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This paper investigates teacher biases in expectations and judgments about student capabilities in math, as well as teacher responsiveness to students\' mathematical thinking in predominantly Black, Latinx/e, or White classroom conditions. The findings suggest that teacher biases may influence the perceived difficulty of tasks and responses to students based on their racial-ethnic identity, with implications for teacher training and reform-oriented mathematics instruction.
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Edworkingpaper no 24-1059 is a specific form or document used for reporting purposes within a particular institutional or organizational context, often pertaining to educational funding or research.
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