Book Review: Keeping mathematics education real and fair: connecting the disconnections. Constantinos Xenofontos (Ed.) (2019) Equity in mathematics education: addressing a changing world

Abstract

The book Equity in Mathematics Education: Addressing a Changing World, edited by Constantinos Xenofontos, is a compilation of the works of several authors and was based on events leading up to 2019 when the book was published. However, the COVID-19 global pandemic makes the content of this book more relevant than ever today. Readers of this book will be introduced to research into the sociopolitical nature of mathematics education and the role of mathematics education research in promoting equity and social justice in the field. In addition, readers will become more aware of the interconnectedness of school mathematics and sociopolitical issues. The book has ten chapters, with each chapter discussing current development in a specific area of inequity in mathematics education with supporting research. The focus of each chapter is independent of the others and can be read in isolation, but when read as a collection, the book will give the reader a deeper insight into the research that exists in the area of equity in mathematics education. The editor, Constantinos Xenofontos, refers to the current mathematics curriculum as being written to favor the dominant white male by keeping this group in the center and the marginalized groups on the outside. Policymakers are often interested in measuring and comparing the performance of learners based on subjects, schools, districts, and countries with the use of standardized tests. Policy makers and school administrators often use the results of these standardized tests to compare the dominant group with the marginalized groups, resulting in differences in performance that are referred to as an achievement gap. Results of standardized tests are sometimes used in ability grouping, which further alienates the marginalized groups from the dominant group. The disconnect occurs between policymakers and educators, between educators and learners, and between learners and the community. Issues of Educational Studies in Mathematics https://doi.org/10.1007/s10649-020-09958-z