Asset-Based Approaches to Equitable Mathematics Education Research and Practice
The Research Committee focuses on several systemic barriers that have impeded the equitable development of students’ mathematics knowledge, including school and school-system structures that foster the social reproduction of inequity. To develop an equitable context for all students to learn mathematics, the Research Committee posits that we need to change beliefs about students, about particular groups of students, about how students learn, and about grouping students.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss outjoin now or upgrade your membership. You may also purchase this article now for online access.
Write for JRMESubmit Manuscripts Review for JRME