High school mathematics teacher conceptions of equity

Date

2019-12

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Abstract

Equity in education is an ideal that is both desired and misunderstood. The overwhelming majority of high school mathematics teachers would express the desire that mathematics education be equitable. The conceptions of equity of high school mathematics teachers, however, seem to vary greatly. Teachers cannot be expected to promote within their classrooms a concept they do not understand. It is therefore essential that high school mathematics teachers understand their own conceptions of equity. This dissertation contains two studies examining high school mathematics teacher conceptions of equity.

These conceptions are viewed through the lens of critical race theory, making use of a four-dimensional model of equity developed by Rochelle Gutiérrez. First, the development of my own conception of equity is examined in an authoethnography. Second, the conceptions of equity of a sample of high school mathematics teachers from a suburban school district in the southern United States are examined. Together, these two studies give a rich description of the conceptions of equity of high school mathematics teachers. Understanding these conceptions can inform both professional development and teacher practice to improve equity in high school mathematics education.

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Keywords

Equity, Mathematics education, Critical race theory

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