Justification as an Equity Practice

Author:
Kristen N. Bieda Michigan State University in East Lansing

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and
Megan Staples Neag School of Education, University of Connecticut in Storrs

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Volume/Issue:
Volume 113: Issue 2
Page(s):
102–108
DOI:
https://doi.org/10.5951/MTLT.2019.0148
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This article highlights the role of students' engagement in mathematical justification in supporting classrooms that provide equitable access to mathematics and develop students' agency for doing mathematics.

Supplementary Materials

    • Supplemental Materials (PDF 95 KB)

Footnotes

See how to give students equitable access to mathematics, develop their agency, and support their engagement.

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Copyright:
© 2020 by National Council of Teachers of Mathematics, Inc.
Page Count:
7
Article Category:
Research Article
Received:
30 Apr 2019
Accepted:
30 May 2019
Print Publication Date:
01 Feb 2020
Online Publication Date:
Feb 2020
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