What we talk about when we talk about the mathematics laboratory: Designing professional education for inclusive practice

This paper presents the design and implementation of a professional development (PD) programme for primary teachers, aimed at promoting inclusive mathematics teaching practices through the “mathematics laboratory”, a long-standing educational framework in Italian research. Grounded in an epistemological and didactic analysis of key concepts, the programme was developed to address inclusion issues in mathematics education. Teachers’ learning of the mathematics laboratory was fostered through a PD programme in which they experienced the same approach they were expected to use with their students, centred on inclusive classroom cultures, metacognitive reflection, peer collaboration, and teacher facilitation. Preliminary data from teachers’ feedback indicate changes in their observations and attitudes, particularly in relation to gender bias awareness, error management, and recognition of students’ active role in learning.