Equity in Discourse for Mathematics Education pp 109-124 | Cite as

# Linguistic Tools for Exploring Issues of Equity

## Abstract

This chapter describes linguistics tools that researchers have used to explore and illuminate equity issues in the mathematics classroom. Drawing primarily from research using a systemic functional linguistics (SFL) framework, it illustrates how close attention to language forms and the meanings they present can inform questions about the nature of the mathematics that is offered to students through classroom discourse, the views of mathematics activity that students develop, and how students are positioned as learners through classroom and pedagogical discourses. Analysis of *thematic patterns, process/participant configurations, modality*, and *mood/speech function* enables researchers to explore the integrity of the mathematics that is taught, how concepts are developed over time, and the processes through which knowledge is developed. In focus are issues such as the agency of students and the authoritativeness of the teacher as well as the role of the teacher as mediator of learning.

## Keywords

Mathematics Classroom Equity Issue Classroom Discourse Classroom Interaction Mathematics Discourse## Notes

### Acknowledgement

I would like to thank David Pimm for helpful comments in the development of this chapter, while not holding him responsible in any way for the final product.

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