Activities for Enacting Equity in Mathematics Education Research
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Activities for Enacting Equity in Mathematics Education Research Shandy Hauk 1,2 & Allison F. Toney 3 & April Brown 4 & Katie Salguero 2 # Springer Nature Switzerland AG 2020
Abstract This interactive essay serves as a research companion to support the reader in thinking and talking about equity in research design, implementation, and reporting in postsecondary mathematics education. The terms equity, diversity, inclusion, and social justice have entered the mathematics education research lexicon. Yet, researchers continue to face significant challenges in gaining a nuanced understanding of the various ideas associated with these words and how those ideas are consequential for research. The authors describe and illustrate tools for making sense of (and making sense with) “equity” as an essential component of research. The tools focus on selfaware communication, an essential component of enhancing mathematics education research with an equity lens. The authors offer a set of reflective questions, outline the call for courageous conversations in mathematics education research, and provide a tool for engaging in such conversations. The piece closes with suggestions for further reading and prompts for related challenging conversations about equity in rigorous research in post-secondary mathematics education. Keywords Equity . Social justice . Courageous conversations
Race. Yes, that kind, the White and Black and Red and Yellow and Brown kind. Go ahead. Experience the shock.
* Allison F. Toney [email protected]
1
San Francisco State University, 1600 Holloway Ave, San Francisco, CA 94132, USA
2
WestEd, 730 Harrison St, San Francisco, CA 94107, USA
3
University of North Carolina Wilmington, 601 S. College Rd, Wilmington, NC 28403, USA
4
Katy, TX, USA
International Journal of Research in Undergraduate Mathematics Education
Take a moment for a long, uncomfortable silence. as you touch the third rail in American mainstream culture. Breathe. Here it comes again. Race. You know, of course, once “race” comes out that “racism” is not far off. Hovering, stage-right, there it is: racism. Its companions join from stage-left: sexism, ableism, genderism, ethnocentrism, classism, fill-in-the-blank-ism. They come together when we consider. Social justice. Rather than a report of empirical research, this piece is a synthesis of ideas in an interactive essay. The goal is to support readers in the intellectual work of attending to equity as a core aspect of research in undergraduate mathematics education (RUME). We (the authors) seek to provide opportunities to dig deeper into a line of thought about equity and mathematics education research that has been around for a while in primary and secondary education (see, e.g., Journal for Research in Mathematics Education special issues on equity edited by D’Ambrosio et al. 2013 and Tate and D’Ambrosio 1997 and references therein; Gutiérrez 2012, 2013; Nasir 2016). These ideas are also gaining ground in RUME (Adiredja et al. 2016; Aguirre and Civil 2016; Davis et al. 2009). Given th
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