Recognising the benefits of progressive pedagogies for promoting equity and social justice in the mathematics classroom

School closures arising from the COVID-19 have highlighted inequities in society, as well as schooling, and hence provide an opportunity to re-engage with the debate over the mathematics curriculum. We argue that progressive pedagogies are an essential part of a socially just mathematics curriculum, and that making these pedagogies more visible to learners can address concerns that they might further marginalise students from disadvantaged backgrounds. We draw on the findings from the Visible Maths Pedagogy research project that outlines strategies that can be successfully used for making the teacher’s pedagogic rationale explicit to learners.