Mathematics Learning and Diverse Students

• In Event: Roundtable Session 49
  In Roundtable Session: Mathematics Learning With Diverse Learners

Abstract

This literature review synthesizes research on mathematics teaching, learning, and achievement for students from marginalized groups, including Black students, Latina/o students, English language learners, and poor students. In Part 1, we outline national trends in mathematics achievement for students in these groups. In Part 2, we describe what we know about the extent to which students in these groups are provided access to high-quality mathematics instruction. In Part 3, we summarize research on effective instruction for equity in mathematics, and the necessary conditions at the district, school, and department levels to support such instruction. Throughout, we consider the case of Railside High School, as a cautionary illustration of the kinds of institutional and district support required to sustain equity pedagogy.

Authors

• Nailah Suad Nasir, University of California - Berkeley

• Niral Shah, University of California - Berkeley

• Jose Francisco Gutierrez, University of California - Berkeley

• Kimberly Seashore, University of California - Berkeley

• Nicole Louie, University of California - Berkeley

• Evra Baldinger, University of California - Berkeley