TY - JOUR

T1 - Enabling the Practice of Mathematics Teachers in Context

T2 - Toward a New Equity Research Agenda

AU - Gutierrez, Rochelle

PY - 2002/7/1

Y1 - 2002/7/1

N2 - In this article, I address the need for a more clearly articulated research agenda around equity issues by proposing a working definition of equity and a focal point for research. More specifically, I assert that rather than pitting them against each other, we must coordinate (a) efforts to get marginalized students to master what currently counts as "dominant" mathematics with (b) efforts to develop a critical perspective among all students about knowledge and society in ways that ultimately facilitate (c) a positive relationship between mathematics, people, and equity on the planet. I make this argument partly by reviewing the literature on (school) contexts that engage marginalized students in mathematics. Then, I argue that the place that holds the most promise for addressing equity is a research agenda that emphasizes enabling the practice of teachers and that draws more heavily on design-based and action research, thereby redefining what the practice of mathematics means along the way. Specific research questions are offered.

AB - In this article, I address the need for a more clearly articulated research agenda around equity issues by proposing a working definition of equity and a focal point for research. More specifically, I assert that rather than pitting them against each other, we must coordinate (a) efforts to get marginalized students to master what currently counts as "dominant" mathematics with (b) efforts to develop a critical perspective among all students about knowledge and society in ways that ultimately facilitate (c) a positive relationship between mathematics, people, and equity on the planet. I make this argument partly by reviewing the literature on (school) contexts that engage marginalized students in mathematics. Then, I argue that the place that holds the most promise for addressing equity is a research agenda that emphasizes enabling the practice of teachers and that draws more heavily on design-based and action research, thereby redefining what the practice of mathematics means along the way. Specific research questions are offered.

U2 - 10.1207/S15327833MTL04023_4

DO - 10.1207/S15327833MTL04023_4

M3 - Article

SN - 1098-6065

VL - 4

SP - 145

EP - 187

JO - Mathematical Thinking and Learning

JF - Mathematical Thinking and Learning

IS - 2-3

ER -