id: 06125800
dt: a
an: 2013a.00253
au: Moschkovich, Judit N.
ti: How equity concerns lead to attention to mathematical discourse.
so: Herbel-Eisenmann, Beth (ed.) et al., Equity in discourse for mathematics
education. Theories, practices, and policies. Based on a conference,
Rochester, NY, USA, May 2008. Dordrecht: Springer (ISBN
978-94-007-2812-7/hbk; 978-94-007-2813-4/ebook). Mathematics Education
Library 55, 89-105 (2012).
py: 2012
pu: Dordrecht: Springer
la: EN
cc: C60 C70 D40
ut: equity; mathematical discourse; ethomathematics; discourse practices
ci:
li: doi:10.1007/978-94-007-2813-4_6
ab: Summary: This chapter examines the connections between equity and
mathematical discourse and explores how discourse is relevant to
equity. Through commentary on the preceding three chapters, I discuss
four issues raised by different approaches to equity and to discourse:
multiple approaches to equity, definitions of ‘discourse’, aspects
of school discourse practices, and challenges with ethno-mathematical
approaches. Next, I summarize what research tells us about equitable
discourse practices for students from non-dominant communities in
mathematics classrooms. In closing, I make recommendations for future
research.
rv: