On "gap gazing" in mathematics education: The need for gaps analyses

Sarah Theule Lubienski

Research output: Contribution to journalComment/debatepeer-review

Abstract

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere "gap gazing." Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

Original languageEnglish (US)
Pages (from-to)350-356
Number of pages7
JournalJournal for Research in Mathematics Education
Volume39
Issue number4
StatePublished - Jul 1 2008

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

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