## Equity in Discourse for Mathematics Education: Theories, Practices, and PoliciesBeth Herbel-Eisenmann, Jeffrey Choppin, David Wagner, David Pimm This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings. |

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### Contents

1 | |

14 | |

Part II Attention to Discourse Highlights Equity Concerns | 106 |

Part III Implications and Policy | 193 |

Afterword Six PostIts in Search of an Author | 223 |

Contributing Authors | 229 |

References | 234 |

Author Index | 257 |

263 | |

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Aboriginal academic access and achievement achievement gap African African American analysis Barwell bilingual Boaler Bourdieu challenge chapter classroom discourse classroom interaction classroom practices code-switching cognitive concepts consider contexts cultural curriculum David Wagner described discourse and equity discourse of telling discursive demands Discursive psychology discussion dominant ematics engage English equity and discourse equity issues ethnomathematical example experiences explore focus focused forms group members Gutiérrez Herbel-Eisenmann highlight home languages ideas Indigenous instruction involved learning mathematics lesson linguistic Lunney Borden math mathematical practices mathematics classrooms mathematics education mathematics learning mathematics teachers matics Moschkovich multilingual classrooms non-dominant opportunities to learn participation particular pedagogic perspectives positioned problem processes professional development question response role Schleppegrell school mathematics Setati social South Africa Springer Science+Business Media structure support mathematical symbolic violence talk task teacher–researchers teaching and learning texts thinking tion Tshivenda understanding working-class Zevenbergen