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.
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