REFLECTIONS ON PROMOTING EQUITABLE AND SOCIALLY JUST MATHEMATICS TEACHING APPROACHES

In this paper I present key findings from four research projects which aimed to promote equitable and socially just mathematics teaching approaches. I outline the design of the projects, all of which were based on a critical model of participatory action research. I draw on the findings from the projects, together with the underlying theories, to identify and exemplify what I believe to be four essential components of socially just mathematics teaching. I offer these insights to readers so that they may judge for themselves the extent to which the findings are transferable to their own contexts and can inform their own practice.