Mathematics teaching and learning: Equality ≠ equity

Vicki D Ross; Shannon M Guerrero; Elissa Fenton

doi:10.1007/978-3-319-12349-3_17

Mathematics teaching and learning: Equality ≠ equity

Vicki D Ross, Shannon M Guerrero, Elissa Fenton

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter explores the idea of making mathematics learning accessible to all students. Five sections present these topics: (1) Commitment in mathematics education community to equity and accessibility are shared; (2) Historical threads that create the characteristics of mathematics education around issues of diversity and social justice are presented; (3) A framework for the pragmatic understanding of diversity within the classroom is proposed; (4) Eight productive beliefs about equity in the teaching and learning of mathematics are introduced; (5) Strategies and practices are suggested as ways of incorporating the productive beliefs into classroom practices.

Original language	English (US)
Title of host publication	Social Justice Instruction
Subtitle of host publication	Empowerment on the Chalkboard
Publisher	Springer International Publishing
Pages	185-198
Number of pages	14
ISBN (Electronic)	9783319123493
ISBN (Print)	9783319123486
DOIs	https://doi.org/10.1007/978-3-319-12349-3_17
State	Published - Jan 1 2016

Keywords

Competition mathematics teaching and learning
Continuity
Diversity
Equity
Experience
Interaction
Pragmatic understanding of diversity
Situation

ASJC Scopus subject areas

General Social Sciences

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10.1007/978-3-319-12349-3_17

Cite this

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KW - Experience

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Mathematics teaching and learning: Equality ≠ equity

Abstract

Keywords

ASJC Scopus subject areas

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