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<p>Equity and marginalisation in mathematics education remains an ongoing concern. Classroom discourse has been seen to impact on student performance with dialogic practices being effective in providing for more equitable student participation. This paper investigates two examples of classroom discourse in relation to inclusive participation in early years mathematics classrooms. Drawing on data from a broader research project focusing on co-designing dialogic strategies aimed at enhancing students’ mathematical talk, we examine two classroom episodes from two low SES schools; one at the start and one towards the end of the co-design process. Using the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA) framework, we analyse classroom interactions across three dimensions: openness for dialogue, invitation to contribute, and dialogic participation. Our findings suggest that classroom discourse that includes these dimensions are more indicative of inclusive learning environments through facilitating student voice and creating opportunities for dialogic participation. We argue that dialogic pedagogies, supported by systematic frameworks such as T-SEDA, hold potential for addressing inequities in mathematics learning and offer practical insights for educators committed to inclusive practice.</p>

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Fostering equity in early years mathematics classrooms through the promotion of dialogic practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月24日

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  • Tracey Muir,
  • Carol Murphy,
  • Damon Thomas,
  • Andrew Beencke

摘要

Equity and marginalisation in mathematics education remains an ongoing concern. Classroom discourse has been seen to impact on student performance with dialogic practices being effective in providing for more equitable student participation. This paper investigates two examples of classroom discourse in relation to inclusive participation in early years mathematics classrooms. Drawing on data from a broader research project focusing on co-designing dialogic strategies aimed at enhancing students’ mathematical talk, we examine two classroom episodes from two low SES schools; one at the start and one towards the end of the co-design process. Using the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA) framework, we analyse classroom interactions across three dimensions: openness for dialogue, invitation to contribute, and dialogic participation. Our findings suggest that classroom discourse that includes these dimensions are more indicative of inclusive learning environments through facilitating student voice and creating opportunities for dialogic participation. We argue that dialogic pedagogies, supported by systematic frameworks such as T-SEDA, hold potential for addressing inequities in mathematics learning and offer practical insights for educators committed to inclusive practice.