"Mathematics for All": How Do We Get There?

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Critical Values and Transforming Data: Teaching Statistics with Social Justice (2007, background): “This is not a trivial distinction in light of education scholars (e.g., Allexsaht-Snider and Hart 2001; Martin 2003) who consider equity to require not just equal access and opportunity, but also equal outcomes.”
Hidden Assumptions and Unaddressed Questions in Mathematics for All Rhetoric (2015, background): “Read from one vantage point, one could take from Allexsaht-Snider and Hart’s (2001) definition of equity the assumption that inequities in mathematics education are caused by and can be remedied by fixing school-related factors.”
Becoming Mathematicians: Women and Students of Color Choosing and Leaving Doctoral Mathematics (2004, background): “Building students’ sense of belongingness in mathematics has been proposed as a critical feature of an equitable K–12 education (Allexsaht-Snider & Hart, 2001; Ladson-Billings, 1997; National Council of Teachers of Mathematics, 2000; Tate, 1995).”
Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, background): “The critique is not new; this ―mathematics for all‖ framework, as several scholars have well argued (Allexsaht-Snider & Hart, 2001; DiME, 2007; Martin, 2003), can be thought of as a liberal but ineffective attempt to redress claims about unequal group outcomes (i.e., the racial ―achievement gap‖)…”