id: 05881989
dt: a
an: 2011e.00108
au: Bose, Enakshi; Remillard, Janine
ti: Looking for equity in policy recommendations for instructional quality.
so: Atweh, Bill (ed.) et al., Mapping equity and quality in mathematics
education. Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk;
978-90-481-9803-0/ebook). 177-190 (2011).
py: 2011
pu: Dordrecht: Springer
la: EN
cc: B10 C10 C60 D30 A40
ut: equity; improving mathematics instruction; reform of mathematics education;
educational policy; teacher knowledge; teacher quality; teaching
practice; educational research; subject-content knowledge; equity
agents
ci:
li: doi:10.1007/978-90-481-9803-0_13
ab: Summary: This chapter uses an equity lens to examine recently published
national policy reports that address the improvement of mathematics
instruction in the United States. We frame equity along two dimensions:
the kinds of mathematical knowledge to which students have access and
the opportunities for students to participate in classroom environments
that support significant mathematics learning. A central finding of the
analysis is that, across the policy documents, mathematics is narrowly
construed and primary emphasis is placed on procedural knowledge and
the accumulation of facts. Moreover, the recommendations reflect a
general tendency to privilege teacher content knowledge over other
forms of knowledge that would enable teachers to teach all students
effectively. We concur that deep subject matter knowledge is essential
in order for teachers to teach mathematics well; however, we contend
that it is not sufficient for an equity agenda, as mathematics
knowledge alone does not enable teachers to facilitate studentsâ€™
learning.
rv: