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1. Lesson study with caregivers as a resource for a culturally sustaining mathematics pedagogy for multilingual learners

   https://doi.org/10.1007/s10649-025-10407-y  

   Quintos, Beatriz; Buli, Tarik; Steflitsch, Daniela; Martin-Beltrán, Melinda (May 2025, Educational Studies in Mathematics)

   Abstract Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education. Our theoretical framework brings together the perspectives and tools of positioning theory and community solidarity through a lesson study that integrated the participation of caregivers. Our research questions explore ways that caregivers, teachers, and university facilitators participate in and position each other and themselves for learning throughout a mathematics lesson study and how hierarchical positions are disrupted. Using positioning theory, we analyzed the discourse from a year-long study group with teachers and caregivers of multilingual children ages 7–10 in the USA. Our findings describe four events that underscore moment-to-moment interactions between participants in which they situate themselves and their work within racialized storylines and disrupt typical power hierarchies that might have emerged. We find several ways the principles of community solidarity, which undergirded our lesson study model, created new opportunities for educators and multilingual caregivers to be positioned as witnesses, advocates, partners, and co-designers to work towards culturally sustaining mathematics education for multilingual students. We conclude with implications for future mathematics education partnerships to co-construct mathematics learning opportunities that affirm multilingual students’ cultural and linguistic identities. 

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2. Learning trajectories of teachers’ cultural competencies in teaching mathematics with robots in elementary school

   Coward, Chamarra A_O; Cheung, Marcus_Yuen-Yiu; Lyublinskaya, Irina (April 2025, AERA)

   This study employed a mixed methods research design to explore the influence of a year-long professional development (PD) on the 1st grade team of elementary school teachers' cultural competencies as they integrated culturally relevant robot coding activities into mathematics instruction. Culturally relevant mathematics pedagogy (CRMP) promotes academic success by fostering conceptual understanding, leveraging students' cultural knowledge, building social connections, and engaging mathematics from a social justice lens through the core elements of demand, relevance, and agency. The results indicate that the PD sessions improved some of teachers' cultural competencies, such as competency in modeling high expectations and in drawing on student culture. In addition, teachers consistently demonstrated strong cultural competencies in establishing supportive classroom norms, promoting inclusive environments, and recognizing student differences. The observed CRMP scores reflect teachers’ growth trends in the demand dimension of implemented mathematics tasks. However, they struggled implementing mathematics tasks that reflect authentic relevance and agency, even though all three core dimensions of CRMP were evident in the designed tasks. Teachers' self-reports indicated a shift toward more student-centered instruction, which is consistent with increased tasks’ demand. 

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3. The tragedy of lost ideas: examining epistemic injustice in pair programming

   Love, C.; Gresalfi, M.; Knowe, M. (July 2021, Computersupported collaborative learning)

   de Vries, E.; Hod, Y.; null (Ed.)

   This paper explores an episode of epistemic injustice that develops between two students with help from two teachers. Our analysis seeks to demonstrate not only that epistemic injustice has occurred, but also, how, and why it matters. In particular, we explore the idea of credibility deficit as helping to account for how and why one student’s contributions were routinely sidelined or ignored, and how that repeated positioning led to the ultimate act of testimonial injustice and its outcome, a wrong in the form of a loss of opportunity to learn. 

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4. Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice

   https://doi.org/10.1111/ssm.12689  

   Cannon, Susan O; Castanheira, Brittney; Keese, Jeffrey; Welji, Shaffiq (June 2024, School Science and Mathematics)

   Abstract Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings. 

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5. Examining elementary and middle school mathematics instruction: are we promoting equity and access?

   Wilhelm, A. G.; Adams, E. L.; Wilson, J.; Walkowiak, T. A. (January 2022, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION)

   This descriptive study attended to the extent to which we see evidence of the presence of four practices that promote equity and access in 141 grades 3-8 mathematics lessons in the United States. We found that lessons generally showed evidence of some incorporation of the practices but often not at the highest level. Teachers in this sample engaged in social coaching at a relatively high level, across elementary and middle school classrooms. Teachers tended to do less with respect to supporting connection and engagement between student context and the math learning environment. We also found statistically significant differences between elementary and middle school lessons in positioning students as competent and supporting a nurturing environment by proactively building relationships and productive classroom culture. We offer possible interpretations and a few brief implications of these findings. 

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