Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice
Search for other papers by Tonya Bartell in
Current site
Google Scholar
PubMed
Search for other papers by Anita Wager in
Current site
Google Scholar
PubMed
Search for other papers by Ann Edwards in
Current site
Google Scholar
PubMed
Search for other papers by Dan Battey in
Current site
Google Scholar
PubMed
Search for other papers by Mary Foote in
Current site
Google Scholar
PubMed
Search for other papers by Joi Spencer in
Current site
Google Scholar
PubMed
The Common Core State Standards for Mathematics (CCSSM) do not make any promises about the teaching practices that should be used to support students' enactment of the standards. Thus, equity gets framed as achievable through making the standards a goal for all students. We know from research on past reform efforts that standards without explicit (or companion) teaching practices, and teaching practices without explicit attention to equity, will inevitably result in the failure of the standards to achieve goals for students. This commentary provides a framework for future research that hypothesizes research-based equitable mathematics teaching practices in support of the CCSSM's Standards for Mathematical Practice, connecting research, policy, and practice in order to realize the equity potential of the CCSSM.
Contributor Notes
Tonya Bartell, Department of Teacher Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824; tbartell@msu.edu
