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: 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

Social Sciences(all)

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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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