Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse

Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, the authors propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. They introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons.