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Equity in Discourse for Mathematics Education

Theories, Practices, and Policies

  • Book
  • © 2012

Overview

Editors:
  1. Beth Herbel-Eisenmann

    1. Michigan State University, East Lansing, USA

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  2. Jeffrey Choppin

    1. , Warner School of Education, University of Rochester, Rochester, USA

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  3. David Wagner

    1. , Faculty of Education, University of New Brunswick, Fredericton, Canada

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  4. David Pimm

    1. Dept. Secondary Education, University of Alberta, Edmonton, Canada

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  • Investigates the complex connections between equity and discourse
  • Makes explicit connections between discourse and equity in mathematics education research
  • Connects the research to policy implications?

Part of the book series: Mathematics Education Library (MELI, volume 55)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Inherent Connections Between Discourse and Equity in Mathematics Classrooms

    • David Wagner, Beth Herbel-Eisenmann, Jeffrey Choppin
    Pages 1-13

  3. Equity Concerns Draw Attention to Discourse

    1. Front Matter

      Pages 15-15
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    2. Context Matters: How Should We Conceptualize Equity in Mathematics Education?

      • Rochelle Gutiérrez
      Pages 17-33

    3. Exploring Scholastic Mortality Among Working-Class and Indigenous Students

      • Robyn Jorgensen
      Pages 35-49

    4. Mathematics Learning in Groups: Analysing Equity Within an Activity Structure

      • Indigo Esmonde
      Pages 51-67

    5. Aiming for Equity in Ethnomathematics Research

      • David Wagner, Lisa Lunney Borden
      Pages 69-87

    6. How Equity Concerns Lead to Attention to Mathematical Discourse

      • Judit N. Moschkovich
      Pages 89-105

  4. Attention to Discourse Highlights Equity Concerns

    1. Front Matter

      Pages 107-107
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    2. Linguistic Tools for Exploring Issues of Equity

      • Mary Schleppegrell
      Pages 109-124

    3. Mathematics in Multilingual Classrooms in South Africa: From Understanding the Problem to Exploring Possible Solutions

      • Mamokgethi Setati
      Pages 125-145

    4. Discursive Demands and Equity in Second Language Mathematics Classrooms

      • Richard Barwell
      Pages 147-163

    5. A Discourse of Telling and Professional Equity

      • Beth Herbel-Eisenmann
      Pages 165-180

    6. Studying Discourse Implies Studying Equity

      • Candia Morgan
      Pages 181-192

  5. Implications and Policy

    1. Front Matter

      Pages 193-193
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    2. Equity, Mathematics Reform and Policy: The Dilemma of ‘Opportunity to Learn’

      • Donna M. Harris, Celia Rousseau Anderson
      Pages 195-204

    3. Educational Policy and Classroom Discourse Practices: Tensions and Possibilities

      • Jeffrey Choppin, David Wagner, Beth Herbel-Eisenmann
      Pages 205-222

  6. Back Matter

    Pages 223-268
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Keywords

About this book

This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.

Editors and Affiliations

  • Michigan State University, East Lansing, USA

    Beth Herbel-Eisenmann

  • , Warner School of Education, University of Rochester, Rochester, USA

    Jeffrey Choppin

  • , Faculty of Education, University of New Brunswick, Fredericton, Canada

    David Wagner

  • Dept. Secondary Education, University of Alberta, Edmonton, Canada

    David Pimm

About the editors

Beth Herbel-Eisenmann serves on the Editorial Board of the Journal for Research in Mathematics Education, the Board of Directors for the Association of Mathematics Teacher Educators (AMTE), and the International Advisory Board of Mathematics Education and Society conference. In 2010, she was selected for the Early Career Award for the AMTE. <BR> <BR>
Jeffrey Choppin won the Presidential Award for Excellence in Mathematics and Science Teaching in 1995 and has served as Chair of the editorial panel for the Mathematics Teacher journal. <BR><BR>
David Wagner currently serves on the board of directors of For the Learning of Mathematics and as a member of the Nonkilling Science and Technology Research Committee. He has served on the steering committee for the Psychology of Mathematics Education, North American Chapter. <BR><BR>
In June 2010, when he retired, David Pimm was made professor emeritus at the University of Alberta, Canada and was editor of For the Learning of Mathematics for six years.

Bibliographic Information

  • Book Title: Equity in Discourse for Mathematics Education

  • Book Subtitle: Theories, Practices, and Policies

  • Editors: Beth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm

  • Series Title: Mathematics Education Library

  • DOI: https://doi.org/10.1007/978-94-007-2813-4

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2012

  • Hardcover ISBN: 978-94-007-2812-7Published: 10 December 2011

  • Softcover ISBN: 978-94-007-9365-1Published: 01 March 2014

  • eBook ISBN: 978-94-007-2813-4Published: 09 December 2011

  • Series ISSN: 0924-4921

  • Series E-ISSN: 2214-983X

  • Edition Number: 1

  • Number of Pages: XIV, 270

  • Topics: Mathematics Education, Educational Policy and Politics, Sociology of Education

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