Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?

By Marsha Ing, N. Webb, M. Franke, Angela C. Turrou, Jacqueline Wong, Nami Shin, C. Fernandez. 2015

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Inclusion in mathematics education: an ideology, a way of teaching, or both? (2018, background): “Even here, the manifestation of inclusion in mathematics education is dealt with implicitly, foregrounding related notions such as equity (Hand, 2012; Lambert, 2015; Straehler-Pohl, Fernández, Gellert, & Figueiras, 2014) and participation (Foyn, Solomon, & Braathe, 2018; Ing et al., 2015).”
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom (2015, background): “Although the mathematical content that students learned was not the focus of this article, research has promoted the alignment between social norms and development of students’ mathematical learning (e.g., Hmelo-Silver & Barrows, 2008; Ing et al., 2015; Webb et al., 2014).”