Supporting Equity Through Mathematical Writing

Supporting Equity Through Mathematical Writing

Christie Sullivan Martin, Drew Polly
Copyright: © 2024 |Pages: 19
DOI: 10.4018/978-1-6684-6538-7.ch009
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Abstract

This chapter establishes the relationship between the National Council of Teachers of Mathematics NCTM principles to action, Gutiérrez equity framework, and mathematical writing. The chapter discusses the research that supports mathematical writing as an instructional practice that enhances opportunities for reasoning learning and equity. The chapter provides four cases of activities that embed mathematical writing in the classroom. Each case describes implementation, examples of students' work, discussion of their work, extensions, and outlines the activities connection to the equity framework. The cases are concluded with takeaways that reinforce the purpose of each activity and strategies for implementation. The chapter closes with implications to further support the use of mathematical writing in the classroom and future research direction.
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Framing Equity-Based Mathematics Teaching

As we consider how mathematical writing advances both access and equity for students in mathematics, it is beneficial to frame what we mean by access and equity. Gutiérrez (2009; 2012) described four elements of equity-based mathematics instruction (Table 1). The dominant axis consists of access and achievement. It refers to what is needed to be successful in the current environment, Gutiérrez describes the dominant access as “how well students play the game called mathematics.” The critical axis includes identity and power, this is where students’ resources are highlighted to allow them to “change the game.” Table 1 describes these elements in general, it is important to point out that in some of her writing Gutiérrez (2012) has advocated that power includes two aspects student power and agency in the mathematics classroom as well as broader systems-level view of power related to who has power related to educational and societal systems.

Table 1.
Framework for equity in mathematics (Adapted from Gutiérrez, 2012)
Dominant Axis
AccessStudents have resources to support mathematics learning, such as high-quality teachers, adequate technology and resources in the classroom, a curriculum aligned to standards, and a classroom environment that invites participation from all learners.
AchievementStudents are active participants in mathematics classes; their test scores and their participation in the math pipeline of mathematics courses provide opportunities to lead to careers in mathematics.
Critical Axis
IdentityStudents view themselves as mathematicians and can see themselves in their curriculum and mathematics that they do. Additionally, the extent to which mathematics provides students with a broader view of the world.
PowerStudents have a voice and agency in the classroom.

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