Reston, Va., February 6, 2013—A special issue of the Journal for Research in Mathematics Education (JRME) focuses on equity at the intersection of research and practice in mathematics education. The Special Equity Issue has been published by the National Council of Teachers of Mathematics (NCTM) as the January 2013 issue of JRME.
Articles in the equity issue are intended to maximize discussion of equity and provide an opportunity for professional growth. Among other topics, articles explore racism, sociopolitics, the “white male math myth,” language diversity, and social justice, in relation to an overarching theme concerning the dual issues of identity and power.
“This unprecedented collection of equity articles grew from the Council’s identification of equity as one of its strategic priorities,” said NCTM President Linda Gojak. “Over the last 20 years, equity has remained a burning issue in mathematics education. It is one of the foundational principles of NCTM, and these articles are a significant contribution to the research literature.”
The Special Equity Issue includes peer-reviewed articles from established and emerging scholars that showcase a variety of theoretical perspectives and conceptual tools, challenge readers to think differently about issues pertinent to mathematics education, and reflect a balance of research topics and contexts.
“Teachers, parents, and researchers who think deeply about learning care about more than just giving students access to a high-quality curriculum or closing the achievement gap,” said Rochelle Gutiérrez, special issue editor and professor of mathematics education at the University of Illinois at Urbana-Champaign. “They are committed to cultivating robust mathematical identities in students and allowing them to do mathematics in meaningful and transformative ways. This collection of articles closely examines how students, teachers, and policymakers all negotiate their space in today’s mathematics education.”
Over the past decade, the mathematics education research community has incorporated multiple sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories that highlight the interplay of identity and power. Read the complete free preview article, “The Sociopolitical Turn in Mathematics Education” by Gutiérrez. For more information, visit www.nctm.org/jrmeequity.
The Journal for Research in Mathematics Education, an official journal of the National Council of Teachers of Mathematics, is devoted to the interests of teachers of mathematics and mathematics education at all levels—preschool through college and university teacher education. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage the submission of a variety of manuscripts: reports of research, including experiments, case studies, surveys, philosophical studies, and historical studies; articles about research, including literature reviews and theoretical analyses; brief reports of research; critiques of articles and books; and brief commentaries on issues pertaining to research. JRME is published five times a year.
The National Council of Teachers of Mathematics is the public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With more than 80,000 members and 230 Affiliates, NCTM is the world’s largest organization dedicated to improving mathematics education in prekindergarten through grade 12. The Council’s landmark Principles and Standards for School Mathematics, published in 2000, includes guidelines for excellence in mathematics education. Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, released in 2006, identifies the most important mathematical topics for each grade level. Focus in High School Mathematics: Reasoning and Sense Making, released in 2009, suggests practical changes to the high school mathematics curriculum to refocus learning on reasoning and sense making.
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