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Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring the Potential of Proactive Confrontation in Teacher-Education
Expressions of racial bias in middle grades math classrooms pose a threat to the full inclusion and equitable treatment of students of color. To combat these biased expressions, mathematics education scholars have recommended that math teachers undergo special training to employ culturally relevant practices as part of their teacher education. According to teacher-educators, however, motivating and helping their teacher-pupils implement culturally relevant classroom strategies has provendoi:10.31219/osf.io/ug7hy fatcat:mvcdxl42hfd6xcrwm7hwyhymyi