@inbook{cc389d2836f445c18528ba9a35247a02,
title = "Context matters: How should we conceptualize equity in mathematics education?",
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. {\textquoteleft}Access{\textquoteright} to tangible resources dominated equity discussions in the 1980s and continues in {\textquoteleft}opportunity to learn{\textquoteright} research. {\textquoteleft}Achievement{\textquoteright} refers to participation in quality mathematics classes and success in them. It is paramount in standardized tests and {\textquoteleft}achievement gap{\textquoteright} discourses. {\textquoteleft}Identity{\textquoteright} 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 {\textquoteleft}power{\textquoteright} 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.",
keywords = "high school student, mathematics education, African American student, teacher candidate, mathematics education research",
author = "Rochelle Guti{\'e}rrez",
note = "Publisher Copyright: {\textcopyright} Springer Science+Business Media B.V. 2012.",
year = "2012",
month = jan,
day = "1",
doi = "10.1007/978-94-007-2813-4_2",
language = "English (US)",
isbn = "9789400728127",
series = "Mathematics Education Library",
publisher = "Springer",
pages = "17--33",
editor = "Beth Herbel-Eisenmann and Jeffrey Choppin and David Wagner and David Pimm",
booktitle = "Equity in Discourse for Mathematics Education",
address = "Germany",
}