Skip to main content

Equity and Access in Mathematics Education

  • Reference work entry
  • First Online:

Definition

Social class background – social class is best understood through a Marxist orientation as the groupings people fall into as a result of explicit economic forces within society. These groupings are a direct result of similarities with and differences between people, particularly through the resources to which they have access, but also to their tastes and dispositions, which ultimately position them within educational systems.

Characteristics

Usually an encyclopedia entry will begin with some definitions. With both “equity” and “access,” that’s not possible. Each of these terms is politically loaded and reflects political and ideological dispositions both in the pedagogical arena of the classroom and in the intellectual arena of the academy. One problem of defining equity is due to it being assumed to be a universal good; surely everyone wants equity? Actually that’s far from the case, and at least there will be little agreement on how we define and more importantly...

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   499.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   649.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Apple M (1995) Taking power seriously: new directions in equity in mathematics education and beyond. In: Secada W, Fennema E, Adajian L (eds) New directions in equity in mathematics education. Cambridge University Press, Cambridge, pp 329–348

    Google Scholar 

  • Bourdieu P (1998) Practical reason. Polity Press, Cambridge

    Google Scholar 

  • Burton L (ed) (1990) Gender and mathematics. An international perspective. Cassell, London

    Google Scholar 

  • Cahan S, Linchevski L, Ygra N, Danziger L (1996) The cumulative effect of ability grouping on mathematical achievement: a longitudinal perspective. Stud Educ Eval 22(1):29–40

    Article  Google Scholar 

  • Ernest P (2007) Why social justice? Philos Math Educ J 21:2 http://people.exeter.ac.uk/PErnest/pome21/index.htm

  • Gates P (2006) The place of equity and social justice in the history of PME. In: Guitierrez A, Boero P (eds) Handbook of research on the psychology of mathematics education. Past, present and future. Sense, Rotterdam, pp 367–402

    Google Scholar 

  • Gates P, Jorgensen R (2009) Foregrounding social justice in mathematics teacher education. J Math Teach Educ 12(3):161–170

    Article  Google Scholar 

  • Herman B, Kidron Y, Riccards JB (2010) Gender equity in mathematics education. Asia-Pacific Economic Cooperation Secretariat, Singapore

    Google Scholar 

  • Jorgensen R, Gates P, Roper V (2013) Structural exclusion through school mathematics: using Bourdieu to understand mathematics a social practice. Educ Stud Math. doi:10.1007/s10649-013-9468-4. Published online 07 Feb 2013

    Book  Google Scholar 

  • Lerman S (2000) The social turn in mathematics education research. In: Boaler J (ed) Multiple perspectives on mathematics teaching and learning. Ablex, Westport, pp 19–44

    Google Scholar 

  • Lubienski S (2000a) Problem solving as a means towards mathematics for all: an exploratory look through a class lens. J Res Math Educ 31(4):454–482

    Article  Google Scholar 

  • Lubienski S (2000b) A clash of cultures? Students’ experiences in a discussion-intensive seventh grade mathematics classroom. Elem Sch J 100:377–403

    Article  Google Scholar 

  • Lubienski S (2007) Research, reform and equity in US mathematics education. In: Nasir N, Cobb P (eds) Improving access to education. Diversity and equity in the classroom. Teachers College Press, New York, pp 10–23

    Google Scholar 

  • Pellino K (2007) The effects of poverty on teaching and learning. http://www.teach-nology.com/tutorials/teaching/poverty/print.htm. Accessed 4 Sept 2013

  • Secada W (1989) Agenda setting, enlightened self-interest and equity in mathematics education. Peabody J Educ 66(1):22–56

    Article  Google Scholar 

  • Skovsmose O (2011) An invitation to critical mathematics education. Sense, Rotterdam

    Book  Google Scholar 

  • Zevenbergen R (2000) “Cracking the code” of mathematics classrooms: school success as a function of linguistic, social and cultural background. In: Boaler J (ed) Multiple perspectives on mathematics teaching and learning. Ablex, Westport, pp 201–223

    Google Scholar 

  • Zevenbergen R (2003) Ability grouping in mathematics classrooms: a Bourdieuian analysis. Learn Math 23(3):5–10

    Google Scholar 

  • Zohar A (1999) Teachers’ metacognitive knowledge and the instruction of higher order thinking. Teach Teach Educ 15(4):413–429

    Article  Google Scholar 

  • Zohar A, Dori Y (2003) Higher order thinking skills and low-achieving students: are they mutually exclusive? J Learn Sci 12(2):145–181

    Article  Google Scholar 

  • Zohar A, Degani A, Vaaknin E (2001) Teachers’ beliefs about low-achieving students and higher order thinking. Teach Teach Educ 17:469–485

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Peter Gates .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this entry

Cite this entry

Gates, P. (2014). Equity and Access in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_58

Download citation

  • DOI: https://doi.org/10.1007/978-94-007-4978-8_58

  • Published:

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-007-4977-1

  • Online ISBN: 978-94-007-4978-8

  • eBook Packages: Humanities, Social Sciences and Law

Publish with us

Policies and ethics