Teachers' Beliefs as a Tool to Extend Cognitive Equity

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Teacher Beliefs, Identity, Cognitive Equity, and Assessment Practices (Table 15)

Abstract

This research aims to extend the framing of the cognitive equity concept in teaching mathematics (during the enacted phase of the curriculum) beyond race and culture. Cognitive equity characterizes actions (of teachers and curricula makers) toward valuing differences in cognitive processes. Since beliefs influence teachers' actions, we investigate their ideas about valuing students' unique mathematical cognitive processes. Framing cognitive equity in teaching mathematics contributes to discovering teachers' equitable practices, thus revealing teachers' ways of making more inclusive cognitive curricular decisions. Future research could focus on framing cognitive equity in learning mathematics within the intended and implemented phase of the curriculum.

Author

• Ana M. Haiduc, Purdue University
  Presenting Author