Noticing Children's Participation: Insights into Teacher Positionality toward Equitable Mathematics Pedagogy.

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A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Hand (2012) argued that teachers need to learn to attend more closely to how issues of culture, race, and power impact mathematics instruction, which, according to Wager (2014), requires that teachers position themselves as equitable mathematics educators.”
Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice (2017, background): “• Connect pedagogical practices to student participation (Boaler & Greeno, 2000; Wager, 2014)”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “However, the literature also suggests that there is likely variation in candidates’ noticing and that they do not learn to notice in the same ways (Turner et al., 2012; van Es & Sherin, 2008; Wager, 2014).”