Learning about teaching critical mathematics education in multilingual classrooms, when the sum of the parts is greater than the whole

Most studies about how to include issues of social justice, equity and inclusion into mathematics education have been small, making it difficult to generalise and determine what could be useful elsewhere. In addition, there remains a lack of clarity about how definitions of social justice, equity and inclusion are intertwined, particularly in mathematics teacher education research. To investigate this issue, from a large research project in Norway, 30 articles/conference papers/book chapters, which analysed data from teacher educators and/or preservice teachers, are synthesised to identify what supported and hindered preservice teachers’ learning about teaching critical mathematics education in multilingual classrooms, as an aspect of social justice, equity and inclusion. The results indicate that three different aspects of social justice, equity and inclusion were in focus across the 30 articles. The main hindrance to preservice teachers’ learning was uncertainty about giving possibilities for learners to make decisions about their learning, by both teacher educators and the preservice teachers themselves when on practicum. In contrast, the main support came from the aims in the Norwegian curriculum with its focus on teaching in diverse societies and for democratic citizenship, as well as the value placed on mathematical modelling. The outcomes from a systematic synthesis of articles from the same research project can provide broader insights than could come from one small study alone. This is because the sum of the parts is greater than the whole.