In your opinion based on your context, experiences and research, what are the most critical factors in improving equity in mathematics education across a broad range of groups? Please feel free to cite specific research or give examples from your practice.
I would suggest two factors that are related to equity in mathematics classrooms. The first is early exposure to mathematics in a positive atmosphere. I am convinced that so many people dislike math because it is not a favorite for most elementary teachers and students sense this. The second is peer pressure. For most non-traditional math populations, math is not cool. You need to make it cool. Good luck!
This recent book might be useful as it examines "how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities":
Bartell, T. G. (Ed.) (2018). Toward Equity and Social Justice in Mathematics Education. Cham, CH: Springer.
Thank you, @Marla A. Sole , @James E. McLean , @Keith Jones for your replies. I think this is a very important topic and I am surprised by the scarcity of contributions.
La imagen que tienen las Matemáticas son altamente negativas. Los factores son múltiples comenzando por sus historias, ya que al ser un producto cultural la historia de Oriente y Occidente son totalmente diferentes. A sabiendas de esta imagen se debe insistir en transmitir que la Matemática esta en todos lados!! Es Arte, es música, es un algoritmo que predice finanzas!!!! Los maestros y profesores deben conocer todo esto y los padres también. Esto por un lado en cuanto a los social. Dentro del aula la equidad depende principalmente del docente y de como maneja los grupos. Debe fomentar que el error es muy bueno, porque a partir del error se construye conocimiento. De fomentar la participación de tod@s "y no quedarse con la mejor voz" eso es lo mas sencillo. Debe interactuar mas con aquellos que poseen menos habilidad y saber que el que mas sabe Matemática no es el mas inteligente. Es muy común que el maestro desde la primaria sea el que fomente la inequidad. Para solucionarlo el maestro debe conocer Historia de la Matemática, Didáctica de la Matemática y de la Geometría, uso de TIC. Perdón si me extendí demasiado.
Cordiales saludos
Focus on employing discovery-based active learning approaches and strategies.
Thank you @Cristina Camós and @Abdelkader Mohamed Elsayed. I agree. We must find ways to help everyone engage in making sense of mathematics to make it their own.
My Dear Pamela Tabor, Thanks for question. Diversification in mathematics teaching strategies, taking into account the different intelligences of students
I have recently read the article:
Louie, N. L. (2017). "The culture of exclusion in mathematics education and its persistence in equity-oriented teaching." Journal for Research in Mathematics Education 48(5): 488-519.
While this article centers around research in the secondary schools in the United States, I am wondering if it resonates with those of you from other countries.
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