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ERIC Number: EJ1105740
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2156-1400
Conducting "Good" Equity Research in Mathematics Education: A Question of Methodology
Bullock, Erika C.
Journal of Mathematics Education at Teachers College, v3 n2 p30-36 Fall-Win 2012
Hostetler (2005) describes "good" education research as that which attends to the well-being of students, teachers, and communities. In this essay, the author proposes measuring equity-based research in mathematics education against Hostetler's standard. She argues that current equity-based research has not adequately addressed the mathematical experiences of marginalized students due to its primary focus on the "achievement gap." Such a focus leaves the social and political hierarchies that produce marginalization intact and unquestioned. She presents methodological diversity as a strategy for reconceptualizing mathematics education research in a way that addresses the more foundational quality and opportunity gaps that are at the root of equity issues in mathematics education. She also offers embracing methodological clarity, shifting the site of research, and pursuing interdisciplinary opportunities as three ways in which mathematics education researchers can begin to equip themselves to address equity-based mathematics education research in new and different ways that may better address the well-being of marginalized students.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A