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Educational Studies in Mathematics

, Volume 80, Issue 1–2, pp 233–247 | Cite as

Seeing culture and power in mathematical learning: toward a model of equitable instruction

  • Victoria Hand
Article

Abstract

This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers’ aims for students to “take up their space” in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers’ dispositions are considered in relation to Mason’s discipline of noticing and Bourdieu’s notion of the symbolic violence of dominant discourses.

Keywords

Mathematics education Equity Dispositions Teacher noticing Critical theory Situated learning 

Notes

Acknowledgments

The author would like to thank William Penuel, Kris Gutiérrez, and Rochelle Gutiérrez for their helpful comments and feedback.

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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.University of ColoradoBoulderUSA

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