P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 18, Issue 2, 2025December 31, 2025 PDT
Creating Inclusive and Equitable Mathematics Classrooms for Multilingual Learners Through Professional Development
Creating Inclusive and Equitable Mathematics Classrooms for Multilingual Learners Through Professional Development
Articles in Vol. 18, Issue 2, 2025
Vol. 18, Issue 2, 2025
- Table of ContentsSong A AnBirgit Brandt
- Creating Inclusive and Equitable Mathematics Classrooms for Multilingual Learners Through Professional DevelopmentHelen BrandonKimberly Taber
- Perceptions of Inquiry-Based Mathematics Instruction in Technical and Vocational Schools in GhanaFred Asante-MensaSamuel Kwesi Asiedu- AddoSamuel Owusu AnsahIsaac AnsahBenedict Celestine AgbataWilliam Obeng-Denteh
- Helping Pre-Service Teachers Transition to the Role of Teacher Through Co-PlanningJoanne CanigliaMichelle MeadowsNathan Stevenson
- Framing Mistakes: Elementary Teaching Practices and the STEM Trajectories of Minoritized StudentsMariana Alvidrez
- Mathematical Identity: Creating PK-12 Mathematics Environments of Inclusion, Representation, and BelongingTenisha Marcel-HerbertNatalie Parker-Holliman
- Differentiating Instruction in Diverse Classrooms: A Case Study on Preservice Elementary Teachers’ Math Teaching Practices During InternshipMuhammad S. Uddin
Brandon, H., & Taber, K. (2026). Creating Inclusive and Equitable Mathematics Classrooms for Multilingual Learners Through Professional Development. Journal of Mathematics Education, 18(2), 17–28. https://doi.org/10.26711/007577152790192