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Filiberto Barajas-López and Gregory V. Larnell

In their commentary, “Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice,” Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the Common Core State Standards for Mathematics to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge.

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Tonya Bartell, Anita Wager, Ann Edwards, Dan Battey, Mary Foote and Joi Spencer

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.

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consistent with research-informed and equitable teaching practices that foster students’ positive mathematical identities and strong sense of agency. Develop Deep Mathematical Understanding. Middle schools should offer a common shared pathway grounded in the

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Key Recommendation: Mathematics instruction should be consistent with research-informed and equitable teaching practices that foster students’ positive mathematical identities and strong sense of agency. Building upon a strong mathematics

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challenge spaces of marginality and privilege. Implement Equitable Mathematics Instruction. Mathematics instruction should be consistent with research-informed and equitable teaching practices that nurture children’s positive mathematical identities and

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-end course pathways. Classroom instruction should be consistent with research-informed and equitable teaching practices. High schools should offer continuous four-year mathematics pathways with all students studying mathematics each year, including two to

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Mathematics Instruction. Mathematics instruction should be consistent with research-informed and equitable teaching practices that foster students’ positive mathematical identities and strong sense of agency. Develop Deep Mathematical Understanding. Middle

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challenge spaces of marginality and privilege. Implement Equitable Mathematics Instruction . Mathematics instruction should be consistent with research-informed and equitable teaching practices that nurture children’s positive mathematical identities and

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Tracy E. Dobie and Miriam Gamoran Sherin

engagement and equitable teaching practices in K–8 mathematics education as well as discourse in teacher learning communities. Miriam Gamoran Sherin , msherin@northwestern.edu , is a professor of learning sciences in the School of Education and Social

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Patrice P. Waller and Alison S. Marzocchi

teaching practices for preservice teacher and in‐service teacher development.