Equity

Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy by centering dominant (white) storylines and values to maintain a racial hierarchy, with whites above Latiné and other marginalized groups.

American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines science leaders' sensemaking about a scenario depicting the experiences of a group of American Black girl elementary students in an engineering design lesson, focusing on what leaders notice and how they propose to intervene to address problematic aspects of the students' experience.

This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the tools to enhance instruction and increase equitable outcomes for students and communities historically underrepresented in mathematics.

Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their lesson plans, recorded enactments, and interviews about their science teaching throughout their student teaching experience.

Gutiérrez’s equity framework, derived from mathematics education research, defines equity in terms of four dimensions: access, achievement, identity, and power. Access and achievement yield outcomes that reify the status quo while identity and power transform schooling to redistribute power. We use Gutiérrez’s equity framework to study discourse about equity from 36 high school physics teachers who participated in an equity-focused professional development workshop.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual students have available for sharing their thinking, which requires teachers to see and hear beyond what has been traditionally privileged in school spaces.