Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equityminded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms.
Daniel L. Reinholz, Department of Mathematics and Statistics, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-7720; firstname.lastname@example.org
Niral Shah, Department of Teacher Education, Michigan State University, 116P Erickson Hall, East Lansing, MI 48824; email@example.com