Analyzing Equity in Whole-Class Discussions in Mathematics Classrooms

• In Event: Conceptualizing Equity in Mathematics Education Research, Practices, and Policy

Abstract

This paper introduces a classroom observation tool for measuring equity in whole-class discussions in mathematics. Equity remains a pressing concern within the mathematics education community, but there exist few tools that explicitly address equity. Our observation tool focuses on relatively low inference indicators of classroom participation, which are cross-tabulated with demographic markers (e.g., gender, race). Quantitative analysis is then used to identify more and less equitable patterns of participation. To illustrate the utility of the tool, here we apply it to transcribed video data from an elementary mathematics classroom. Analysis reveals some of the nuanced ways in which inequities can emerge even in classroom interactions orchestrated by a highly experienced, equity-minded teacher.

Authors

• Niral Shah, Michigan State University

• Daniel Reinholz, University of California - Berkeley

• Lynette Guzman, Michigan State University

• Kenneth R. Bradfield, Michigan State University

• José Airton Fernandes de Farias