Inquiry as an entry point to equity in the classroom. (2nd October 2017)

• Record Type: Journal Article
• Authors: Tang, Gail; El Turkey, Houssein; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; Plaxco, David
• Is Part Of: International journal of mathematical education in science and technology. Volume 48(2017) Supplement 1
• Page Start: S4
• Page End: S15
• Publication Date: 2017-10-02
• Subjects: Active learning -- equity -- inquiry-based learning -- inquiry-oriented instruction; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Periodicals; 510.07
• DOI: 10.1080/0020739X.2017.1352045
• Languages: English
• ISSNs: 0020-739X

Abstract

ABSTRACT: Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity. In this paper, through aligning some characteristics of inquiry put forth by Cook, Murphy and Fukawa-Connelly with Gutiérrez's dimensions of equity, we theoretically explore the ways in which active learning teaching practices that focus on inquiry could support equity in the classroom.