### Abstract

Whereas equity issues are mainly discussed with respect to students at risk, this article focuses on mathematical potentials of under-privileged students and therefore elaborates a wide, dynamic and participatory conceptualization of (sometimes still hidden) mathematical potentials. An extended research review theoretically and empirically grounds the presented approach for uncovering and enhancing (possibly underprivileged) students in design principles for the instructional design and the ways in which teachers notice students’ and situations’ potentials. Dual design research methodology on students’ and teachers’ level is adopted to develop whole class enrichment settings with rich tasks and empirically study the initiated processes. The empirical investigation of the classroom processes show that the chosen design principles can enhance the intended enrichment processes on the student side, but need to be strongly supported by teachers’ expertise in noticing and fostering students. An important outcome is the perspective model for teachers’ necessary diagnostic perspectives for noticing and enhancing the potentials. Consequences are formulated for professional development programs.

### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 1, January 2017, 143-165

https://doi.org/10.12973/eurasia.2017.00609a

Publication date: 18 Jan 2017

Article Views: 2945

Article Downloads: 2636

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