This book covers the discourse and equity in mathematics education research. Given the inherent connection between discourse and equity, this book focuses on two approaches to the connection. Contributors consider the ways in which the social, mathematical, cultural, and political aspects of classroom interactions impact students' opportunities to participate in the kinds of discourse practices that provide access to resources. Contributors also consider the perceptions and practices of educators, particularly the extent to which they view diversity as a resource and to which they are aware of structural inequities in the ways they perceive and design classroom discourse practices.?
Subgenre: Educational Policy + Reform / General, Teaching Methods + Materials / Mathematics, Philosophy + Social Aspects