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作者

Lynn Liao Hodge Paul Cobb

来源

URBAN EDUCATION,Vol.54,Issue6,P.860–884

语言

英文

关键字

mathematics, identity, diversity, social, culture, subjects

作者单位

1The University of Tennessee, Knoxville, TN, USA;2Vanderbilt University, Nashville, TN, USA

摘要

In this article, the authors present an analysis of two views of culture reflected in equity scholarship and their implications on research and mathematics teaching. In doing so, they draw on two interrelated theoretical orientations to describe instructional practices that support equitable learning opportunities in mathematics classrooms. These two orientations are grounded in contrasting views of culture. They discuss the contributions of and the tensions associated with each orientation, and argue for a research agenda that focuses primarily on what is called the Cultural Participation Orientation. In addition, the authors discuss the usefulness of drawing on both orientations in understanding equitable instructional practices in urban mathematics classrooms.