Equity for Whom? And Who’s Going to Do It? Unpacking Strong Equity in Mathematics Education Research

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Promoting Equity and Excellence in Math Teacher Education (Table 8)

Abstract

Arguing that equity has become an often used, yet seldom defined “watchword” (p. 10) within teacher education, Cochran-Smith and Stringer Keefe (2022) articulate “strong equity” as an injunction to advance and complexify equity discourses in educational research. This paper presents a systematic review of equity-focused research in mathematics education with a focus on articles published in the Journal for Research in Mathematics Education within the 2010-2023 publication period. Cochran-Smith and Stringer Keefe's distinction between strong and thin equity provides a framework by which we consider current scope and framings of research on equitable mathematics education.

Authors

• Kelly Dollarhide, University of Georgia

• Kate O'Brien, Manchester Metropolitan University

• Susan Ophelia Cannon, University of Georgia

• Uyiosa Osarumen Ugiagbe, University of Georgia

• Saniye Nur Ergan, Ordu University