“Good” mathematics teaching for students of color and those in poverty: the importance of relational interactions within instruction

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Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “Unfortunately, mathematics classrooms characterized by this kind of instruction are the exception rather than the rule (Boston & Wilhelm, 2015; Hiebert, 2013) and even rarer in schools serving historically underserved groups of students (Battey, 2013; Darling-Hammond, 2007).”
Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice (2017, background): “Attend explicitly to race and culture • Make connections to students’ mathematical, racial, and cultural identities (Battey, 2013; Martin, 2007)”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…coupled with these systemic issues, women’s and racially minoritized groups’ underachievement and underrepresentation come to be explained as these groups being inherently deficient of potential for mathematics success (Battey & Leyva, 2016, this issue; Martin, 2009, 2013; Mendick, 2006).”