By Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm

This e-book explores the relationship among the methods humans communicate in arithmetic study rooms and their possibilities to benefit arithmetic. The phrases spoken, heard, written and skim in arithmetic school rooms form scholars’ feel of what arithmetic is and of what humans can do with arithmetic. The authors hire a number of views to think about the capability for transformative motion with appreciate to expanding possibilities for characteristically marginalized scholars to shape mathematical identities that resonate with their cultural, social, linguistic, and political beings.

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Additional info for Equity in Discourse for Mathematics Education: Theories, Practices, and Policies

Sample text

Reminding themselves of how algebra is the foundation of calculus), but it also allowed for repeat students – ones who were in a given teacher’s class for more than 1 year. The impact of these repeat students was that teachers often had to think twice about judging a student as either innately competent or incompetent, as they noticed that some students were just late bloomers, going through family issues or better at certain topics than others. This course rotation also led to more teachers discussing their work and sharing lesson plans.

They saw the manner in which the teacher framed his questions to draw out his students’ thinking and fostered student–student interactions. In fact, some argued that this kind of curriculum and teaching was at the heart of addressing equity issues in school, because so many inner city kids were usually only asked to memorize procedures or prepare for standardized tests. From our equity lens, they were now able to see issues of access (to a high-quality curriculum and teacher) and some achievement (ability to make conjectures and defend arguments).

2 Context Matters: How Should We Conceptualize Equity in Mathematics Education? 4 31 The ‘Achievement Gap’ I would like to end with some research I have been doing on the achievement gap (Gutiérrez 2008; Lubienski and Gutiérrez 2008), because it helps illuminate how our attention has been diverted from broader equity considerations. S. mathematics education research community as a way to address equity. By ‘gap gazing’, I mean research that documents the gap in mathematics achievement between rich and poor students and between primarily brown/black students and white students, while offering little in the way of intervention.

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