Towards Equity in Mathematics Education pp 373-387 | Cite as

# A Socio-Political Look at Equity in the School Organization of Mathematics Education

## Abstract

This paper presents some theoretical tools to help understand the meaning of mathematics education as socio-political practices and the implications of these for researching mathematics education. Taking two cases of schools and students in Denmark and South Africa, the paper illustrates how the theoretical and methodological ideas come into operation when illuminating issues of equity. It is contended that the disadvantaged positioning of some students for participating in mathematics teaching and learning is the result of the routines, ideas, shared meanings, and ways of talking and conceiving mathematics education among the actors in the school organization, inside as well as outside the classroom.

## Keywords

Mathematics Teacher Mathematics Classroom School Leader Mathematics Education Research Private Tutor## Notes

### Acknowledgements

This paper makes part of the project “Mathematics Education and Democracy” which Ole Skovsmose and I are engaged with, at the Department of Education, Learning and Philosophy, Aalborg University.

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