Toward equity and social justice in mathematics education

Abstract

This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: Disrupting policies and reforms to address the needs of marginalized learners A socio-spatial framework for urban mathematics education Linking literature on allywork to the work of mathematics teacher educators Transnational families' mathematical funds of knowledge Multilingual and technological contexts for supporting learners' mathematical discourse Preservice teachers' strategies for teaching mathematics with English learners Toward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education. Intro; Dedication; Preface; Contents; Notes on Contributors; Part I: Theoretical and Political Perspectives Toward Equity and Justice in Mathematics Education; Chapter 1: Disrupting Policies and Reforms in Mathematics Education to Address the Needs of Marginalized Learners; Introduction; The Social Conditions of Marginalized Learners; Theoretical Framework: Critical Race Theory; Unpacking Historical Perspectives, Policies, and Reforms; Sputnik and the New Math Movement; The Back to Basics Movement; The Standards Movement; Discussion and Conclusion; References. Chapter 2: Making the Implicit Explicit: Building a Case for Implicit Racial Attitudes to Inform Mathematics Education Research; Introduction; Making a Case for Implicit Racial Attitudes; Quality of Mathematics Instruction; Teacher-Student Relationships; Racialized Teacher Perceptions of Behavior and Academic Aptitude; Racial Microaggressions in Mathematics Classrooms; Embedding Implicit Racial Attitudes in Mathematics Education Research; Discussion; References; Chapter 3: A Socio-spatial Framework for Urban Mathematics Education: Considering Equity, Social Justice, and the Spatial Turn. Introduction; On the Trajectory of Urban Mathematics Education Scholarship; Urban Mathematics Education, Equity, and Social Justice; A Socio-Spatial Framework for Urban Mathematics Education Scholarship; Spatial Axis of the Framework; Social-Signification Axis of the Framework; Theory-Moment Axis of the Framework; Mathematics-Instructional Triad as the Center of the Framework; Ecological Rings of the Framework; Putting the Framework to Work: Analyzing Opportunity Initiatives; Applying the Spatial Axis; Applying the Social-Signification Axis; Reimagining Research Based on the Proposed Framework. Conclusion; References; Chapter 4: Building on "Misconceptions" and Students' Intuitions in Advanced Mathematics; Introduction; Theoretical Frameworks; Sociopolitical Perspective; Knowledge in Pieces (KiP); Methods; Mathematical Context and Brief Literature Review; Instructional Design: The Pancake Story; Analytical Framework: Knowledge Resources and Counter-Models; The Case of Adriana; Counter Model; Final Model; Discussion and Implications; References. Chapter 5: Promoting Equitable Systems in Mathematics Education Starts with Us: Linking Literature on Allywork to the Work of Mathematics Teacher Educators; Introduction; Considering Higher Education and K-12 Teaching Through a Gendered Lens; Higher Education as a "Male-Oriented" Hierarchical Space; The Feminization of K-12 Teaching; Linkages Between MTEs' Work and Definitions of Ally and Allywork; Who Is and Who Is Not an Ally?; What Are Some Processes Involved in Becoming an Ally?; What Are Some Considerations for Working as an Ally?; Discussion; References.