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Event: UCI Summer Research Symposium Date: August 15, 2019 Location: UCI Student Center Title: Understanding Equitable Mathematics Education through the Connective and Productive Disciplinary Engagement Framework Author: Jocelyn Ornelas-Muñoz Mentor: Elizabeth van Es Abstract While scholars have studied mathematics education for several decades, there exists a dichotomy between findings from social scientists and mathematicians. To bridge the gap, this study focuses on understanding how teachers who expressed commitment to equitable mathematics teaching create learning environments for students where they can engage in high quality mathematical tasks and participate in mathematics in a holistic way. We used a longitudinal data set comprised of videos of classroom lessons to analyze selected segments using the Connective and Productive Disciplinary Engagement framework (Agarwal and Segupta-Irving, 2019). This analysis reveals that there is a wide range of variation in teacher practices that position students as authors of their own ideas and allow for them to engage in mathematics in a way that generates self-curiosity. The analysis also shows that teachers who are committed to advancing equity in the mathematics classroom ensure their students have the necessary resources to engage in the discipline. The findings suggest that the emphasis in equitable mathematics education lies densely in validating students’ identities and histories and less in engaging them in meaningful and rigorous mathematics. We conclude by discussing future steps to promote equitable mathematics education.  Comments are closed.
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