
06125800
a
2013a.00253
Moschkovich, Judit N.
How equity concerns lead to attention to mathematical discourse.
HerbelEisenmann, 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 9789400728127/hbk; 9789400728134/ebook). Mathematics Education Library 55, 89105 (2012).
2012
Dordrecht: Springer
EN
C60
C70
D40
equity
mathematical discourse
ethomathematics
discourse practices
doi:10.1007/9789400728134_6
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 ethnomathematical approaches. Next, I summarize what research tells us about equitable discourse practices for students from nondominant communities in mathematics classrooms. In closing, I make recommendations for future research.