Connecting Research to Teaching: Addressing the Equity Principle in the Mathematics Classroom

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The publication of Curriculum and Evaluation Standards (NCTM 1989) marked the beginning of a period of significant change in mathematics education. However, that document and many contemporaneous calls for reform lacked a clear focus on equity (Meyer 1989). A decade later, Principles and Standards for School Mathematics (NCTM 2000) began to address that shortcoming.

Footnotes

Libby Knott, knott@mso.umt.edu University of Montana, Missoula, MT 59812

Thomas A. Evitts, taevit@ship.edu Shippensburg University, Shippensburg, PA 17257

Contributor Notes

Tonya G. Bartell, tbartell@udel.edu, is an assistant professor of mathematics education at the University of Delaware, Newark, DE 19716. She is interested in teacher professional development, particularly integrating equity with mathematics teaching and learning to promote the success of traditionally underserved students.

Margaret R. Meyer, mrmeyer2@wisc.edu, is an assistant scientist with the Diversity in Mathematics Education Center for Learning and Teaching at the University of Wisconsin-Madison, Madison, WI 53706. She is also involved in curriculum development and implementation.

(Corresponding author is Bartell tbartell@udel.edu)(Corresponding author is Meyer mrmeyer2@wisc.edu)
The Mathematics Teacher

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