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Context Matters: How Should We Conceptualize Equity in Mathematics Education?

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Equity in Discourse for Mathematics Education

Part of the book series: Mathematics Education Library ((MELI,volume 55))

Abstract

Focusing on contexts of learning reminds us that no category of teachers or students is homogeneous. It also helps clarify equity – a necessary clarification, given the lack of consensus on what it is. Equity means fairness, not sameness. As such, this chapter elaborates on equity by highlighting four dimensions in mathematics education. ‘Access’ to tangible resources dominated equity discussions in the 1980s and continues in ‘opportunity to learn’ research. ‘Achievement’ refers to participation in quality mathematics classes and success in them. It is paramount in standardized tests and ‘achievement gap’ discourses. ‘Identity’ refers to supporting students in becoming better persons in their own eyes, which requires attention to their roots and a balance between attention to self and others. The ‘power’ dimension takes up issues of social transformation at many levels. Access and achievement are positioned as the dominant axis of equity. Identity and power form the critical axis.

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Authors and Affiliations

  1. Department of Curriculum and Instruction and Latina/Latino Studies, University of Illinois at Urbana-Champaign, Champaign, IL, USA

    Rochelle Gutiérrez

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  1. Rochelle Gutiérrez
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Correspondence to Rochelle Gutiérrez .

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Editors and Affiliations

  1. Michigan State University, Erickson Hall 329, East Lansing, 48824, Michigan, USA

    Beth Herbel-Eisenmann

  2. , Warner School of Education, University of Rochester, Box 270425, Rochester, 14627, New York, USA

    Jeffrey Choppin

  3. , Faculty of Education, University of New Brunswick, P.O. Box 4400, Fredericton, E3B 5A3, Canada

    David Wagner

  4. Dept. Secondary Education, University of Alberta, Education South 341, Edmonton, T6G 2G5, Alberta, Canada

    David Pimm

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Gutiérrez, R. (2012). Context Matters: How Should We Conceptualize Equity in Mathematics Education?. In: Herbel-Eisenmann, B., Choppin, J., Wagner, D., Pimm, D. (eds) Equity in Discourse for Mathematics Education. Mathematics Education Library, vol 55. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2813-4_2

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