A 10-Year Review of Equitable Mathematics Practices: An Equity- and Instruction-Focused Lens for Implementing the Common Core Mathematical Practice Standards

• In Event: 29.076 - Curriculum Studies and Materials in Mathematics

Abstract

Neither equity, nor instructional practice are central to the CCSSM founding documents. Yet, one of the most compelling challenges that we face as a field is in providing better mathematics instruction to K-12 students across the racial, cultural, linguistic, and class spectrums. This paper brings together the mathematics education research on equity and instructional practice, providing a review of published research on equitable instructional practices in mathematics. The goal of this review is to understand what the field currently knows about instructional practices that lead to improved-learning outcomes and experiences for underserved students and how we might leverage these practices to support students’ development of mathematics
practices as outlined in the CCSSM.

Authors

• Joi A. Spencer, University of San Diego

• Mary Q. Foote, Queens College - CUNY

• Dan Battey, Rutgers University