Issues in Access and Equity in Mathematics Education

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Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “Equitable practices focused on asset-based approaches must be implemented comprehensively so that all students’ experiences are devoid of labeling, prejudice, and unequal access to opportunities to learn (Bishop & Forgasz, 2007).”
Culturally responsive teaching in the context of mathematics: a grounded theory case study (2012, background): “…mathematics teaching: a grounded theory case study Mathematically literate citizens have enhanced opportunities to impact their career trajectories; conversely, students who are not provided access to high-level mathematics are ‘‘filtered’’ out of certain fields (Bishop and Forgasz 2007).”
An ideology critique of the use-value of mathematics (2013, background): “Although these five areas of importance can be categorized into more nuanced goals of mathematics teaching (see Niss, 2007; Bishop & Forgasz, 2007), we can see how the importance of mathematics is invariably located in the immediate properties of mathematics.”