Title

Inquiry as an Entry Point to Equity in the Classroom

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

Version

pre-print, post-print (with 12 month embargo)

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