Publication Date
10-2-2017
Document Type
Article
Abstract
Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity. In this paper, through aligning some characteristics of inquiry put forth by Cook, Murphy and Fukawa-Connelly with Gutiérrez's dimensions of equity, we theoretically explore the ways in which active learning teaching practices that focus on inquiry could support equity in the classroom.
Publication Title
International Journal of Mathematical Education in Science and Technology
Volume
48
Issue
sup1
First Page
S4
Last Page
S15
DOI
10.1080/0020739X.2017.1352045
Publisher Policy
pre-print, post-print (with 12 month embargo)
Recommended Citation
Tang, Gail; Turkey, Houssein El; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; and Plaxco, David, "Inquiry as an Entry Point to Equity in the Classroom" (2017). SIAS Faculty Publications. 798.
https://digitalcommons.tacoma.uw.edu/ias_pub/798
