholar
• Carr, W., & Kemmis, S. (1986). Becoming critical: Education knowledge and action research. Routledge.
   Google Scholar
• de Araujo, Z., Smith, E., & I, J. Y. (2021). Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners. ZDM–Mathematics Education, 53(2), 419-433. https://doi.org/10.1007/s11858-021-01226-5
   Web of Science ®Google Scholar
• de Freitas, E. (2008). Troubling teacher identity: Preparing mathematics teachers to teach for diversity. Teaching Education, 19(1), 43–55. https://doi.org/10.1080/10476210701860024
   Google Scholar
• Eikset, A., & Meaney, T. (2018). When does a difference make a difference? Teaching about language diversity in mathematics teacher education. Nordic Studies in Mathematics Education, 23(3-4), 225–246.
   Google Scholar
• Erbilgin, E. (2019). Two mathematics teacher educators’ efforts to improve teaching and learning processes: An action research study. Teaching and Teacher Education, 78, 28–38. https://doi.org/10.1016/j.tate.2018.11.005
   Web of Science ®Google Scholar
• Essien, A. A. (2010). What teacher educators consider as best practices in preparing pre-service teachers for teaching mathematics in multilingual classrooms. Perspectives in Education, 28(4), 32–42.
   Web of Science ®Google Scholar
• Essien, A. A., Chitera, N., & Planas, N. (2016). Language diversity in mathematics teacher education: Challenges across three countries. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. S. Phakeng, P. Valero, & M. V. Ubillús (Eds.), Mathematics education and language diversity (pp. 103–119). Springer. https://doi.org/10.1007/978-3-319-14511-2_6
   Google Scholar
• Gates, P., & Jorgensen, R. (2009). Foregrounding social justice in mathematics teacher education. Journal of Mathematics Teacher Education, 12(3), 161–170. https://doi.org/10.1007/s10857-009-9105-4
   Google Scholar
• Griffiths, M. (2009). Action research for/as/mindful of social justice. In S. Noffke & B. Somekh (Eds.), The SAGE handbook of educational action research (pp. 85–98). SAGE.
   Google Scholar
• Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474. https://doi.org/10.1080/09650790903093284
   Google Scholar
• Lange, T., & Meaney, T. (2019). Discussing mathematics teacher education for language diversity. In J. Subramanian (Ed.), Proceedings of the tenth international mathematics education and society conference. MES10. https://www.mescommunity.info/proceedings/MES10.pdf
   Google Scholar
• Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. McGraw-Hill Education.
   Google Scholar
• McLeman, L., & Vomvoridi-Ivanović, E. (2017, April 7–9). Resolving challenges when teaching pre-service mathematics teachers through a lens of equity. In A. Chronaki (Ed.), Proceedings of the ninth international mathematics education and society conference: Mathematics education and life at times of crisis (pp. 282–285). MES9.
   Google Scholar
• Meaney, T. (2013). Upsetting the norms of teacher education. Educational Research for Social Change, 2(2), 17–30. https://repositories.lib.utexas.edu/handle/2152/17898
   Google Scholar
• Meaney, T. (2018). Mathematics curricula: Issues of access and quality. In M. Jurdak & R. Vithal (Eds.), Sociopolitical dimensions of mathematics education (pp. 171–189). Springer.
   Google Scholar
• Meaney, T., & Rangnes, T. E. (2020). Multilingual preservice teachers evaluating mathematical argumentation: Realised and potential learning opportunities. In J. Ingram, K. Erath, F. Rønning, & A. K. Schüler-Meyer (Eds.), Proceedings of the seventh ERME topic conference on language in the mathematics classroom (pp. 39–46). ERME/HAL Archive.
   Google Scholar
• Parra, A., & Trinick, T. (2018). Multilingualism in indigenous mathematics education: An epistemic matter. Mathematics Education Research Journal, 30(3), 233–253. https://doi.org/10.1007/s13394-017-0231-5
   Web of Science ®Google Scholar
• Pierson, J. L. (2008). The relationship between patterns of classroom discourse and mathematics learning [Doctoral dissertation, University of Texas at Austin]. Faculty of the Graduate School. http://www.jstor.org/stable/teaceducquar.42.4.83
   Google Scholar
• Planas, N., & Setati-Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM, 46(6), 883–893. https://doi.org/10.1007/s11858-014-0610-2
   Google Scholar
• Prediger, S. (2019). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 31(4), 367–392. https://doi.org/10.1007/s13394-019-00258-1
   Web of Science ®Google Scholar
• Rangnes, T., & Eikset, A. S. B. (2019). Preservice teachers’ reflections on language diversity. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the 11th congress of research in mathematics education (pp. 1754–1761). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
   Google Scholar
• Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15–34. https://doi.org/10.1080/08855072.1984.10668464
   Google Scholar
• Thomassen, W., & Munthe, E. (2021). Educating Norwegian preservice teachers for the multicultural classroom–what knowledge do student teachers and mentor teachers express? European Journal of Teacher Education, 44(2), 234–248. https://doi.org/10.1080/02619768.2020.1758661
   Web of Science ®Google Scholar
• Utdanningsdirektoratet. (2020). Kjerneelement (MAT01–05).
   Google Scholar
• Vomvoridi-Ivanović, E., & McLeman, L. (2015). Mathematics teacher educators focusing on equity: Potential challenges and resolutions. Teacher Education Quarterly, 42(4), 83–100.
   Google Scholar
• Wessel, L., & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. ZDM, 50(6), 1053-1064. https://doi.org/10.1007/s11858-018-0980-y
   Google Scholar
• Winter, R. (1989). Learning from experience: Principles and practice in action-research. Falmer Press.
   Google Scholar