Revisiting Effective and Equitable Teacher Practice in the Nordic Context: Unpacking Complexity in Response to Kang (2025)

This article responds to Dr. Jingoo Kang’s review of Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (Teig et al., 2024). It clarifies and extends the discussion of equity in Nordic education. We address four main critiques: (1) the use of home language as a proxy for immigrant background, (2) the interpretation of teaching quality in high- and low-SES contexts, (3) the omission of gender as a dimension of equity, and (4) the neglect of non-cognitive outcomes. Our response explains the rationale behind these methodological choices while recognizing their limitations. We also point to future directions, including stronger attention to gender equity, greater focus on socio-emotional factors, and deeper examination of the challenges faced by disadvantaged schools. By engaging with these critiques, the article aims to foster ongoing dialogue on equity and effective teaching in Nordic mathematics and science education.