Mapping Equity and Quality in Mathematics Education

Preface

Contents

Contributors

Part I

The Theoretical Landscape

Chapter 1

Disrupting ‘Development’ as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience

Women, Mathematics, Technology and other Dangerous Things

Development as Quality: Intensity for Change

Development as Equity: The Urgency for All to Change

Conclusionary Remarks

References

Chapter 2

Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?

Destabilizing the Achievement Gap Discourse

Thinking About Education Comprehensively

Exploring Mathematics Education Comprehensively

Rethinking (the Roles of) Mathematics

Conclusion

References

Chapter 3

Beyond Disavowing the Politics of Equity and Quality in Mathematics Education

Introduction

The Framing of the Research Field

The Framing of “Equity”

The Framing of “Quality”

The Disavowing of Politics in Mathematics Education

Threshold

References

Chapter 4

Does Every Child Count? Quality, Equity and Mathematics with/in Neoliberalism

Our Framework

Policy Documents

Student-Teacher Interviews

Conclusions

References

Chapter 5

Quality and Equity in Mathematics Education as Ethical Issues

Tensions Within the Discourses of Quality and Equity

Relationship Between Equity and Quality

Ethical Responsibility

Constructing Quality and Equity as Ethical Concerns

Conclusions

References

Chapter 6

Ghettoes in the Classroom and the Construction of Possibilities

Introduction

Episodes from the School

Equity and Quality

Emerging Categories

Ghettoes in the Classroom

Construction of Possibilities

Final Considerations

References

Chapter 7

Identity as the Cornerstone of Quality and Equitable Mathematical Experiences

Introduction

Identity at the Core of Quality Mathematical Experiences

Identity at the Core of Equitable Mathematical Experiences

Equity and Quality Under Erasure

The Lacanian Response

Conclusion

References

Chapter 8

A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education

Introduction

Quality in Post-Compulsory Education

Towards a Quality Framework

Conclusion

References

Chapter 9

The Theoretical Landscape

Editor’s Reaction to Part I

References

Part II

Mapping Social Constructions andComplexities

Chapter 10

Equity in Quality Mathematics Education: A Global Perspective1

Potential Inequity Factors in Mathematics Education at the Global Level

Country Indicators and Mathematics Achievement

Relationship Between Equity and Quality at the Country Level

How Does the Country’s Economic and Educational Status Moderate the Relationship Between Equity and Quality of Mathematics Educa

Optimal and Separate Modes of Development in Mathematics Education

Contrasting the Developmental Profiles of Optimal and Separate Modes of Development

Concluding Remarks

References

Chapter 11

Effects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Achievement in the United Sta

Introduction and Literature Review

Data and Results

Conclusions and Discussion

Appendix

References

Chapter 12

Equity and Quality Issues in Mathematics Education in Malawi Schools

Introduction

Background

Equity Groups

Indicators of “Quality”

Prospects of Change

Critical Reflection of Prospects

Conclusion

References

Chapter 13

Looking for Equity in Policy Recommendations for Instructional Quality

Introduction

Equity as an Analytical Lens

Overview of Reports and Methods

Analysis: Looking for Equity

Discussion

Conclusion

References

Chapter 14

Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14–16 Mathematics Education in England

Introduction

The Context

Recent Developments

Mapping the Field

Final Comments

References

Chapter 15

Equity and Quality of Mathematics Education: Research and Media Portrayals

Introduction

Scholarly Research on Equity and Quality in Mathematics Learning

Concluding Comments

References

Chapter 16

Equity Concerns About Mathematical Modelling

Introduction

Modelling as Recontextualisation

Different Versions of Modelling in the Classroom: Who Has Access to the Principles?

Equity Concerns About Modelling in the Classroom

Modelling as a Basis for Curriculum Construction: Concerns and Potential

References

Chapter 17

Equity and the Quality of the Language Used in Mathematics Education

Introduction

An Episode from the Lesson Sequence “Least Common Multiple”

Prospects

Appendix References

Chapter 18

Foundational Mathematics: A Neglected Opportunity

Early Childhood Education: Why Does It Neglect Mathematics?

Mathematics Education: Why Does It Neglect Early Childhood?

Why Should We Call Early Mathematics Foundational?

Improving Teachers’ Understandings of Foundational Mathematics

Conclusion

References

Chapter 19

How Many Sides Does a Box Have? The Struggle to Respect Young People’s Thinking

Introduction: How a Riddle Helped Me Become More Respectful of Students

What Does Respect Mean?

The Relationship of Respect to Equity and Quality in Mathematics Education

The Struggle in Society

The “Math Wars” in California

Why Does the Struggle Exist? Why Has There Been Progress?

Toward a Strategy for Respecting Young People’s Thinking

Conclusion

References

Chapter 20

‘Sometimes I Think Wow I’m Doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging

Why Does Further Mathematics Matter?

Historical Constructions of Further Mathematics

Changing Further Mathematics

Practices of the Self

Conclusion

References

Chapter 21

Mapping Social Constructions and Complexities

Editor’s Reaction to Part II

Part III

Landmarks of Concern

Chapter 22

Students with ‘Special Rights’ for Mathematics Education

Introduction

Special Rights in Mathematics Education

Quality Mathematics Education for Students with Special Rights

Equitable Access to Quality Curriculum

Advocating for Research and Development for Students with Special Rights

Conclusion

References

Chapter 23

Females in Mathematics: Still on the Road to Parity

Perceptions of Gender Equality in Mathematics

Mathematics Achievement

Course Completion and Career Paths

Mathematics-Related Dispositions

Role of Teachers, Parents, and Society

Quality Mathematics Education for Females

Closing Comments

References

Chapter 24

Quality and Equity in Mathematics Education: A Swedish Perspective

Introduction

The Swedish Situation Today

A Short History of Swedish Education

Back to the Current Situation

Taking Stock and Looking Ahead

Summing It Up

References

Chapter 25

Equity Issues Concerning Gifted Children in Mathematics: A perspective from Mexico

Introduction

Some Concerns About the Education of Mathematically Gifted Students

Societal Concerns

Our Approach

Internet Cafés

Concluding Comments

References

Chapter 26

Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students1

Introduction

Building Mathematics Curriculum Through Partnership

Mathematics Education and Indigenous Students—Program Criteria and Reflections from an Aboriginal Educator

Mathematics Programs for Indigenous Students

Conclusion

References

Chapter 27

Qualities of Respectful Positioning and Their Connections to Quality Mathematics

Quality Mathematics Education in Context

Positioning Students as Participants in Community Interaction

Examining Student Work

Reflection

References

Chapter 28

The Effects of Poverty and Language on Mathematics Achievement for English Language Learners

System Factors That Impede ELLs Mathematics Achievement

Closing the Gap Between Theory and Practice

Conclusions

References

Chapter 29

Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula

Background

Examination of FO/D

A Framework for Equity and Quality in Mathematics

Implications and Conclusions

References

Chapter 30

Reconceptualizing Quality and Equity in the Cultivation of Minority Scholars in Mathematics Education

The Intersection of Equity and Quality

HBCUs as Spaces for Equity as Social Justice

The Doctor of Education (EdD) in Mathematics Education at MSU

Enhancing Achievement Outcomes

Increasing Sensitivity to the Exclusionary Nature of Mathematics Education

Developing Commitment to Social Justice

Conclusion

References

Chapter 31

What Does Quality Mean in the Context of White Institutional Space?

Framing Quality

Quality in Service to Nationalism—Nationalism in Service to Racism

Does All Really Mean All?

White Institutional Space and Mathematics Education Reform

Quality, Good Intentions, and the Needs of Black Children

Conclusion

References

Chapter 32

Landmarks of Concern

Editor’s Reaction to Part III

Exploring the Chapters

Part IV

No Highway and No Destination?

Chapter 33

The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style

Introduction

Locating Concepts and Concerns Within a Wider Frame

Views of Participants Regarding the CERME Activity

Discussion of Emergent Issues and a Tentative Framework for Further Consideration

References

Chapter 34

Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity

Introduction

Magnolia State School

Azalea P-10

Conclusion

References

Chapter 35

Mathematical Literacy in South Africa: Increasing Access and Quality in Learners’ Mathematical Participation Both in and Beyond

Introduction

Mathematical Literacy in South Africa

Defining Identity

Reflecting on the Story

What Curricula Features Support “Living Different (Mathematical) Stories?”

Discussion and Conclusions

References

Chapter 36

Together-and-APart for Quality and Equity in Mathematics Education

The Conflict Between Quality and Equity

The TAP Rationale

TAP’s Main Guidelines

Achieving TAP’s Goals

References

Chapter 37

Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States

The Advanced Placement (AP) Program and Equity Issues

The AP Problem at Jefferson High School

A Solution to Jefferson High School’s AP Problem

Forming a Connection with Washington High School

Creating Quality and Equity in the Classroom: One Class in Two Locations

Results of the Collaboration

Analysis of the Collaboration: Benefits and Affordances

Analysis of the Collaboration: Problems and Concerns

Conclusion

References

Chapter 38

Parents and Teachers Collaborate to Achieve Equity and Quality in Mathematics: A Case Study

Background

High-Quality Mathematics Instruction for English Learners

Results from the “Classroom Project”

References

Chapter 39

Critical Mathematics in a Secondary Setting: Promise and Problems

Introduction

Study Context

Inequalities and Area

Discussion

References

Chapter 40

Mathematics Education: What is the Point?

Alternatives to Traditional and Reform Emphases in Mathematics Education

Mathematics Teacher Education and the MEPI Project

Math for Social Analysis

MEPI Research Results

Discussion

References

Chapter 41

Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University

Background

The University of Michigan, the Introductory Calculus Program, and DHSP

Documenting Impact on Students

Instruction Matters

Keeping the Program Running

References

Chapter 42

Children’s Numerical Thinking in the Early School Grades and How to Foster and Understand Its Development

The Social Setting of Primary School in Mexico

Primary School and Low Academic Performance

The Psychologists’ Role in Low Mathematics Achievement

The Program to Address Low Academic Performance

Arithmetic in the Early Grades of Primary School

Final Remarks

References

Chapter 43

No Highway and No Destination?

Editor’s Reaction to Part IV

Many Ways to Promote Equity and Quality

No Highways

No Destination

References

Author Index

Subject Index