Does It Count if We Don't Say It? Concerns for Equity in Mathematics Education Research

• In Event: Disrupting Deficit Perspectives and Ideologies in Mathematics Education

Abstract

To better understand how researchers with existing research projects that were not designed to address concerns for equity can contribute to current needs in mathematics education research, we investigated one such research team’s existing products, including tools designed for use by others, in light of the team’s stated goals to support the learning of all students. We identified several ways that existing research can be modified in authentic ways that would be humanizing and explicitly address concerns for equity and justice retroactively. These ways range from incorporating explicit language about the project’s equity intent in the project dissemination to annotating specific connections with equity for each tool in a way that supports using the tool to disrupt inequities.

Authors

• Imani Masters Goffney, University of Maryland
  Presenting Author

• Laura R. Van Zoest, Western Michigan University
  Presenting Author