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Document Outline

• Mathematics Learning and Diverse Students
• Abstract
• Railside High School Mathematics
• PART 1: Trends in achievement
• PART 2: Inequity in Opportunities to Learn Mathematics
• The Broader Context of Limited Opportunities to Learn
• Lack of access for English learners
• Lack of access to productive math identities
• PART 3: Effective Approaches to Foster EquityP4F
• High Quality Curricula
• Classroom Practices that Support Equity
• Connecting to Students’ Cultural and Real-World Experiences
• Organizing for Equity
• PART 4: Implications for Schools & Directions for Future Research
• Policy and Practice Implications
• Structural Level
• Our review revealed that structural barriers to access to quality instruction in mathematics played a significant role in perpetuating achievement gaps based on race/ethnicity, social class, and English proficiency. Thus, one set of implications from...
• Developing teaching practices that disrupt inequities requires that teachers engage in a shared vision around equity, and that they communicate with one another, and work together to support change and to learn new ways of approaching their teaching,...
• A final important implication at the structural level is that support for reaching equity goals my be present at both school and district levels. When teachers feel unsupported in doing equity work, and when the district and school-level administrato...
• Pedagogical Level
• Our review of the research literature identified several components of instruction that have implications for enacting teaching that disrupts inequity. Students need to have access to a high-quality curriculum—one that engages them in curriculum that...
• A curriculum that provides students to access to complex mathematical ideas is most effective when paired with classroom practices that foster access and a range of ways to bring intellectual strengths to the endeavor of learning mathematics. That is...
• Implications for Future Research
• While there is a sizable research literature on equity and mathematics teaching and learning in general, we found that much of this research simply described the nature and extent of achievement gaps. There was less research on curricular and pedagog...
• Additionally, there is a shortage of research on the nature of the relationship between the practice of teaching (including learning outcomes) and the school, district, and education policy context. More research is needed to better understand the va...
• In conclusion, we hope that this report has highlighted both the critical insights from the body of research on equity and mathematics teaching, and has offered some insight on potential fruitful directions for future research. It is time for the dis...
• References
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• González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum.
• Gutierrez, R. (2000). Advancing African-American, urban youth in mathematics: Unpacking the success of one math department. American Journal of Education, 109(1), 63-111.
• Gutierrez, R. (2002). Beyond Essentialism: The complexity of language in teaching mathematics to latina/o students. American Educational Research Journal, 39, 1047-1088.