Equity-Based Mathematics Teaching Practices

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Equity-Based Mathematics Teaching Practices

The 2013 book The Impact of Identity in K-8 Mathematics Teaching: Rethinking Equity-Based Practices by Julia Aguirre, Karen Mayfield-Ingram, and Danny Bernard Martin, focuses on teacher reflection and practice in the context of student learning and the development of students’ mathematical identities. Part 1 of the book focuses on learning and identities, Part 2 describes five equity-based instructional practices, and Part 3 focuses on engaging families and communities as partners in learning and identity development. The five practices described below have many similarities with NCTM’s eight effective mathematics teaching practices, but some key differences that make them equally worthy of being used to frame what good mathematics instruction should look like.

The five Equity-Based Mathematics Teaching Practices come from The Impact of Identity in K-8 Mathematics Teaching: Rethinking Equity-Based Practices (2013) by Julia Aguirre, Karen Mayfield-Ingram, and Danny Bernard Martin.

1. Going deep with mathematics
2. Leveraging multiple mathematical competencies
3. Affirming mathematics learners’ identities
4. Challenging spaces of marginality
5. Drawing on multiple resources of knowledge