Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers

Abstract

Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational knowing of teachers to determine how such combined knowing enables elementary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathematics. For students’ spatial, social, and mathematical inclusion in the classroom, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co-teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.