Redressing the Imbalance
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This chapter reviews the main findings of the study in relation to the research questions, and presents the implications for practice and research. While participating in the RPL, we theorize that teachers and students transitioned through five distinct stages of a professional learning and teaching trajectory. Each stage contributed to their journey towards becoming expert teachers and their students achieving academically, and each stage required different levels of support. Given the size and scope of the participants and the differing contexts in which they were situated, we also claim that this trajectory is generalizable to many other marginalized contexts at both the national and international level. Thus, the hypothesized professional learning and teaching trajectory frames our recommendations with regard to assisting young ESL students and Indigenous students living in disadvantaged contexts to effectively engage in Western mathematics.
KeywordsMathematical Knowledge Professional Learning Pedagogical Knowledge Mathematics Lesson Mathematical Language
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