Reframing Equity in Mathematical Systems: On the Roles of Access, Allies, and Agency

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

Abstract

In this proposed paper, we introduce new conceptual tools for thinking about and carrying out equity-oriented work in mathematics education. Specifically, we discuss the framing of an equitable mathematical system, and the roles of access, allies, and agency. We also problematize their use and frame the tensions that arise as we have begun to use them in our research. In the proposed paper, we intend to more fully re-examine these three central concepts by using specific concepts from race-critical theories (e.g., interest convergence, centrality of race and difference) as well as philosophical perspectives and theories of justice, social contracts, and epistemic injustice. We conclude by discussing implications for our related research and professional development in an urban school district.

Authors

• Gregory V. Larnell, University of Illinois at Chicago

• Carlos Alfonso LopezLeiva, University of New Mexico

• Beth A. Herbel-Eisenmann, Michigan State University

• Victoria M. Hand, University of Colorado - Boulder

• Anita A. Wager, University of Wisconsin

• Mary Q. Foote, Queens College - CUNY

• Courtney Koestler, Ohio University

• Joel Amidon, The University of Mississippi