Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

数学教师辅导是一种有前途但在很大程度上被忽视的专业发展 (PD) 形式，用于支持数学教师学习以正义为导向的教学。在本文中，我们批判性地回顾了文献，以阐明我们目前对数学教师辅导的了解，并强调研究的贡献和局限性，为未来的工作提供信息。从广义上讲，我们发现已经制定了四个研究计划，调查：(a) 教练的活动和关系，(b) 教练对学生评估分数的影响，(c) 教练对教师实践或行为的影响，以及(d) 辅导对教师知识或信念的影响。根据这一分析，我们认为，以正义为导向的教学观与教师学习的社会文化理论相结合，