Commentary for Section 1: Linking Research and Practice in School Mathematics

Abstract

As I write this commentary I have beside me Helen Forgasz’s and Ferdinand Rivera’s (Towards equity in mathematics education: Gender, culture, and diversity, 2012) 597-page, edited volume, Towards Equity in Mathematics Education: Gender, Culture, and Diversity. In the introduction to that volume Forgasz and Rivera not only point to the super-abundance of theories and strategies which have been invoked in order to address issues concerned with equity in mathematics education, but also to difficulties in translating the theories and associated research into effective practice. Many of the theories are summarized in Eva Jablonka, David Wagner, and Margaret Walshaw’s (Third international handbook of mathematics education, pp. 41–68, 2013) review in the Third International Handbook of Mathematics Education. Although succinct, that review verges on being overpowering as it challenges readers to decide which of the large number of theories, if any, are most pertinent to their particular situations. I experienced a similar feeling as I read the articles in the special issue on equity of the Journal for Research in Mathematics Education (Vol. 44, Number 1, January 2013).