Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational know-ing of teachers to determine how such combined knowing enables elemen-tary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathe-matics. For students’ spatial, social, and mathematical inclusion in the class-room, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co- teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include,  deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

This paper examines the methodological issues involved in investigating mathematical and relational competencies relevant to teaching mathematics. In the study, 14 mathematics teachers were asked to reflect on the teaching and learning of mathematics based on a mathematics lesson shown in a video sequence. These reflections were documented in three different ways: some teachers were interviewed individually, some were interviewed in focus groups and some wrote individual reflections on paper. The empirical materials from these three different types of documentation were analysed using the same framework. The results of the study indicate that mathematical and relational competencies came to light mainly in the individual and the focus group interviews. However, this may be due to the analytical framework used, and another framework may be better suited to analysing individual writings.

This paper is methodological and theoretical, focusing on how teachers' knowledge in action and interaction when teaching mathematics can be explored. The two conceptual frameworks adopted, The Knowledge Quartet and the Pedagogical Relational Teachership, are coordinated, as they grasp disparate aspects of knowledge in action and interaction when teaching mathematics. An empirical example is given to illustrate how these two conceptual frameworks can be adopted in coordination with each other. The results show that the coordination of these two conceptual frameworks used as a methodological framework can contribute to a deeper understanding of the characteristics of teachers' pedagogical content knowledge and relational abilities when teaching mathematics.