MATHEMATICS TEACHERS COMMITTED TO EQUITY: A Review of Teaching Practices

Marta Civil; Roberta Hunter; Sandra Crespo

doi:10.1163/9789004418875_010

MATHEMATICS TEACHERS COMMITTED TO EQUITY: A Review of Teaching Practices

Marta Civil, Roberta Hunter, Sandra Crespo

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

5 Scopus citations

Abstract

This chapter provides a selective review of the research literature on mathematics teaching that attends to and addresses inequities in the learning opportunities offered to students. First, we trace and discuss the growing focus on educational equity in the teaching of mathematics. We then describe the challenges and possibilities for a few prominent equity-based approaches to mathematics teaching (e.g., culturally relevant mathematics teaching, teaching mathematics for social justice, and complex instruction). We also discuss the demands of these equity-based approaches on teachers’ practices.

Original language	English (US)
Title of host publication	International Handbook of Mathematics Teacher Education
Subtitle of host publication	Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, Second Edition
Publisher	Brill
Pages	243-273
Number of pages	31
Volume	1
ISBN (Electronic)	9789004418875
ISBN (Print)	9789004418851
DOIs	https://doi.org/10.1163/9789004418875_010
State	Published - Jan 1 2019

ASJC Scopus subject areas

General Social Sciences
General Mathematics

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10.1163/9789004418875_010

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MATHEMATICS TEACHERS COMMITTED TO EQUITY: A Review of Teaching Practices. / Civil, Marta; Hunter, Roberta; Crespo, Sandra.
International Handbook of Mathematics Teacher Education: Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, Second Edition. Vol. 1 Brill, 2019. p. 243-273.

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

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MATHEMATICS TEACHERS COMMITTED TO EQUITY: A Review of Teaching Practices

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ASJC Scopus subject areas

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