Contextualising and promoting moments of inclusion and equity in mathematics teaching

This article presents the collected output of the longitudinal Mathematics Inclusion and Equity (MInE) project. Specifically, it reports on the third and final phase of the study, in which results from phases one and two were further explored. The project was undertaken in close collaboration with teachers in two Swedish schools. The overall purpose was to promote equity and inclusion in mathematics teaching. In phase three of the study, key conclusions were developed into a framework that allows for the contextualisation of inclusion and equity in teaching. This contextualisation was achieved by identifying specific ethical dilemmas that arise in teaching and the teachers’ corresponding professional judgements on how to act. Importantly, the prerequisites for decision-making needed to be understood in relation to the level at which responsibilities and resources lay, i.e. at the school-, classroom- or individual level. A key outcome of the research is a framework that enables policy makers, teachers, and researchers to develop inclusion and equity as interrelated, fluid, and contextual pedagogical processes by addressing school-, classroom- and individual levels.