Equity in Discourse for Mathematics Education Theories, Practices, and Policies

Discourse practices warrant the attention of mathematics educators because discourse is the primary medium of education. Evidence about one’s hopes or expectations can be found in discourse practice whether the goal is performance in mathematical procedures, creativity in problem solving, or a class...

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Bibliographic Details
Other Authors: Herbel-Eisenmann, Beth (Editor), Choppin, Jeffrey (Editor), Wagner, David (Editor), Pimm, David (Editor)
Format: eBook
Published: Dordrecht Springer Netherlands 2012, 2012
Edition:1st ed. 2012
Series:Mathematics Education Library
Online Access:
Collection: Springer eBooks 2005- - Collection details see MPG.ReNa
Table of Contents:
  • Preface
  • Foreword: Discourse and equity: the simultaneous challenge of epistemological and social access: Jill Adler
  • 1. Inherent connections between discourse and equity in mathematics classrooms: David Wagner, Beth Herbel-Eisenmann and Jeffrey Choppin
  • Part A: Equity Concerns Draw Attention to Discourse
  • 2. Context matters: how should we conceptualize equity in mathematics education?: Rochelle Gutiérrez
  • 3. Exploring scholastic mortality among working-class and Indigenous students : Robyn Jorgensen
  • 4. Mathematics learning in groups: analysing equity within an activity structure: Indigo Esmonde
  • 5. Aiming for equity in ethnomathematics research: David Wagner and Lisa Lunney Borden
  • 6. How equity concerns lead to attention to mathematical discourse: Judit Moschkovich
  • Part B: Attention to Discourse Highlights Equity Concerns
  • 7. Linguistic tools for exploring issues of equity:  Mary Schleppegrell
  •  8. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions: Mamokgethi Setati
  •  9. Discursive demands and equity in second language mathematics classrooms: Richard Barwell
  • 10. A discourse of telling and professional equity: Beth Herbel-Eisenmann
  •  11. Studying discourse implies studying equity: Candia Morgan
  • Part C: Implications and Policy
  • 12.   Equity, mathematics reform and policy: the dilemma of ‘opportunity to learn’: Donna Harris and Celia Anderson
  • 13.     Educational policy and classroom discourse practices: tensions and possibilities: Jeffrey Choppin, David Wagner and Beth Herbel-Eisenmann
  • Afterword: Six Post-its in Search of an Author: David Pimm
  • References
  • Contributing Authors
  • Index