Foregrounding equity in mathematics teacher education

Strutchens, Marilyn E.; Bay-Williams, Jennifer M.; Civil, Marta; Chval, Kathryn B.; Malloy, Carol E.; White, Dorothy Y.; D’Ambrosio, Beatriz S.; Berry, Robert Q.

doi:10.1007/s10857-011-9202-z

Cited by 16 publications

(4 citation statements)

References 4 publications

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“…There is an abundance of published research focusing on equity and social justice in mathematics education, including several edited books and special issues of journals devoted to these issues (e.g. D 'Ambrosio et al 2013;Gates and Jorgensen 2009;Strutchens et al 2012). Yet school mathematics continues to play a significant role in perpetuating social inequity by alienating large numbers of students and disproportionately restricting access to higher education and better-paid jobs for disadvantaged learners.…”

Section: The Implications For Mathematics Education Researchmentioning

confidence: 99%

Transforming mathematics classroom practice through participatory action research

Wright¹

2020

J Math Teacher Educ

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This paper explores the potential of participatory action research to bring about significant changes in practice in a context in which more conventional approaches to research have had limited impact. It focuses on secondary mathematics classrooms where teaching approaches characterised by memorising and practising mathematical procedures, with little understanding of their application, purpose or underlying concepts, remain commonplace in many countries around the world and have proved highly resistant to change. The paper highlights the damage caused by such practices in terms of the alienation of large numbers of students and the inequitable outcomes they are associated with, including the strong correlation that persists between students’ socio-economic status and mathematical attainment. It reports on the case of one participatory action research project, involving the author and five teacher researchers, that demonstrated how a vision of mathematics education, involving a genuinely engaging and empowering curriculum, can be translated into classroom practice. The paper considers the extent to which this research project was conducted in a collaborative, systematic and rigorous way. It reflects on the research processes that facilitated critical reflection, enabled the teacher researchers to overcome constraints and generated trustworthy findings. The insights gained from this analysis are used to argue that a participatory action research methodology, which resonates with a critical mathematics pedagogy, has the potential to challenge prevailing discourses in mathematics education and hence lead to genuine transformations in classroom practice.

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Section: The Implications For Mathematics Education Researchmentioning

confidence: 99%

Transforming mathematics classroom practice through participatory action research

Wright¹

2020

J Math Teacher Educ

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“…A widely used term in recent texts is social justice, a term typically built on the ideological pillars of fairness (Rawls, 1985). Its use, however, neither implies nor confirms uniformity in the ways social justice is conceptualised and operationalised, as what is fair/just to one person or in certain contexts is not necessarily fair/just to another or given a different context (Bartell, 2013;Gates & Jorgensen, 2009;Gutiérrez, 2009a;Strutchens et al, 2012). With these concerns in mind, and through the methodological approach of a systematic review, this paper aims at providing answers to the following research questions:…”

Section: Introductionmentioning

confidence: 99%

Mathematics teachers and social justice: a systematic review of empirical studies

Xenofontos

Fraser

Priestley

et al. 2020

Oxford Review of Education

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The issue of social justice has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics teachers and/or teaching. More specifically, we examine (a) how social justice is conceptualised in the identified studies, (b) what specific issues are investigated and methodological approaches employed to do so, and (c) the main key points that arise from their empirical findings. Implications and suggestions of how the field can move forward are discussed at the end.

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“…Professional development projects intent on promoting equity must encourage teachers to interrogate and change both their ideology and their pedagogy (Rodriguez & Berryman, )—to help teachers recognize the resources diverse students bring to the classroom and implement reform‐based curricular and instructional practices. However, despite this critical and persistent need to support science and mathematics teachers in learning about equity issues, the research literature on equity professional development remains limited (Lee & Buxton, ; Strutchens et al., ).…”

Section: Introductionmentioning

confidence: 99%

Facilitating Science and Mathematics Teachers’ Talk About Equity: What Are the Strengths and Limitations of Four Strategies for Professional Learning?

et al. 2015

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ABSTRACT:We investigated a 2.5-year professional development effort designed to support practicing science and mathematics teachers in understanding equity and enacting equitable practices. Our purpose was to inform the research base on effective equity professional development, toward the goal of better supporting science and mathematics teachers in transforming their views and practices. Because talk is central to learning, we examined how four strategies for professional learning facilitated or constrained teachers' shared equity talk: (1) engagement in teacher research, (2) reflection on personal experiences, (3) modeling of reform-based instructional practices, and (4) examination of school/state/national data on student course taking and achievement. We asked: How did teachers' shared equity talk vary across these strategies? To answer this question, we qualitatively analyzed recorded seminars, teacher interviews, and written reflections to determine the opportunities each strategy afforded teachers to talk about equity, and the length and substance of teachers' equity talk as a result. We found that, despite teachers' construction of a shared equity discourse and the iterative implementation of professional learning strategies, the type of strategy implemented did indeed matter. Although all four

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Foregrounding equity in mathematics teacher education

Cited by 16 publications

References 4 publications

Transforming mathematics classroom practice through participatory action research

Transforming mathematics classroom practice through participatory action research

Mathematics teachers and social justice: a systematic review of empirical studies

Facilitating Science and Mathematics Teachers’ Talk About Equity: What Are the Strengths and Limitations of Four Strategies for Professional Learning?

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