Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda

By Rochelle Gutiérrez. 2002

280 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f4cd4b69c750e9a06bba12f021204c2fc40c0c6

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In Education

Citations in the corpus

Researching Race in Mathematics Education (2009, background): “…racial inequity in U.S. society (e.g., Diversity in Mathematics Education [DiME] Center for Learning and Teaching, 2007; Frankenstein, 1990; Gutiérrez, 2002; Gutstein, 2003, 2005; Moses & Cobb, 2001; Powell, 2002, n.d.; Reyes & Stanic, 1988; Stinson, 2004; Tate, 1994, 1995a, 1995b; Tate…”
The Sociopolitical Turn in Mathematics Education (2013, background): “Elsewhere, I have referred to this perspective as “people need math” and have countered that claim by suggesting that, in fact, “math needs people” (Gutiérrez, 2002, 2008b).12 However, a sociopolitical frame of mind challenges these two (and other) popular definitions of power in mathematics…”
Living Mathematx: Towards a Vision for the Future. (2017, background): “In lieu of a purely dominant mathematics curriculum (Gutiérrez 2002), students might be asked to investigate: How do we acknowledge, understand, and relate to the patterns in bird song?”
Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed From the Trenches (2013, methodology): “The mathematics education literature typically frames equity as a process of providing all students the opportunity to learn the dominant (Gutiérrez, 2002), classical (Gutstein, 2006), or academic (Brantlinger, 2007) mathematics, including specific content, processes, and norms.”
Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide (2011, background): “Gutierrez (2002) offers a definition of equity as: ‘erasure of the ability to predict students’ mathematics achievement and participation based solely on characteristics such as race, class, ethnicity, sex, beliefs and creeds, and proficiency in the dominant language’ (2002, p. 9).”
A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom (2002, background): “Instead, issues of cultural diversity and equity in mathematics education also involve scrutinizing the instructional goals or endpoints implicit in reform visions with regard to their contributions to a democratic public community (cf. Apple, 1996; Gutiérrez, 2002/this issue).”
The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning (2015, background): “…successfully within the CCP requires that teachers develop understandings of multiple cultures— their own as well as those of their students—and how these are situated within both the local communities of schools and the larger society (Gutiérrez, 2002; Ladson-Billings, 1995; Remillard, 2000).”
Power, Identity, and Mathematical Practices Outside and Inside School (2013, methodology): “We must see teaching and learning as a social and political process in addition to a cognitive process (for further discussion, see Gutstein, 2006, and Gutiérrez, 2000, 2002).”
Equity, inclusion, and antiblackness in mathematics education (2019, background): “…remedying problematic achievement and persistence issues in service to equity and inclusion, the ideas of equity and inclusion in have, for the most part, escaped critical analysis (Berry, Ellis, and Hughes 2014; Bullock, 2017; Gutierrez 2002; Martin 2003, 2015; Parks 2009; Tate and Rousseau 2002).”
The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching (2017, background): “Furthermore, because ability categories are mapped onto other socially constructed categories, the culture of exclusion is both a product of and a tool for the maintenance of racial, gender, linguistic, economic, and other hierarchies (R. Gutiérrez, 2002; Martin, 2009).”