Context Matters: How Should We Conceptualize Equity in Mathematics Education?

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Young, Black, Mathematically Gifted, and Stereotyped (2013, background): “…achieving students from higher-income, higher-resourced schools due to the accumulation of inequities that Black students in under-resourced schools (neighborhoods, cities) endure and the bias of standardized testing itself, which favors White and higher income groups (Ford, 2011; Gutiérrez, 2012).”
(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, background): “Our commitment to equitable practices (see Gutierrez, 2011) made it imperative to choose a theory of language that does not frame students’ learning in deficit ways (e.g., some theories assume that people are unable to learn certain kinds of language if they have not done so by a particular point…”
Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “An equitable system, according to this project, comprises intersecting levels of mathematics education that “function synergistically to support the fair distribution of opportunities to learn (Hand, Penuel, & Gutiérrez, 2012)” (Scroggins, Herbel-Eisenmann, Harper, & Bartell, 2017, p. 847).”