Towards Inclusive Teacher Training

Mathematical Language as a Cross-Cutting Theme in Building Equitable Practices

Abstract

This article argues that mathematical language should be a cross-cutting and strategic theme in teacher education for building genuinely inclusive and equitable pedagogical practices. Starting from the recognition of the social role of mathematics – often used as an instrument for selection and the legitimization of inequalities – it is argued that traditional mathematical language, centered on abstract symbolic notations, acts as one of the main barriers to participation and learning. A fundamental shift in perspective is therefore proposed: instead of treating language merely as a criterion for exclusion, it must be expanded and reframed by intentionally incorporating natural language, visual representations, gestures, concrete materials, and embodied experiences as valid, complementary, and often necessary pathways for expressing and constructing mathematical thought. Based on authors such as Valero, Moschkovich, and Radford, the importance of a multimodal approach is discussed – one that not only enriches teaching but also caters to diverse cognitive styles and specific needs, such as those of students with disabilities or in contexts of social vulnerability, thereby materializing the commitment to equity. Finally, it is maintained that teacher education, understood as a continuous, collective, and politically oriented process, should prepare the teacher as an architect of multimodal pathways. This implies developing, preferably within Communities of Practice – provided they are supported by concrete institutional conditions – the ability to plan with intentional linguistic choices, anticipate barriers, and create multiple and tailored pathways for accessing knowledge. It is concluded that critically incorporating the discussion on inclusive mathematical language into training is an essential foundation for transforming mathematics into an effective and accessible right for all, and not a privilege for a few.